Stanford is interested in discussing the design and technical requirements for adapting Samigo so that it can support high stakes. Indiana, Michigan and rSmart are interested in participating in this discussion as I expect are others.
Community Source needs you! The Apereo Foundation fosters community source projects. To support this role the foundation has a dedicated member of staff as the CLE Community Coordinator, Neal Caidin. Neal promotes the needs of the Sakai CLE community. In this presentation Neal Caidin and Alan Berg, a member of the Technical Coordination Council2 (TCC), explore how to participate fully in the community. This presentation will act as a gentle introduction to the well trodden paths to community involvement. Please come prepared with your questions!
ULCO, with about 10,000 students, is shared between several cities in the north of France and covers the four broad fields excluding Health Sciences.
Due to a small team, which manage Sakai CLE, some choices had to be made: support for users, decentralization of workspaces administration, etc.
We will show the various developments: interfacing with LDAP, integration of PmWiki, adding social networking profile, LaTeX generator, editing and creating roles, etc.
We present a return on our uses, showing the positive points of CLE: matrix navigation, roles modulation, communication tools, etc. However, we will also discuss some obstacles such as francization, the impossibility to automate some tasks, or the inflation of the database.
Although CLE is used as a majority in blended mode, we also have a full remote training and several uses in project mode. It allowed us to evaluate the platform, from the point of view of users. We present our vision of the use and expected evolutions.
by Benjamin Royas
This presentation will take an in-depth look at the workshops and support services offered to faculty using Sakai at Claremont McKenna College (CMC). During each summer and winter break, CMC offers a series of workshops designed to promote Sakai and educate faculty on how to use Sakai's various tools for better teaching and learning. To complement these workshops, the office of Instructional Technology and Client Services offers faculty Sakai support and digitization services on a daily basis throughout the academic year. We've found that our workshop and support model has been highly successful for our liberal arts college. Please join us in this presentation to learn more about our model and walk away with best practices for offering Sakai workshops and effectively supporting faculty once the workshops are over.
This presentation will highlight both the strategic and tactical dimensions of Apereo mobile projects. First, Project Keitai ? the Mobile Sakai Project ? will be highlighted with identification of key players in the project, an overview of the project and it?s goals, identification of completed components, a presentation of key deliverables targeted by this project, and a discussion of the projected development timeline.
In the second part of this presentation, the uMobile project will be presented looking at the development of the project so far, the growing community and some different examples of how uMobile is being used by different schools.
Anyone interested in mobile applications and services will be interested in this presentation.
Many schools adopt Sakai because, as an open-source platform, each campus can meet local needs by making changes to the source code. Yet when is it sensible and sustainable to make local customizations? How do you weigh and prioritize the feedback and requests of a diverse population of faculty and students? And once you've committed to making changes, how do you establish an effective and repeatable process for implementing, testing, and evaluating efficacy?
With such a vibrant development community, we don't always have to reinvent the wheel. How can we discover and leverage customizations made by other schools in a sometimes chaotic, open-source community? And how best to manage campus expectations regarding new development, when just because we can make local changes doesn't always mean we should?
by Ian Dolphin
This BOF will be led by two institutions which have used the Sakai CLE as the delivery platform for a MOOC; HEC Montreal, and the University of Amsterdam. They will be joined by those involved in the French Ministry of Higher Education and Research MOOC, which also uses the Sakai CLE. This is a significant opportunity to share your personal and institutional perspectives, and to learn from those engaged in early practice in this area.
Integrating third party site information into your Sakai CLE course should be seamless and free from pain. This session will highlight some best practices as well as potential trouble spots with highlights from our experiences integrating with Kaltura, ScormCloud and other third party sites or services.
In January, 60 second and third year computer science students from the Faculteit der Natuurwetenschappen, Wiskunde en Informatica (FNWI) at the University of Amsterdam (UvA) created Educational tools. They worked full time for a month on a graded exercise building learning tools which appear inside Sakai CLE and other Learning Management Systems (LMS). The tool built was social, applied to teaching in local Lectures halls.
Aspiration: The exercise lays the foundation for researchers and practitioners that will later innovate.
The two overriding innovations were:
1) Cut the middleman out. Students designing tools that students need, giving room to unexpected ideas.
2) Students are immersed in the vibrant and purposeful Apereo community, focusing on software engineering and learning, opening doors to student projects at different international locations.
by Zhen Qian
Recently, there are many momentum involved with Search implementation inside Sakai Community. The legacy Lucene-based Sakai search was replaced with Elastic search in Sakai trunk, while Oxford implemented Solr-based search and has it running on their prod system for over a year.
The search tool has been included in the UMich CTools build for at least 5 years. It is currently stealthed due to performance concerns. Given the emergence of search as a primary mode of user/software interaction, UMich need to determine the current scalability of the Search tool and invest time into test/fixing performance issues.
We will conduct the performance test on the current Search tool, mainly with new Elastic Search implementation, and determine the scalability of the new embedded search (instead of dedicated search server) approach. The goal should be to make a Search tool widely available and out of stealthed status.
The Open Academic Analytics Initiative (OAAI) has developed an open-source academic early alert system using Sakai and Pentaho, an open-source Business Intelligence tool, designed to identify students who are at risk to not complete their courses? successfully and then deploy an intervention intended to help the student succeed. The system includes a predictive model which has been released under an open-source license using a standard markup Language to facilitate use and enhancement by others. The system has been deployed to over 2200 students across four different institutions. Based on these pilots, research on critical scaling factors such as the ?portability? of such predictive models and success of intervention strategies has been conducted. Our presentation will update the community on this initiative and our latest research findings as well as discuss future work. A related BOF for those interested in working to expand this initiative will also be scheduled.
This presentation highlights a unique approach for teaching how to create Tests and Quizzes with Sakai. This complex tool is difficult to explain, especially to people who are used to another system or have not done online assessment. As part of its recent transition to Sakai, our university developed a 90-minute training session that emphasizes the central steps for using the tool and promotes effective teaching.
The presentation will show how trainees start by developing a question pool and a custom assessment type. They then create a simple assessment using direct entry and markup. Finally they take a quiz and grade it. Our workshop concentrates on the big picture and encourages long-term planning, giving minimal coverage to confusing variations and exceptions.
The presenter will invite attendees to share tips and strategies for approaching the Tests and Quizzes tool. Participants will leave with a copy of our workshop materials and fresh ideas for developing their own training.
by Neal Caidin
The Sakai CLE 2.9 builds on previous releases by refining and stabilizing the 2.x feature set. It offers dozens of new features and improvements to key areas like accessibility, internationalization, performance, and security. Sakai CLE 2.9 sports a new updated interface with a beautiful new skin and improved efficiency for users. Significant enhancements have been made for IMS Common Cartridge support as well as for a number of core tools including Lessons, Samigo Tests and Quizzes, Forums and Messages, Profile, Gradebook and Resources tools. Come learn about all the improvements and an outline of forecasted plans for the future.
In this presentation, three universities -- University of Florida (UFL), University Pierre and Marie Curie (UPMC), and University Littoral Cote d'Opale (ULCO) -- will discuss their use of surveys and production server data to better understand how faculty and students are using their respective learning management systems. Each institution is unique, with different populations and programs. Learn how these universities conducted their research, what trends were discovered, and what actions the findings have motivated.
by Jeff Davidson and Jason Smith
In this session, we will review and articulate the benefits of integrating third party tools into our instance of Sakai. These include single methodology for course evaluation delivery, enhanced communication tools, improved integrity of testing procedures, resolution of limited quotas for storage media, and supplemental tutoring. We will also look at some of the challenges such as technical glitches, accessibility issues, support, authentication (single sign on versus separate authentication), instructional design, training, and system upgrades. Our review will focus on the following tools:
by Neal Caidin
Sakai CLE's online help feature needs help itself. It is technically complex to administer, is tied to one higher ed institution's knowledge base, is difficult for documentation specialists to keep up with, and does not leverage the knowledge of the crowd.
If we, the community, do not take active steps to save it, Sakai's help tool's sustainability is in jeopardy. As it is, it is less than ideal for updating with changes, and managing translations.
Please lend your voice to the conversation.
Is Sakai CLE's online help tool still needed?
What are the needs at your institution?
What are technical solutions for this problem and where do we find resources, people, to make the solution work?
This presentation describes the top ten security issues associated with coding. Examples are included. Discussion centers around the application of this knowledge to coding practices. There will be a section on integration best practices and avoiding common pitfalls. Subjects like TLS certificates, backup regimes and monitoring will be explored. Further, the security processes around Sakai CLE are explained. How to write a security bug report and how it ends up as a security alert.
The presentation will be centered around advice from OWASP. Coding examples will be based on Java and will be applicable to Java based projects such as CAS/uPortal and Sakai.
This is a great opportunity for further reach out to those interested in this field and across projects. The target audience are developers and integrators. This is a good place for people to start meeting and discussing cross cutting concerns, especially between projects.
Upgrading Sakai might seem hard. Upgrading while ensuring your custom changes are intact might seem even harder. Doing all of this without faculty noticing a major upgrade is taking place? It's not as impossible as you might think.
The purpose of this session is to provide a roadmap for institutions that want to upgrade Sakai while minimizing risk. We will describe how the University of Dayton made the jump from Sakai 2.6 directly to 2.9 in one academic year, and brought five years of custom code changes along with us. Although we have a small staff, our goal was to make this large upgrade "quiet"; we wanted to avoid the hiccups that normally accompany an upgrade, and make the transition as invisible and seamless as possible.
We will also cover how we cultivated a pilot group of faculty and students that used a beta server for a semester, and the benefits of soliciting feedback from this group. We will also explain how we plan to stay current with the community's code moving forward.
This session is geared toward people new to portfolios within the Sakai community, and it offers a general overview of how we use the Sakai Portfolio tools (often referred to as the Open Source Portfolio, or OSP, tools). At Virginia Tech we utilize the Matrices and Portfolio Templates tools to facilitate learning, assessment, and professional development, and it is through the use of the Sakai portfolio tools that we have been able to find the, often elusive, balance between those three areas. In this session, presenters will share a bit of our pedagogical philosophy, as well as examples of how faculty at our institution are using the Sakai portfolio tools for learning, assessment, and professional development.
The University of Michigan and UCT have both deployed Sakai 2.9 into production soon after it was released. During testing before, during and after deployment, numerous performance problems were discovered and resolved. This includes such things as:
This BOF is aimed at a technical audience to share the diagnostic and testing strategies and the lessons learned from 2.9 deployments at ours and other institutions.
Did you know Sakai has a robust course Evaluation System? Join peers to discuss and coordinate the latest and greatest developments with this useful tool. Find out what's coming in EvalSys 1.5 and help troubleshoot common bugs and known issues.
Users do not speak with a single voice, nor are the loudest and most insistent necessarily the most representative. How does an institution effectively harness the myriad responses users have to a complex system like NYU Classes (the name for our local instance of Sakai 2.8), especially when it is being rolled out across multiple divisions in a very compressed timeframe? We will describe the ways NYU is addressing the challenge of integrating meaningful user input into the LMS decision-making processes of a large, multi-faceted university with a great variety of needs and teaching practices. It has developed a tiered feedback system through which a large User Advisory Group (UAG) is guided by a smaller UAG Executive Committee on which IT professionals and active educators and scholars collaborate to identify issues and focus feedback before passing it on to the implementation team and the University?s higher-level educational technology decision makers. Attendees will take away ideas both for structuring the collection of user input and for finding the most appropriate tools to facilitate the conversation.
Building upon UVa?s interactive syllabus functionality, we have developed pre-configured site templates to streamline instructor options for structuring and delivering course content. Site templates utilize the Lessons tool as the primary locus for delivery of site content and activities to students. Tools in which actual activities are created are hidden from students in order to direct their access to content and activities from a central source in the site. We refer to this model of site organization as the Electronic Course Layout and Presentation System (eCLPS).
This session will acquaint attendees with site template designs & configurations, enhancements to CKeditor, and improvements that ensure embedded links are updated when content is re-used in new sites, all in support of the instructional design goals that inspired this model of content delivery. We?ll showcase real course sites based on this model and a site template designed specifically for one of UVa?s schools.
by Hui Jin and Bryan Holladay
Columbia University is working on enhancements to the syllabus tools to make it more robust and user friendly. The enhancements are being done by Longsight and are slated for completion in April 2013. Columbia plans to pilot the enhanced tool in summer before a full role out in Fall 13 term.
The enhanced Syllabus tool will have the capability of attaching date and time stamp to items to allow it to be linked to the calender. In addition, instructors will be able to create multiple items with or without date all at once. The tool will also have bulk update feature to allow updates to all titles, link to calendar, conversion of draft to post and delete. A table of content view is also being developed for easier read for both instructors and students.
Join us for fast, fun presentations about teaching with Sakai. Each presentation is 5-7 minutes. Learn how your peers are using open source software to promote learning and research across the globe.
WANT TO PRESENT? Sign up at the conference registration desk or at http://bitly.com/apereo-talks -- spaces are limited so sign up quickly!
2nd–7th June 2013