Presentation for JasigSakai2012. Session description as follows: Duke's move from Blackboard to Sakai involves much more than simply planning and executing a mass migration: it serves as a key step in Duke's larger eLearning strategy which hopes to shift the focus away from the LMS as a one-point solution for all eLearning needs, and instead leverage the LMS as an integration point for a suite of available Duke and non-Duke tools.
Participants attending the session will be better able to assess and plan similar transitions or implementations. Through a review of Duke's experiences and lessons learned, participants will be able to adapt successful models to their own campus culture and manage priorities to better align their projects with broader institutional goals.
The Lean Handbook Journey - ASQ LSS Conference - Feb 27 20125S Supply
This is a copy of the presentation by Anthony Manos at ASQ's Lean and Six Sigma Conference in Phoenix, AZ February 27, 2012. It walks through the Lean Body of Knowledge as a basis for ASQ's "The Lean Handbook".
Open Educational Resources and the School Librarian: Collaborating with Teach...Heather Braum
Learn about open education resources and how school librarians can leverage them to assist classroom teachers. Presented at the 2012 KASL Conference, October 2012.
L&D Needs to Build Ecosystems for the Future of WorkLearningCafe
Work is becoming more interconnected as the pace of business increases. The Future of work promises to be one that is very different from today. LearningCafe considers that the simple view of organisational learning needs to evolve from a stand alone and linear view to one that recognises this interconnectedness and complexity involved in designing and implementing Learning/HR solutions.
Taking an ecosystem view removes the siloed thinking and recognises the connections, constraints and trade offs involved in designing effective Learning solutions.
In this webinar we discuss with an experienced panel about the Learning ecosystems and how it practically manifests itself in our day to day work.
The Lean Handbook Journey - ASQ LSS Conference - Feb 27 20125S Supply
This is a copy of the presentation by Anthony Manos at ASQ's Lean and Six Sigma Conference in Phoenix, AZ February 27, 2012. It walks through the Lean Body of Knowledge as a basis for ASQ's "The Lean Handbook".
Open Educational Resources and the School Librarian: Collaborating with Teach...Heather Braum
Learn about open education resources and how school librarians can leverage them to assist classroom teachers. Presented at the 2012 KASL Conference, October 2012.
L&D Needs to Build Ecosystems for the Future of WorkLearningCafe
Work is becoming more interconnected as the pace of business increases. The Future of work promises to be one that is very different from today. LearningCafe considers that the simple view of organisational learning needs to evolve from a stand alone and linear view to one that recognises this interconnectedness and complexity involved in designing and implementing Learning/HR solutions.
Taking an ecosystem view removes the siloed thinking and recognises the connections, constraints and trade offs involved in designing effective Learning solutions.
In this webinar we discuss with an experienced panel about the Learning ecosystems and how it practically manifests itself in our day to day work.
ePortfolios from Beginning to End to BeginningMarc Zaldivar
This is the presentation from Virginia Tech's ePortfolio Initiatives for the Jasig Sakai 2012 conference. In it, we look at activities that are used in various ePortfolios at Virginia Tech to promote reflection and assessment.
Lean Startup: It's Not Just Technology, Lives are at StakeKen Power
This is the slide deck from my keynote talk at the first Serbian ICT conference on Technology and Entrepreneurship, held Thursday November 22, 2012 in Belgrade.
For more notes, please see my corresponding Blog entry at http://systemagility.com/2012/11/22/lean-startup-and-lives/
I would love to hear your thoughts and feedback.
Thanks everyone that attended this webcast featuring David Fradin from the 280 Group and hosted by the Association of International Product Marketing and Management (AIPMM).
The AIPMM is the hub of all things product management. It is where product professionals go for answers. With members in over 65 countries, the AIPMM is the worldwide certifying body of product team professionals.
It is the world's largest professional organization of product managers, brand managers, product marketing managers and other product team professionals who are responsible for guiding their organizations, or clients, through a constantly changing business landscape.
The Association of International Product Management and Marketing is creating a culture of mentoring within the product management professions
— to assist current product professionals in successfully confronting obstacles in their day to day efforts
— to facilitate rising product professionals in gaining experience and becoming successful product management leaders in their organizations
— to forward the profession, individual practitioners and product teams in successfully bringing products through the entire product lifecycle process
AIPMM Premium Membership provides the foundation for building your own product professional mentor network with access to member-only mentor matching, mentor/protégé facilitation, leadership trainings and opportunities for continuing education, as well as the potential to join the distinguished AIPMM Product Management Ambassadors Council.
AIPMM also offers training courses that prepare product management and marketing teams to take the CPM® and/or the CPMM® certification exam(s).
AIPMM's Certified Product Manager (CPM®) and Certified Product Marketing Manager (CPMM®) programs are internationally recognized because they allow product professionals to demonstrate their expertise and provide corporate members an assurance that their product management and marketing teams are operating at a high competency level.
Contact Hector Del Castillo at http:/linkd.in/hdelcastillo for information about AIPMM membership benefits, certification courses in your area, or for help aligning your business and product strategy.
Almost every recent higher class DSLR camera features multiple and complex access technologies. For example, CANON’s new flagship features IP connectivity both wired via 802.3 and wireless via 802.11. All big vendors are pushing these features to the market and advertise them as realtime image transfer to the cloud. We have taken a look at the layer 2 and 3 implementations in the CamOS and the services running upon those. Not only did we discover weak plaintext protocols used in the communication, we’ve also been able to gain complete control of the camera, including modification of camera settings, file transfer and image live stream. So in the end the “upload to the clouds” feature resulted in an image stealing Man-in-the-Imageflow. We will present the results of our research on cutting edge cameras, exploit the weaknesses in a live demo and release a tool after the presentation.
https://www.hackitoergosum.org
Authentic Assessment: building a longitudinal information literacy assessment...Alan Carbery
Poster Presentation for ACRL's Year 2 of Assessment in Action program. This poster outlines the assessment of student information literacy performance, as assessed using a developmental rubric, on authentic student coursework.
Link here for an updated version of this slideshow: https://www.slideshare.net/khornberger/annotated-bibliographies-234696125
How to create an annotated bibliography with focus upon the annotation portion.
ePortfolios from Beginning to End to BeginningMarc Zaldivar
This is the presentation from Virginia Tech's ePortfolio Initiatives for the Jasig Sakai 2012 conference. In it, we look at activities that are used in various ePortfolios at Virginia Tech to promote reflection and assessment.
Lean Startup: It's Not Just Technology, Lives are at StakeKen Power
This is the slide deck from my keynote talk at the first Serbian ICT conference on Technology and Entrepreneurship, held Thursday November 22, 2012 in Belgrade.
For more notes, please see my corresponding Blog entry at http://systemagility.com/2012/11/22/lean-startup-and-lives/
I would love to hear your thoughts and feedback.
Thanks everyone that attended this webcast featuring David Fradin from the 280 Group and hosted by the Association of International Product Marketing and Management (AIPMM).
The AIPMM is the hub of all things product management. It is where product professionals go for answers. With members in over 65 countries, the AIPMM is the worldwide certifying body of product team professionals.
It is the world's largest professional organization of product managers, brand managers, product marketing managers and other product team professionals who are responsible for guiding their organizations, or clients, through a constantly changing business landscape.
The Association of International Product Management and Marketing is creating a culture of mentoring within the product management professions
— to assist current product professionals in successfully confronting obstacles in their day to day efforts
— to facilitate rising product professionals in gaining experience and becoming successful product management leaders in their organizations
— to forward the profession, individual practitioners and product teams in successfully bringing products through the entire product lifecycle process
AIPMM Premium Membership provides the foundation for building your own product professional mentor network with access to member-only mentor matching, mentor/protégé facilitation, leadership trainings and opportunities for continuing education, as well as the potential to join the distinguished AIPMM Product Management Ambassadors Council.
AIPMM also offers training courses that prepare product management and marketing teams to take the CPM® and/or the CPMM® certification exam(s).
AIPMM's Certified Product Manager (CPM®) and Certified Product Marketing Manager (CPMM®) programs are internationally recognized because they allow product professionals to demonstrate their expertise and provide corporate members an assurance that their product management and marketing teams are operating at a high competency level.
Contact Hector Del Castillo at http:/linkd.in/hdelcastillo for information about AIPMM membership benefits, certification courses in your area, or for help aligning your business and product strategy.
Almost every recent higher class DSLR camera features multiple and complex access technologies. For example, CANON’s new flagship features IP connectivity both wired via 802.3 and wireless via 802.11. All big vendors are pushing these features to the market and advertise them as realtime image transfer to the cloud. We have taken a look at the layer 2 and 3 implementations in the CamOS and the services running upon those. Not only did we discover weak plaintext protocols used in the communication, we’ve also been able to gain complete control of the camera, including modification of camera settings, file transfer and image live stream. So in the end the “upload to the clouds” feature resulted in an image stealing Man-in-the-Imageflow. We will present the results of our research on cutting edge cameras, exploit the weaknesses in a live demo and release a tool after the presentation.
https://www.hackitoergosum.org
Authentic Assessment: building a longitudinal information literacy assessment...Alan Carbery
Poster Presentation for ACRL's Year 2 of Assessment in Action program. This poster outlines the assessment of student information literacy performance, as assessed using a developmental rubric, on authentic student coursework.
Link here for an updated version of this slideshow: https://www.slideshare.net/khornberger/annotated-bibliographies-234696125
How to create an annotated bibliography with focus upon the annotation portion.
SPIRES is the biggest bibliographic database for High Energy Physics, ArXiv is the biggest fulltext repository for the fulltext papers in High Energy Physics, and INSPIRE is the biggest digital library that merges the two.
Amber D. Evans-Marcu (Virginia Tech, rSmart) presents information obtained in her dissertation research regarding how awareness and adoption are often hindered by assumptions, misconceptions and a general lack of knowledge regarding any innovation. During her research, she unearthed a trove of adoption models specifically for use in higher education. In this session, she will explain how her experience and knowledge to apply a particular diffusion of innovation model, the Concerns Based Adoption Model (CBAM), came to fruition during the VT Transition from Blackboard to Sakai. She will also explain how other models can prove effective against significant resistance that can often arise across campuses from non-technical stakeholders, especially those unfamiliar with the open source ecosystem.
In this session, Evans-Marcu will explain:
* The importance of models
* Selecting a model
* Applying the CBAM model
* Pitfalls to avoid
Presentation given at Jasig Sakai 2012 conference, Atlanta. Describes why and how Vrije Universiteit Amsterdam decided to pilot with Sakai Open Academic Environment.
TWSIA Award: ePortfolios in Virginia Tech's FYEMarc Zaldivar
This was the presentation given at Jasig-Sakai 2012 for accepting the 2012 Teaching with Sakai Innovation Award for Virginia Tech's First-Year Experience Portfolios.
English Composition I is a course that combines high-quality Open Education Resources (OER) and innovative course design to promote active learning and successful community building. Central to the writing community is the use of collaborative writing spaces where students provide mutual support and engage in grammar reports, reflective assignments, and peer reviews. Innovations for English Composition I include: cross-referenced learning outcomes and topics for course alignment transparency; interactive grammar reports; a visual learning arc explaining course rationale and methods as well as explicit expectations for student success; guided, interactive pre-writing/note-taking; a virtual presence badge to indicate instructor availability for conferences/chats. All materials are ADA compliant. The presenter will discuss student success results with the new course design and provide a demo in Sakai CLE of key course components.
Pearson International has chosen to build a new offering using the Sakai Collaboration and Learning Environment to support instructors and students in many different regions around the world, including Japan, Germany, France, Sweden and more. This demo will look at what is unique to the project and what Sakai offers "out of the box."
ESUP-Portail: A Global Approach of Digital Services for Higher Education in F...matguerin
ESUP-Portail is a French Consortium of education and research institutions to promote and develop open-source solutions for higher education in the field of portal of digital services for students and staff. The main goals are to:
- facilitate learning and campus life for students... but also the daily work of the staff
- pool service development between universities to share costs
- share technological developments and new services amongst the members
- plan and design future advances of digital workspaces (portal of services)
Learning Analytics is an emerging topic of interest throughout all levels of education focusing on how to harness the power of data mining, interpretation, and modeling.
However, there are several similar terms (academic analytics, predictive analytics, business intelligence, etc.) that can confuse educators and administrators alike. In this session, we will unpack this new area of interest and discuss how institutions can begin to leverage available products and open source communities to utilize analytics to improve understandings of teaching and learning and to tailor education more effectively.
We will briefly present an overview of the learning analytics field, drawing from popular examples such as the Signals project at Purdue U. and the Check My Activity tool at U. Maryland, Baltimore County. We will also review the structure of Sakai CLE and OAE user-level metrics and briefly discuss projects to design and implement tools to utilize these metrics in meaningful ways.
Jim Helwig (University of Wisconsin-Madison)
Aaron Grant (Oakland University)
Lori Tirpak (Oakland University)
Session presentation at the 2012 Jasig Sakai Conference
uPortal is a highly powerful and flexible portal framework that institutions have used in a variety of innovative ways to solve very real campus problems. This presentation showcases two different uPortal implementations demonstrating the diverse ways campuses make use of a central portal.
Oakland University (located in beautiful Oakland County Michigan) is a relative newcomer to uPortal: they first launched their uPortal-based campus portal, MySail, in 2009, using framework version 3.1. But on February 22nd 2012 they became the first school to run a portal based on uPortal4 in production. In this session we will showcase the new Oakland MySail portal and discuss the processes they used to migrate to uPortal 4. We will cover tips and tricks, best practices, and lessons learned. We will also highlight the use of Jasig portlets and talk about getting the most from those collaborative portlet projects.
The University of Wisconsin-Madison has operated a campus portal, My UW-Madison, since 2001. In 2010 we rolled out virtual portals running on the same instance for our 13 sister campuses in the University of Wisconsin System. A migration to uPortal was completed in 2006 and the infrastructure was upgraded to uPortal 4 in April of this year. In this session we will highlight the personalized yet unified portal experience for our applicants, students, faculty and staff. We will showcase some of the innovate portlets we have implemented as well as our adoption of Jasig portlets. Finally we will highlight the benefits of developing Open Source portlets and engaging with the uPortal community.
Sakai OAE as a Scholarly Communications Toolarmandalea
The Sakai OAE has much potential as a course management tool, though there is less exploration of using the platform as a viable scholarly communications tool. As a large global university, we aim to build and nurture relationships between scholars, to promote their work within the university and beyond, and to foster links between scholarship and teaching. We will discuss the pilot use of the Sakai OAE as a platform for scholarly collaborations and research among a small group of faculty members and graduate students. In addition to speaking about the successes and challenges of using the tool to disseminate scholarship, facilitate peer review, and promote and sustain fruitful exchanges among scholars, we will propose design considerations. Additionally, we will offer broader considerations for creating a continuum between the teaching, learning, and research portions of academia. This was presented at the 2012 Jasig-Sakai Conference.
Jim Helwig (University of Wisconsin-Madison)
Jim Vogel (University of Wisconsin-Madison)
Session presentation at the 2012 Jasig Sakai Conference
This past winter the Registrar’s Office at the University of Wisconsin-Madison set the goal of delivering grades to students on their smartphones by the end of the spring semester. This was the first step in making it easier for students to access important information currently available only within PeopleSoft. After considering a variety of approaches, they decided to leverage the mobile capabilities of the campus portal. We will discuss the decision making process, system architecture, design process, progress to date and plans for the future. We will highlight the role uPortal and uMobile play.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
3. Who
◦ Technical Working Group
◦ Functional Working Group
◦ Faculty, staff, students
2012 Jasig Sakai Conference 3
4. Approach
◦ Faculty input – focus groups, teams
◦ Identify and create use cases
◦ Environmental scan – what are other schools doing,
why?
◦ Detailed analysis – functional comparisons;
technical documentation and resource needs; costs
2012 Jasig Sakai Conference 4
5. Duke’s strategic priorities
◦ Internationalization
◦ Knowledge in the Service of Society
◦ Interdisciplinarity
◦ Collaboration and Connection
2012 Jasig Sakai Conference 5
7. Central component – most heavily used
system other than email and SISS
Gateway to other systems
License with Blackboard coming up for
renewal
The one technology that most faculty used
(even for non-teaching related tasks)
2012 Jasig Sakai Conference 7
14. “The schedule is awesome! One of my
professors just loads everything
needed for the day onto the
schedule ‐ lecture notes, links to
readings, things that are due, etc. It
makes the site very user‐friendly.”
– Nicholas School student
2012 Jasig Sakai Conference 14
21. Organize teams to address different aspects
of the migration
Teams reported to a larger Duke Sakai team
comprised of members of all sub-teams
Sponsors: executive group overseeing the
project address issues of scope, budget and
high level communications
Members of teams comprised of staff from
different units
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22. Technical & Hosting Strategy
Integrations
Migration Planning
Communications
Training & Documentation
Support Model
Governance
2012 Jasig Sakai Conference 22
24. New Partnerships Bring New Opportunities...
2012 Jasig Sakai Conference 24
25. …and New Challenges
2012 Jasig Sakai Conference 25
26. You still need local staff:
◦ Research Sakai community resources
(Jira, Confluence, listservs)
◦ Troubleshoot, identify and communicate issues
to vendors
◦ Design, test and approve fixes and developments
◦ Define roles and permissions
◦ Manage roster and integration issues
2012 Jasig Sakai Conference 26
28. Looking at the integrations more holistically may
have been beneficial.
Involving the right business and technical people in
integrations
Testing is critical.
2012 Jasig Sakai Conference 28
29. Kaltura media gallery
Bb Parity
◦ Wimba voice tools using Basic LTI
◦ Ereserves
◦ Respondus LockDownBrowser
◦ Export Official Grades to PeopleSoft
◦ Eliminated some integrations (Library Guides)
Finding Post’em useful in some cases
SISS, Shib, LDAP
Toolkits*
2012 Jasig Sakai Conference 29
34. Last 4 years of Bb content
Worked with Longsight to use existing Bb-Sakai
import tool
Multiple modifications to import tool code
When is the quality of the migrated content “good
enough”?
Also employed workarounds (bFree, WebDav) .
Size of archives, a number of sites over a gig
Total # of sites migrated – over 28,000
2012 Jasig Sakai Conference 34
50. Model based on Blackboard support
Partnership between Duke OIT and CIT
Local monitoring in additional to vendor-provided
monitoring
Emergency response / vendor vs. local-hosted
differences
Instructional Designer specifically hired for the
project.
2012 Jasig Sakai Conference 50
52. Project managers brought decisions to Sakai Team
and sponsors
Transition Advisory Board
Working on permanent governance model – people
shifting out of transition roles
Standardizing a process for new development
requests, bug fixes and integrations.
IMPORTANT: open-source means different things
to different people. Set expectations.
2012 Jasig Sakai Conference 52
53. June 30th is coming… then
what?
2012 Jasig Sakai Conference 53
54. Self-service (course creation)
◦ So far, so good
◦ Benefits – do not have to wait for administrators, no middle
man; combine sites the way you want (instructors); open up
project sites to campus community
◦ Some pushback from professional schools
Toolkits
◦ Facilitating some batch creation of courses for professional
schools (ex: all Law courses)
Course content linking problem
Better streaming/media management
Other bugs that need to wait for 2.8/2.9
2012 Jasig Sakai Conference 54
55. Partnering with Fuqua School of Business (and
other Duke developers)
◦ Team assignments
◦ Improving the schedule tool
Exploring Sakai Portfolios
Sakai 2.8 or 2.9 in 2013
OAE?
2012 Jasig Sakai Conference 55
57. Duke Sakai Team
Yvonne Belanger Dwayne Marlowe
Cara Bonnett Mark McCahill
David Bracken Chris Meyer
Neal Caidin Shawn Miller
Deborah Deyulia Elise Mueller
Samantha Earp Lynne O’Brien
Ed Gomes Josh Quan
Laurie Harris Christine Vucinich
2012 Jasig Sakai Conference 57
Editor's Notes
Bb - about 1600-1700 active courses each semester
Flexibility: open source = can be coded, developed for, changedOptions: several vendors and support unitsCommunity: several peer institutions: Stanford, Yale, Columbia, Rice, UNCGrowing Global: Bb licensing was per FTE - $$$ whenever we need to add more people; Understanding the constraints of the license for who we wanted to add was not clear
Initial experience with Sakai; some of the feedback “tainted” by manual management of roster, lack of integration with SISS; sorting based on email accounts instead of last name,etcFindings from UNC pilot:Spring 201111 faculty, 11 coursesFeedback and survey results were favorable. Most issues with integration/logins, etc.
We decided to do this transition in 1 year. (Feedback from other schools showed that faculty and students disliked having parallel systems running for too long).Limited Phase 1 in Fall 2011. Even with only 200 faculty, Phase 1 ended up affecting nearly 5000 students.Choosing faculty for a limited releaseData from surveys -using feedback to improve support and SakaiLooked for power users, faculty with experience in Bb that had tests, quizzes, assignments, used tools. Basically – getting the people that would be hardest to please/move onboard earliest – and using their feedback to support changes and improvements
Students responded favorably (note Spring comparison is to student results from Spring pilot on UNC system). student n=400
Sample from student response. Key difference with Sakai - Bb didn’t have a ‘schedule’ tool at all.
Faculty response - tools mostly meeting their needs.Noted pain points: blog and wiki were inferior to Bb tools (we used Learning Objects blog and wiki tools in Bb). SAMigo (tests&quizzes) was a big shift for users. Lots of issues, re-learning, etc.
Migration of Bb content - what migrates is outlined on the support sitePart of the strategy - as requested by faculty groups. Bring over last 4 years (starting with F2007) of their stuff. We brought over everything up to Summer 2011. Lines up with data retention policy.Migration is not perfect - we’ll discuss later
Phase 2 - open to all – started much broader communication push(borrowed the ‘checklist’ idea from UNC-CH)Reiterate these three things as much as possible:Change is coming and whenFaculty have to take actionThere is help and where to get it
Also – 1155 Sakai Project sites since we rolled them out in Nov 2011During the first open semester, over half of courses now taught in Sakai. LMS use up overall – half as much in Bb)
Looking to Summer – we shut Bb off on June 30th. Lingering question: what happens with users who didn’t move to Sakai in the Spring?
We benefited from two vendors working together.Uniconhandled aspects of planning and key integrations (ex: SISS) plus developments, and Longsight handled hosting and support.Working with vendors allowed us to gain knowledge quickly without spending time researching, re-training staff, and setting up new systems. This was crucial to allowing us to focus more on the migration and faculty training efforts.
Our core challenge working with vendors: coordination. We heavily relied on our own internal project managers to keep up with vendor communications, and to help make sure all Duke staff involved in the efforts understood proper escalation channels, responsible parties, etc.
Looking at an integration holistically:for example: understanding the relationship between site title, site id, roster connections, APIs, external integration calls, and SISS identifiers for sitesConsider whether/how to do source code reviews, load testing, checking for memory links, in addition to the criticality of functional checking. Who does these functions? At what cost?You don’t always have the resources to do full regression – so what are the areas that could be affected.
*see next two slides
Integrating Duke Toolkits was an essential part of the eLearning strategy moving forward. Using Toolkits, we can manage groups and access to several Duke provided/supported tools. Tech note: Toolkits is based on Grouper.
Toolkits can be accessed via Sakai through Site Info > Add Participants. Toolkits opens in an iFrame. Course instructors and project site managers can look up and add Duke users, add guests (using Open ID – yahoo, gmail, aol, etc), or batch add both Duke and non-Duke users. Mapping roles between Sakai, WordPress, Confluence and other tools has proven to be somewhat complicated.
We had to stage migrations of Bb content at key times. Weperformed a ‘mini-migration’ of all F2007-S2011 content for our 200 ‘Phase 1’ faculty. This gave us a chance to test the import process at scale.We staggered imports for concurrent semesters as we went along. We also had to decide on ideal timing for migrating Bb ‘ORG’ sites to Sakai Project Sites.
We kept terms organized – even with live Sakai semesters (ex: Fall 2011 for Bb migrated and live Sakai courses)Communication issues (Please check your content from the move!)Large files tended to fail
We followed a shared plan. Updated monthly so the whole team knew what had been communicated and to whom.
Change your gateway! We ended up creating a new HTML page linking to our support materials, pulling in multiple FAQs from our support pages, and linking to Sakai.
This is a page from our support site. Keep important information about the transition readily available and linkable. If administrators, faculty, or student groups ask – provide links for all info. Update as much as possible – at least after every milestone.
We added countdown timers in various places. The main summary for instructors and…
…we also added countdown timers and announcements in Blackboard itself. We also added information and links about the transition directly into the course template for the Fall and Spring semesters (during the transition) telling faculty and students that the change was coming.
Monthly updates on the CIT blog tracked milestones, made formal announcements, and were used for email newsletter content.
Try to base communication on data (newsletter stats, Bb usage stats, course creations)Update the university on the progress (Sakai Updates monthly, posting reports)
Sometimes the best approach is the simplest. We ended up refining the message (from ‘Sakai is here!’ to ‘Blackboard – Gone Forever’ to try to ramp up the immediacy of the move).We put up posters, sent out postcards and even affixed labels to coffee sleeves with the simple message: “All Blackboard sites – Gone Forever!”
We put up posters, sent out postcards and even affixed labels to coffee sleeves with the simple message: “All Blackboard sites – Gone Forever!”
Hardest part was training the ‘trainers’ (instructional technologists,etc) before we knew enough about how Sakai worked, would function, and even before integration and tools decisions were finalized.Training mostly took on two forms: formal workshops and drop-in office hoursNOTE: Bye Bye Blackboard was a special series we only offered in the Spring specifically for those wanting more help migrating content, saving Bb data, etc.
Sakai built-in documentation is a great start - but hard to update and often not written for your particular audience (not to mention tool names change, etc).Needed a separate place to update and maintain docs, instructions, videos, support info http://support.sakai.duke.eduUsing a blog technology (like WP) makes it possible to quickly add FAQs and documentation ---being responsive to needs. Whenever possible have support people write – or at least draft- the documentation since they’re answering the questions anyway (in our case, our Sakai Instructional Designer and several other CIT consultants wrote the bulk of the FAQs, guides and examples).
Sakai built-in documentation is a great start - but hard to update and often not written for your particular audience (not to mention tool names change, etc).Needed a separate place to update and maintain docs, instructions, videos, support info http://support.sakai.duke.eduUsing a blog technology (like WP) makes it possible to quickly add FAQs and documentation ---being responsive to needs. Whenever possible have support people write – or at least draft- the documentation since they’re answering the questions anyway (in our case, our Sakai Instructional Designer and several other CIT consultants wrote the bulk of the FAQs, guides and examples).
OIT = Office of Information Technology CIT = Center for Instructional TechnologyBb support - OIT Service Desk – first line of support; Teaching/Learning = Tier 2 CIT; administration and technical = Tier 3 (CIT+OIT)Inst. Designer - Helped ease CIT into supporting role, answering questions, writing documentation.
Open Source: Set expectations. Educate your users. Not everything can be – or should be –tweaked and changed overnight.