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!
The layout of many University web portals is not conducive to the application of standard web analytics, because they use a channel metaphor instead of a page metaphor. There portals can effectively be black holes into which all the potential intelligence about user activity disappears.
If you were to add your dream analytics solution to their University portal, what data would it record, how would you want to segment this, what KPIs would it use, and what reports and visualisations would it generate? What is the best approach to implementing such a solution in a portal framework like uPortal?
An example implementation at the University of Edinburgh, demonstrates how your portal can easily be turned into a goldmine of usage information, including tracking interactions with all portal content, whatever its origin, and segmentation of reports by a range of user attributes. Sample results demonstrate the business insight that can be gained by adding a powerful analytics solution to your portal.
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.
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?
Interest in Multi-factor Authentication (MFA) has been growing for a number of reasons, including increasing attack vectors for compromising passwords, use cases for higher levels of identity assurance, and expanded technologies to provide MFA (e.g. phone-based approaches). Combining MFA with one's Single Sign-on (SSO) system (CAS, Shibboleth) allows one to leverage MFA for many on-campus and federated services. Both the NSTIC-funded Internet Scalable Privacy Project ( https://spaces.internet2.edu/x/Y... ), and the InCommon Assurance Program ( http://www.incommon.org/assurance/ ) are helping to fund efforts to define and implement standard patterns for effective integration of MFA with Shib and CAS. This presentation will describe how MFA is being integrated into both the Shib Identity Provider and CAS Server, and provide some demonstrations of current MFA integrations with both.
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.
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 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?
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.
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.
2nd–7th June 2013