Sakai 3 is a major update to the Sakai learning management system that focuses on improved functionality, user experience, technology, and community practices. Key changes in Sakai 3 include more flexible content organization and search, customizable learning spaces beyond individual courses, enhanced academic networking capabilities, and an architecture built on open standards like Apache Sling to improve scalability, code quality, and developer experience. Adoption of Sakai 3 will depend on an institution's timeline, needs, and appetite for new software versions.
The latest version of my Sakai 3 presentation. Haven't actually given the presentation with this deck yet. Very similar in content/structure to the one I gave at the 10th Conference in Boston.
Invited online presentation for Alberta Distance Education and Training Association (ADETA) on some possible pedagogical uses of blogs, presented February 2005
D2L Brightspace Vendor Integrations: Technology and TerminologyD2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
D2L Brightspace Vendor Integrations: Technology and Terminology- Jonathan Werth, Minnesota State Colleges and Universities System Office
Ten diverse institutions have come together to design solutions that make library services and resources easier to access and more useful from within Sakai 3. This presentation will share the designs we have arrived at so far, the user-centered design process used, including a multi-institutional user research study, and discuss next steps and how to move forward with development.
The latest version of my Sakai 3 presentation. Haven't actually given the presentation with this deck yet. Very similar in content/structure to the one I gave at the 10th Conference in Boston.
Invited online presentation for Alberta Distance Education and Training Association (ADETA) on some possible pedagogical uses of blogs, presented February 2005
D2L Brightspace Vendor Integrations: Technology and TerminologyD2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
D2L Brightspace Vendor Integrations: Technology and Terminology- Jonathan Werth, Minnesota State Colleges and Universities System Office
Ten diverse institutions have come together to design solutions that make library services and resources easier to access and more useful from within Sakai 3. This presentation will share the designs we have arrived at so far, the user-centered design process used, including a multi-institutional user research study, and discuss next steps and how to move forward with development.
Invited talk to Simon Fraser University on "Open Source Maturity and Suitability" aka how to choose the 'right' open source project for you. Presented May 2005
7-10-2009 An Honest Look at Sakai: What Should We Tell Potential AdoptersMathieu Plourde
Most of us are already Sakai adopters and most of us like it a lot. As colleagues from peer institutions are looking at adopting a new LMS and are asking for our feedback, what are we telling them, for real? What are Sakai’s current strengths and weaknesses?
Slide deck from the "New to Sakai?" pre-conference workshop at the 10th Sakai Conference, Cambridge, MA, USA. Peter Knoop (Sakai Foundation and University of Michigan) and Amy Neymeyr (Indiana University) facilitated the session.
Future of Sakai @ UNC: 2013 and beyondKimberly Eke
This is the presentation made at the UNC Faculty Showcase on November 2, 2012. It tells the story of Sakai @ UNC: Where we've been and where we can go...
Invited talk to Simon Fraser University on "Open Source Maturity and Suitability" aka how to choose the 'right' open source project for you. Presented May 2005
7-10-2009 An Honest Look at Sakai: What Should We Tell Potential AdoptersMathieu Plourde
Most of us are already Sakai adopters and most of us like it a lot. As colleagues from peer institutions are looking at adopting a new LMS and are asking for our feedback, what are we telling them, for real? What are Sakai’s current strengths and weaknesses?
Slide deck from the "New to Sakai?" pre-conference workshop at the 10th Sakai Conference, Cambridge, MA, USA. Peter Knoop (Sakai Foundation and University of Michigan) and Amy Neymeyr (Indiana University) facilitated the session.
Future of Sakai @ UNC: 2013 and beyondKimberly Eke
This is the presentation made at the UNC Faculty Showcase on November 2, 2012. It tells the story of Sakai @ UNC: Where we've been and where we can go...
This was an early Sakai Overview presentation that I gave to introduce the project to the University of Michigan Developers in Ann Arbor, IM on 12-Feb-2004.
Consumer Internet Lessons for Enterprise Product ManagersMichael Korcuska
A track keynote presentation I gave at the 2014 NASSCOM Product Conclave in Bangalore. I convey a few lessons I learned while transitioning from a career in enterprise software to a consumer internet company (LinkedIn).
A presentation adapted from "The Startup of You" by Reid Hoffman and Ben Casnocha. I was the keynote presentation at the "Noche de las telecomunicaciones valencianas" meeting in Valencia, Spain.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
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.
Pride Month Slides 2024 David Douglas School District
Sakai 3, version 8
1. Sakai 3: An Overview Michael Korcuska Executive Director Sakai Foundation
2. Sakai 3: Why? Changing expectations Google docs/apps, Social Networking, Web 2.0 Success of project sites = Sakai beyond courses New technologies Standards-based, open source projects JCR (Jackrabbit) Open Social (Shindig) Client-side programming JavaScript/AJAX Fluid Project (fluidproject.org) Years of hard-won knowledge 2
3. Why Now? Proto by Hubert Stoffels The time to repair the roof is when the sun is shining. John F. Kennedy
4. What? Photos by Hobvias Sudoneighm, Massimo Valiani, and Mathieu Plourde Functionality & User Experience Technology and Developer Experience Community Practices and Culture
6. Content Organization, Searching & Tagging Sakai 3 Themes 6 Learning Space Construction Breaking the Site Boundary Customizable Workflows (No Tool Silos) Academic Networking The unSakai Open Teaching
7. Learning Space Construction 1 Photos by Cyprien Lomas Really “Scholarly Space” Teaching & Learning plus…. Research, collaboration and portfolios Principles Embrace participant content creation Simple integration of interactive options Author(s) control presentation and workflow
8. Academic Spaces: Building Blocks Simple Content Authoring: Easy page creation (wiki-like) WYSIWYG Editing Templates (page and site) Versioning Enhanced with Academic Functionality Interactive Widgets (e.g. assignments & feedback) Allows integration of content and activities 8
9. Templates Templates provide scaffolding for majority of users But can be bypassed for advanced needs Page Templates Sections with (editable) content Site Templates Predefined pages and dashboards
10. Everything is Content Not just files to share Classic “resources” tool in Sakai (of course) Discussion post, user profile, test questions Taggable, searchable, linkable, portable, shareable Unified content repository Content not tied to site Everything in one storage area BUT: Sakai is not a full Content Management System No complex approval workflows No fancy layout capabilities Everyone is an author in Sakai 10 2
11. Content Management Sakai2 Photo by Desirée Delgado Site A Site B Users find things by remembering what site they were in when they saw it. 11
12. Content Management Sakai3 Photo by Amy Veeninga Tags: System, Organizational & User Permissions: Who has access, under what conditions Smart Folders Search 12
13. Academic Networking Academic Networking People are important, but “friends” aren’t enough Related content is also relevant, but not the whole story Activity based Who has taken the same classes? Who is reading the same articles? Participating in similar discussions? 13 3 Content People
14. Academic Networking A platform for exploration We aren’t competing with Facebook We do believe we need to drive R&D in this area Linking networks together Sakai to Sakai Sakai, Moodle, Blackboard, D2L Leveraging existing networks Particularly LinkedIn and Facebook Sharing profile and activity information Creating apps on those platforms Photo by Joël-Evelyñ-FrançoisDézafit-Keltz
15. The Site Boundary 15 4 All Art Students Studio Art 101 User 100 User 2 User 3 User 4 User 500 . . . User 1 User 2 User 3 User 4 User 5 . . . Year 1 Art Students Year 1 Art Students Users and groups exist within the context of a site.
16. Sakai 3 Groups & Sites Groups & Sites managed separately Member of a group – People with something in common Access to a site– Collection of content & functionality Support for hierarchy Art Dept. Art Majors Art Majors Studio 101 Students Studio 101 Guest Judges Student Work 16
23. Academic Workflow Beyond Tool Silos Academic work flows often cross tool boundaries Anything can be graded! Anything can be discussed! This exists in Sakai 2 But it is too difficult and more needs to be done Example: Instructor puts into syllabus an assignment to create a discussionpost that will be graded. 4 tools for both instructors and students! 19 Photo by Zoom Zoom
24. Workflow Example 20 Select text & click “Create Assignment” All Media Images Videos Audio Forums Tests Site Pages Polls Jackson Response Forum (3 posts) Create Assignment… Name: Jackson Reading Response Due Date: September 10, 2009 Points: 10 (of 150) Type: Individual Description: Respond to the Jackson article in no more than 500 words. Post that response to the class discussion forum. Link To: Select... Class Intro Forum (27 posts) Forums Edit Assignment Information Some Other Forum (0 posts) Create Cancel Advanced Options… Link to Something Choose New…
25. Student View 21 Assignment: Jackson Reading Response Due Date: September 10, 2009 ( due tomorrow) Status: Not submitted Points: 10 possible (of 150). Description: Respond to the Jackson article in no more than 500 words. Post that response to the class discussion forum. Read more… Link(s): Jackson Response Discussion Forum (Create Post…)
26. Student View, Graded 22 Assignment: Jackson Reading Response Due Date: September 10, 2009 (due date passed) Status: Submitted and Graded Points: 9/10 (of 150). View feedback Description: Respond to the Jackson article in no more than 500 words. Post that response to the class discussion forum. Read more… Link(s): Jackson Response Discussion Forum (go to Forum now)
27. The unSakai Multiple Configurations Sakai as CMS Sakai as Collaboration System Sakai as Portfolio System Sakai Integrations Google Applications Social Networks (Open Social, Facebook) 23 6
28. The unSakai 24 Kernel Service Service Service iGoogle Facebook Kernel Service Service Service Documented data feeds allow Sakai to appear anywhere Mobile Apps Windows/Mac Widgets
29. Open Teaching Easy to make (parts of) course sites public or .auth Connections to OER repositories? Inbound, Outbound
30. Sakai 3 Functional Architecture Public Users Groups Collaboration Spaces Personal Spaces PLE Learning Research Project Portfolio Profile Meaningful Arrangements Dynamic, Collaborative Pages Dashboards Defined & Custom Workflows Fundamental Capabilities Wiki-like Content Editing Page Templates Interactive Widgets Unified Content Repository Authored Pages Uploaded Files Contextual Content
32. Sakai 3 Technology Goals Scalability Millions of users Developer Productivity Faster builds UX & back-end development separated Code Quality & Maintenance Reliance on other open source efforts Increase unit testing Easier to install/build To improve initial experience for new developers 28 Photo by Luiz Castro
33. Using Open Source Don’t write our own code If we can help it Criteria: Functionality License-compatible open source Open standard Approachable community
34. Sakai and Apache Sakai 3 Kernel built on Apache Sling RESTful web development framework for content management Sling incorporates Jackrabbit and Felix Everything as content Discussion post, User profile information, etc. Components put Content into JCR Content store Sakai Kernel creates relational indices in DB Component doesn’t need to do anything Automatic tracking of most events by kernel 30
35. Sling Mindset Everything as content Discussion post, User profile information, etc. Components put Content into JCR Content store Sakai Kernel creates relational indices in DB Component doesn’t need to do anything Automatic tracking of most events by kernel Philosophy similar to CouchDB Will require developer education
36. JSON Sakai Kernel supports JSON microformat Components use REST calls to interact with Kernel Benefits Back-end services stay Java-based UX programmers more often skilled in JavaScript Easier UX developers can work on Sakai Tools like GWT can be used for Java-based UI Components can be written using other languages 32
41. Adopting Sakai Adopt 2 or 3? Not the first question to answer First Question: Yes! Or probably Do you want to be using Sakai (and be in the community) in the long run? We can help you figure out how to get there
42. Path to Sakai Straight to 3? Start with 2? It Depends! What did you expect? On what? Your production timeline Your appetite for “.0” software Your functional needs Your support model
43. Adopting 2 or 3? Sakai 2.6 or 2.7 Sakai 2 works well today 3 doesn’t exist yet Sakai 2 will be a good path to Sakai 3 Bb/WebCT migration to 2 is well known Many will be migrating from Sakai 2 to 3 Straight to Sakai 3 You don’t have a CMS or you are using something like SharePoint Your production timeline is 2012 or later You have a very strong preference for Sakai 3
44. Adopting 2 or 3? Maybe the wrong question Adopt both! Hybrid mode Sakai 2 for courses, Sakai 3 for project collaboration Gradually move users to Sakai 3