New to Apereo? Join us for our lightning project talks! In this session we will introduce you to the following Apereo projects:
Learn about these robust, enterprise-ready projects and how they can make a difference for your institution.
The current online help for Sakai is tied to one higher ed institution's internal knowledge base, the content integration into Sakai CLE is challenging and lacks features such as embedding pictures and video.
Come learn about an exciting possible replacement for the Online Help tool with The Knowledge Base Tool, already in production at the University of Amsterdam. The tool has a set of contemporary features such as online authoring, media support, linking, smart filtering, comments, favorites, voting, and many more. We want to make the KN tool a tool that is capable of leveraging the knowledge of the crowd, the CLE user community, for getting the best and most up to date information possible.
Let's envision together what the potential for this could be, and explore how we can get institutional commitment of money or time, to make this a reality.
The Technology Enhanced Learning Program at UVa offers a collaborative venue for faculty to work with instructional designers, support staff and each other to incorporate technology enhanced learning into their courses. This program offers a curriculum for faculty to leverage local resources in the process of learning about technology enhanced teaching.
The presentation will outline how this program was designed and implemented, emphasizing the partnership between UVa?s Sakai support team and designers in the School of Continuing and Professional Studies to work collaboratively with instructors.
Best practice strategies and learning assessments will be discussed, and Sakai?s rich tool set will be explored.
The following strategies were used to integrate meaningful instruction:
Stuck getting started with Sakai CLE? Not sure where to look for help, tools, patches & recommendations? Learn the approaches that experienced developers and implementors use for building, configuring and deploying Sakai, managing customizations, registering bugs, finding patches and making recommendations to the community. Learn how to be a JIRA ninja and all about "indie" tools. Hidden tips and tricks to help you get the most of what's out there. Learn the things that experienced Sakaigers "just know" all in one session!
Supporting an open source course management system presents interesting challenges, from providing sufficient documentation and training to managing and resolving individual user issues. One has to look at adopting various support models and channels to make this both meaningful and sustainable. How do you support the diverse needs of the users of Sakai? How do you support, report and manage the technical issues within Sakai?
UF Sakai administrators will present the model of support that will include issue reporting, management, documentation, communication and resolution for both faculty and students at the University of Florida. This model can be extended to the broader Sakai community. Attendees of this session may also take away best practices to incorporate into their own support mechanisms.
A recent report showed Sakai CLE and Canvas by Instructure each with a 5% market share for learning management systems. How was this ascertained? Was a 10 person Canvas pilot and a 300,000 person Sakai CLE production service each given the same weight? In this presentation, we will analyze the leanring management system space market share.
In February 2012, the University of Amsterdam in Collaboration with Edia launched the first Dutch MOOC - Introduction to Communication Science. The MOOC platform used to offer the course is a customized Sakai 2.9.0 instance. The MOOC had over 5000 students in a single Sakai site and continued for eight weeks.
In this session, we will first share our experience with the use of Sakai as a MOOC-platform, from the technical perspective (e.g. scalability, modifications), the functional perspective (tooling used) and the pedagogical perspective (course overview).
The second objective of the session is to introduce the Sakai MOOC working group, that was created after EuroSakai 2013 in Paris, France. The working group aims to bring together those who have experience with Sakai in MOOC undertaking, as well as those who are planning to use Sakai for MOOCs. The session will outline the objectives of the working group and give an overview of the current activities.
If you're using the Sakai Gradebook2 tool, you may sometimes wonder how grades get calculated. Thankfully, pocket calculators are not required, and the mathematically challenged are welcome! We'll spell it out in plain English so that everyone can understand what's under the hood of Gradebook2.
In this session, we'll explore the essentials of grade calculation, and what to consider when using Gradebook2:
By the end of the session, you should have a better understanding of the number-crunching behind course grades, and how to best use this tool to provide accurate assessments to students.
This BoF will allow the internationalization community to get together and discuss common needs and problems in i18n and l10n, as well as talk about some of the work they have been doing. This session will also provide an opportunity for people to kick off concrete internationalization and localisation projects.
Meet our Panelists: Duke, Tufts, Pepperdine and Notre Dame, relative newbies to the world of Sakai. Find out how their respective institutions deal with colleges and schools pursuing their own teaching and learning technologies. Is there an assumption that everything plugs in to Sakai? Who prioritizes? Who runs Sakai? Do they have a team or department with a mandate from the Provost or something less official? Does open source create different user expectations that affect governance?
Join panelists in fruitful conversation about our experiences. How are our relationships holding up with stakeholders at our institutions? With third party service providers? Between our internal service providers? We'll share resourcing and governance models for our Sakai services, and hope to hear those from audience participants as well.
Panelists will first introduce themselves and outline their resourcing and governance structures and then facilitate broader discussion.
The need for synchronous learning tools is increasing as faculty and students look for more ways to teach and collaboration on-line.
For three years, the BigBlueButton project has been building an open source web conferencing system for on-line learning that is tightly integrated into Sakai.
This session will be hosted by the Product Manager for BigBlueButton (Fred Dixon), the maintainer of the Sakai Meeting Tool (Jesus Federico), and Scott Siddall (Managing Partner of Longsight).
We will provide you a detailed update on the latest developments of BigBlueButton (including improvements to record and playback), the efforts of the developers to support HTML5 clients and non-flash environments, and the road map for future versions of BigBlueButton.
During the presentation, we will share with you best practices for integrating real-time collaboration into your teaching (one-on-one tutoring, virtual office hours, and live classes).
In return, we welcome your feedback on BigBlueButton and on the plans for improving BigBlueButton for the Sakai community.
Columbia University is pleased to announce the release of the Shopping Period tool for the Sakai CLE. This tool is an extension of the Delegated Access tool and allows schools, departments and instructors to open course content to the public and/or authenticated users during a specific time period for the purpose of registration. Individuals, courses and tools within each course can be made available. Like in the Delegated Access tool, institutions can choose what role (permissions) students shopping for course content will inherit.
The Shopping Period tool was conceived of and designed by Columbia University and was developed by The Longsight Group under contract. Bryan Holladay of Longsight is the lead developer.
The tool was first launched in Jan 2011 as a pilot and production launched in September 2011. During the fall-2011 term, course content of over 2300 courses was made available to students during the registration period.
The presentation will give an update on the current status of Dashboard tool, covering the following three areas:
1. The load test result and performance enhancement: Dashboard tool has been introduced in 2012 and received great interest within the Sakai Community. Columbia University has run the tool since spring 2012, but had to take the tool offline in Fall, due to serious database contention problem. Dashboard team has been working to address the performance problem. UMich has also run the dashboard load test in the cluster environment with the following settings: (1) Sakai 2.9 baseline; (2) Sakai 2.9 with Dashboard service thread turned on; (3) Sakai 2.9 with active Dashboard tool usage. We will compare and summarize the results for those three scenarios, and provide insights for future tool improvement and adoption.
2. Mobile Dashboard Project: Typical use cases of the Sakai Dashboard tool fits nicely into the mobile device paradigm. With this in mind, the University of Michigan is in the midst of refining the Dashboard's mobile interface. The project has sought continuous user feedback, starting with requirements for presentation, then in refining the interface. We will talk about the data used to guide the project and show some of the work in progress.
3. Longsight’s contribution to Dashboard tool: A quick overview of dashboard internal processing highlighting on recent inclusions relating to out of cluster background processing and aggregating older actions to the dashboard.
University wide Learning Analytics projects need to be able to get, clean, merge and then analysis various data sources. This can be expensive in time, cross organizational boundaries and you will probably find inconsistencies in quality and coverage of the data you need to get a full picture. You may even miss part of the picture because of Bring Your Own Device (BYOD).
An emerging standard called the experience API has the potential to alleviate this problem. This API is a standard way of getting information from LMS's, web browsers, mobile apps etc and placing the activity streams into a Learning Record Store for future analysis. The data is clean, communication follows standards and you have the opportunity to keep track of tooling outside your organizational silo's.
This presentation is split into two parts. The first delivers an overview of the experience API and Learning Record Stores. The second drills into Sakai CLE specific details. Outlining a strategy for incorporation.
The Sakai project is nearly ten years old, having started informally in June 2003 and then formally funded by the Andrew W. Mellon Foundation in January 2004. There is no question that Sakai has brought tremendous value to the LMS market - even for schools that have never used or installed the product. Sakai has been a force for good and shown other LMS systems the right path to meet the real needs of their users. Sakai is the only Apache-style open source / open community LMS project in the marketplace. Going forward, we need to think carefully about the kinds of activities that we will undertake beyond Sakai 2.9 to maintain and strengthen our place in the marketplace in an increasingly standards-oriented, component-based learning systems, trends toward multi-tenancy, software as service, MOOCs and extreme scalability. In this presentation, we will take a look at the past, present, and future of the Sakai Collaborative Learning Environment.
2nd–7th June 2013