Conference Presentations and Abstracts
|AuSakai 09 Conference - 17 September 2009|
|Learning & Teaching||Learning & Teaching||Technical/ Development/Sakai||Organisational/ Research Support|
Keynote: Michael Korcuska, Executive Director, Sakai Foundation: Strategic Perspectives on an Exciting Future with Sakai
New Opportunities for LAMS with Sakai
James Dalziel MELCOE
Deploying and Using Sakai: What does it take?
Peter A Knoop, University of Michigan
Keynote: Clay Fenlason, Sakai Product Manager - Sakai 3 and Academic Values (video)
AuSakai 09 Conference - 18 September 2009
Keynote: Ian Boston, Chief Architect, Cambridge University: Sakai 3, Architectural Choices and Community Impact
Working of Sakai Community and Product Development
Clay Fenlason, Sakai Product Manager, Sakai Foundation
Where two worlds meet – integrating Sakai and Pebblepad
Carole Hunter, CSU
Stepwise integration of online resource to diverse student cohort of 100+ distance students.
Angela Ragusa, CSU
Profile2: a complete re-development of the existing Profile tool in Sakai and brings social networking to Sakai2
Steve Swinsburg, Lancaster University UK
(Arranged in order of presentation)
Thursday 17 September 2009
Keynote: Michael Korcuska, Executive Director, Sakai Foundation: Strategic Perspectives on an Exciting Future with Sakai
LAMS (the Learning Activity Management System) is an open source Learning Design system used by thousands of educators in over 80 countries and translated into 28 languages. LAMS allows educators to create, run and share sequences of learning activities that represent exemplars of good pedagogy. LAMS is integrated with many Learning Management Systems, particularly with Sakai, and shares many underlying technologies with Sakai. This presentation will describe new features in recent releases of LAMS (V2.2 & 2.3) including branching, gates and LaTeX support, as well as new tools for mindmapping, video recording, image sharing and editing and Google Maps integration. It will discuss how these features can be used to design effective teaching and learning approaches within LAMS, and how these can be implemented in Sakai courses. The presentation will also consider the opportunities for new integrations of LAMS tools with Sakai 3
Exploring the Conference theme this presentation examines how Pedagogy Systems Processes & Outcomes fit into one Sakai-based Digital Media learning environment. Does classroom teaching have a place in an online environment? If so how does teaching change? The presentation will also examine innovative solutions to platform-specific issues
The Doctoral Attributes Workshop is a self-directed reflective Sakai tool designed to allow PhD candidates from all disciplines and at any stage in their candidature to assess their progress toward the acquisition of the University’s "doctoral attributes". It is a core component within the Melbourne School of Graduate Research ePortfolio framework and represents the University’s first significant design foray in the Sakai platform
There are now a wide variety of organizations, both in terms of size and goals, deploying and using Sakai. This presentation provides an overview of what these organizations have found necessary to deploy and support Sakai, as well as examples of common and uncommon uses of Sakai to provide some context for these requirements
Work integrated learning has led to some internally enrolled students effectively becoming external through industry employment. Sakai has been used for a ‘virtual workshop’ to provide equity to on-campus and off-campus students within the same cohort. This presentation explores the potential and limitations of Sakai in providing a replica classroom teaching program in an online environment. It is based on the author’s experience in using the Charles Sturt University Sakai application, Interact, in a final year journalism subject. The presentation will initially outline the pedagogical issues of program consistency and learning equity that have emerged as a result of internal students participating in work integrated learning. It will then use a visual demonstration to show how Interact was used to develop a ‘virtual workshop’ to address these issues. Finally, the presentation will assess the success of Interact as a means of providing an equitable off-campus learning experience, examining the technology’s advantages and limitations. The presentation is particularly relevant in the current pedagogical environment which emphasises the use of work integrated learning in vocationally-oriented tertiary courses
Wenger describes a community of practice as "groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly." Wenger believes that for a group of people to be a community of practice they need to display three characteristics – domain community and practice. The Faculty Showcase is defined by a shared interest in learning and teaching (domain) engagement in activities and discussions (community) and practitioners sharing resources and stories to address learning and teaching problems (practice). The Committee’s Interact site is enabling the Faculty to share practice across geographical locations. It is a place to share practice and engage with and celebrate initiatives to improve learning and teaching within the Faculty. Establishing the community of practice however has not been without its challenges
Sakai 3 will offer new ways of interacting with our users. It has a modern structure of application logic and information presentation and integration that is content and user focused. We look at implications for this in design and delivery of information systems and migrating our existing sakai environment
- Backend as providing content used by client side widgets
- Seamless Integration
- Mashups across data sources
- Building for change
- Changes to what we can deliver (and changes to what we may want to deliver)
- Integration with out IT environment
- Migration from our Sakai 2
- Integration with broader online and communications architectures
CSU has collaborated with The Learning Edge International to implement leading Digital Repository EQUELLA within its teaching and learning environment tightly integrated with Sakai
Dan McFadyen, The Learning Edge International & Sam Parker Charles Sturt University
EQUELLA can easily be integrated with Sakai™ using the Sakai Tool to create a seamless system for users. Commencing in 2007, Charles Sturt University identified the need to implement a digital repository to form a composite solution with Sakai™ to provision its diverse collection of learning materials. After a formal selection process, CSU engaged The Learning Edge International to implement EQUELLA. EQUELLA is an advanced digital repository that can be integrated with the Sakai Courseware Management System. EQUELLA incorporates a digital repository and associated tools that enable users to search, create and manage content such as images, audio, video, packaged content, web links, text, PDFs and Microsoft Office™ documents. From within Sakai users can create and add EQUELLA items to courses or contribute items to the EQUELLA repository.
This presentation will incorporate three elements:
- A demonstration of the EQUELLA and Sakai integration, in particular key areas of interoperability
- An overview of how CSU have configured the composite solution to suit the requirements of their end users
- A discussion on the future vision and how CSU anticipate this composite solution will evolve to suit changing user needs
The Test Centre tool was implemented to aid student reflection; to inform the teaching approach and for subject assessment purposes. The challenges the subject coordinator experienced; initial student attitudes and suggested areas for improvement will be addressed. This presentation reviews an initial utilisation of the Test Centre tool by the subject coordinator of an undergraduate distance subject ‘Advertising Principles’ (Bachelor of Media Communication. This subject requires students to gain an understanding of complex concepts in the advertising process: research, positioning, strategy, creative execution and media selection. There is a need to progressively assess student learning throughout the subject. This is required for a number of reasons: as an aid to students reflecting and monitoring their learning; for student progress to inform the teaching approach of the subject, and to obtain evidence of student learning for assessment purposes. This presentation examines the assumed level of knowledge and intuitiveness of the user required for successful test implementation to meet assessment requirements of the subject. The outcomes of the implementation and students attitudes to the test centre tool will be explored. The subject coordinator and educational designer will make suggestions for further developments and improvement to the tool.
The BA Communication (Advertising) undergraduate degree program is an industry based, hands-on course that relies heavily on situated learning environments to facilitate the learning outcomes of the course. Adapting subjects in this course to the online environment has posed many challenges, none more than the need to create 'Advertising Agency' situations for teams of students to operate within. ADV205 is a subject that introduces students to the Advertising Creative process, that requires teams to develop idea generation processes, idea evaluation processes and idea publication situations. All of these 'hands-on' subject requirements have been successfully re-created online through Interact, via the mix and match of key tools and the creative branding of these tools. The audience for this presentation will be exposed to the educational design 'thinking' as well as learning outcomes from this heavily 'scaffolded' and interactive online learning model
This session will overview some of the techniques used to create a Sakai 3 style (web 2.0) user experience in Sakai 2.4. This dynamic, bright, and responsive UX is achieved through the use of AJAX, JQuery and Sakai’s Entity broker to deliver JSON feeds
12 months on - lessons learned about managing the introduction of Open Source learning systems in the tertiary sector. Many Australian universities are currently implementing or piloting open source learning environments, but what have been the most important aspects of these deployments? This session reflects on experiences in managing the piloting and evaluation phase, lessons in building the business case for change, critical phases of the implementation process and lessons to be learned for those first months of deployment
Keynote: Clay Fenlason, Sakai Product Manager - Sakai 3 and Academic Values
This paper presents a pedagogical framework for the use of online technology in assessment. Assessment is widely recognised as needing to be a fundamental part of the learning design and curriculum planning. Through pedagogical principles and good, sound learning design this paper promotes a seamless integration of the use of educational technology in assessment. The framework presented matches the technical and pedagogical affordances of individual tools with the cognitive domains of the subject objectives. Grounded in learning design, the framework thus supports learner oriented assessment and promotes assessment for learning rather than assessment of learning.
There is deliberately no emphasis on distinguishing ‘online assessment’ from ‘assessment’ because the online tools are simply an extension of the medium through which assessment can be conducted. By grounding the affordances of the CSU Interact tools used for assessment in a pedagogical framework, educational designers and teaching staff can design a holistic learning experience
Initially the site was set up to link ADPP students (internal and DE) and confirmed Indigenous police officers. It has expanded to link CSU TAFE (IPROWD program) and NSW Police
CSU School of Policing Studies initially created a project site for Indigenous students. This has been expanded to include;
- CSU (ADPP) students and staff
- NSW TAFE – IPROWD program
- ITAS tutors
- Aboriginal Support Unit (CSU) at Wagga Wagga
- Aboriginal Employment Unit (NSW Police Headquarters)
- Serving police who act as Indigenous student mentors
Our Interact site enables the generation of a support system for a culturally unique cohort of students. Pre- policing students can link with those attending the college, those on the street as probationers, and those who have been confirmed as constables and have graduated from CSU. This initiative aligns with the NSW Police Aboriginal Employment Strategy to double the numbers of Indigenous police by 2012. The NSW Police recognise in setting this target that they will need to provide ongoing support and scaffolding of learning. Our Interact site is creating an online community where students can help each other and be helped by the major stakeholders in police education.
A high level overview of the plans CSU has to move to a Sakai 3 based CSU Interact. The presentation will focus on the drivers for the shift and will explain the strategies being implemented to deliver a successful migration
CSU Interact enables subject coordinators and students to engage with each other using a range of Web 2.0 technologies and Sakai tools. It provides opportunities for staff to embed library services and resources in those same tools. The CSU Library provides support and training for subject coordinators who wish to embed library resources in Interact including:
- library subject support pages
- specialised databases eg. Primal Pictures TV News
- electronic books eg. Cambridge Reference Online: Concise medical dictionary
- links to electronic readings eg. subscribed journals articles subject reserve
Library staff are also working with CSU LTS with a view to implementing elements of the Sakai Library tools eg Citations Helper with the aim of incorporating existing technologies such as SFX and Metalib directly in CSU Interact. Services and tools such as the Library Subject Support pages which might be valuable to first year students who have not previously conducted a literature search eg. http://www.csu.edu.au/division/library/find-info/subject/allied/index.html can be embedded in the OLE.
Subject content presented in a Melete module can be enriched by direct links to the references and resources that are described in that module eg online journal article electronic book images from specialised databases such as Primal Pictures. This will also describe how existing library technologies such as SFX and Metalib used to assist students to locate and access resources have been incorporated in tools developed by the Sakai Library project
Friday 18 September 2009
Keynote: Ian Boston, Chief Architect, Cambridge University: Sakai 3, Architectural Choices and Community Impact
Distant education students face challenges in adopting and using technology for interacting with members in various locations and time zones for the purposes of group assignment. This paper discusses how Interact (Sakai) is used in distance education and the pros and cons associated to its use for group assignment projects
The teaching with Sakai innovation award is an international award run by the Sakai foundation. The winner in 2009 will present a summary of the innovations that have earned places in the finals and provide tips and suggestions for fellow academics and educational designers interested in applying in 2010. This presentation will not only highlight the innovations that resulted in my first place but will also look at the innovations of the other finalist in 2008 and 2009. The presentation will be structured to foster interaction and discussion so that other interested academics and education designers have the opportunity to discuss their innovations or innovations there are currently fostering. It is hoped that this session will promote the TWISA within the Australian Sakai community and increase the number of Australian submissions as well as a promote awareness of the value of pedagogy driven innovation in the Sakai and teaching technology community
There is a diversity of learning strategies to enhance practice-based education. Colleagues who work in the same university but in different schools, faculties or campuses are so busy working within their discipline-specific arena that there seems to be little opportunity to learn from and collaborate with other disciplines about practice-based education programs. This paper reports on a project that trialled and evaluated an online debate with university staff about practice-based education issues. The aims were to establish a sustainable university-wide practice-based education discourse, to break down profession-specific silos, to inform the development of university-wide practice-based education benchmarks, and to foster practice-based education leadership through online debates. Findings demonstrated that collectively, participants shared a wealth of experience and wisdom that remained largely untapped at a university-wide level. Participants’ evaluation highlighted the perceived value of creating a communicative space for a practice-based education discourse, and it exposed aspects of the online environment and time constraints as its biggest barrier.
Botanical Interactions! In our Botany first year subject we have been using different tools within Interact to provide a richer learning experience for our students and to bridge the perceived gap between the on campus and distance education students. The first thing we did was to merge the student cohorts on interact so that all students would receive the same on-line materials and be able to interact on the forum. A Blog was created with a 1% participation ‘carrot’ so that students would introduce themselves and say where they were from, what course they were doing and something about themselves. They were also invited to post a picture of themselves. This worked well and I believe helped foster a sense of a learning community. The on-line communication Forum was also split into subforums so that specific topics could be easily threaded. For instance organising on-line chat times in interact could be scheduled via the chat scheduling forum. Interact resources included lectures, past exams, pod casts, mnemonics for difficult concepts and Test Centre was useful for formative assessment. Feedback from students has been very positive and it is clear that Interact helps students feel more connected and part of a learning community.
The Flexible Learning Institute at Charles Sturt University has initiated a number of projects that aim to transform learning design within the context of professional practice. This is a complex multi-disciplinary adult learning endeavour. In this presentation I will explore the design of a particular learning process that posed the question "How can virtual learning spaces be designed to construct and align with the complex possibilities of workbased learning in academic teaching?" Interoperability, authenticity and embeddedness have been central to the success of the design project.
CSU has chosen to adopt Pebblepad, an external personal learning system to complement the group learning that is taking place in Sakai. Despite some overlaps in functionality the two systems complement each other and there are many possibilities for integration. This session will cover why CSU chose an external ePortfolio system in preference to OSP, and how we see these two systems as complementary to one another. It is unique because, as far as we are aware, CSU is the only institution that is using both Sakai (as the main LMS) and Pebblepad. It is also timely – ePortfolios have been an increasingly important part of higher education discussions, with the ALTC-funded Australian ePortfolio Project holding two symposiums in the past two years and more and more institutions taking up an ePortfolio system. In addition, it is timely for CSU as we are just about to undergo a full rollout of Pebblepad in 2010, and have a series of Pebblepad workshops with the Director of PebbleLearning, Shane Sutherland, immediately following the AuSakai conference.
The audience will gain a general overview of the core functionality of Pebblepad, including a quick comparison of areas of duplication between the two systems (e.g. blogs). They will take away with them a practical understanding of how the two systems are complementary through consideration of private/public and personal/group learning spaces, as well as an appreciation of how external systems can be successfully integrated with Sakai.
I will be running through how CSU Interact works with a few demonstrations, and giving a student perspective as well as a staff perspective on how interact works, how it brings together an online community in cohorts. By running through the usage of Interact, the tools, (possibly delve into future developments), and all the positives that CSU Interact brings to online communities @ CSU. Topics include Online communities, online collaboration efforts, and bridging gaps between dispersed students. Web 2.0 developments and where interact will take us.
The value of reflection and peer comment results in a more complex and interesting product for assessment. The presentation will cover an assessment task in a new distance Creative Arts subject where students were required to progressively think about the creation of a layered artwork. The blog tool allowed the reflection, peer comment and attached product for assessment.
The stepwise use of tools, feedback and research which informed the introduction of online teaching tools to a diverse student population studying introductory sociology from 2005-2009 will be presented to expose how the educational environment shifted from a traditional correspondence-based approach, with the majority of communication centred on administrative issues and complaints, to a multimedia-enhanced environment that imbibes a sense of a learning community. Student evaluations and surveys reveal an enhanced sense of “being taught” emerged and an increased connection with the university while administrative and complaint-orientated communication decreased, giving way to more content and discussion-based communication.
Profile2 is a complete re-development of the existing Profile tool in Sakai and brings social networking to Sakai2. A Facebook-like interface for editing your profile, comprehensive privacy and preference controls, post status updates including Twitter integration, searching for people with common interests and adding them as a connection, are what Profile2 is all about. We will explore the development and current features of Profile2 as well as get a glimpse of what's instore for Profile2 in the future.
A thousand independent flowers blooming within an organisation may make a pretty picture - however sustaining the growth and ensuring that knowledge and experience is shared between teachers using online learning technologies is paramount to the success of its implementation within the organisation. This presentation looks at the model developed by TAFE NSW – Northern Sydney Institute (NSI)and its Sakai implementation
The Sferyx Software Components for Sakai Academic Users
Oggie Kolev, Rila Solutions, Sferyx Australia & Asia Pacific Representatives
The scope of the presentation of the Sferyx Ltd company and Sferyx software components for the academic users of Sakai is to demonstrate the possibilities of the Sferyx Editors to achieve higher productivity quality and in lesson building and other operations when used within Sakai system. The presentation includes basic data about the Sferyx Ltd company, the main functionalities and features of the Sferyx products, the collaboration between Sferyx and the Melete team and Sakai projects, information about the integration of the Editors in Sakai, the new Sferyx academic licenses program for using the products with Sakai and further Sferyx products to empower the Sakai system.
An introduction to Sakai 2.6, focusing on user-facing enhancements and additions in this latest release in the Sakai 2 series.
So where I have come from and where am I headed? My journey into CSU Interact has been along a continuum. This workshop explores my reflections on that journey from "no knowledge" of an Learning Management System to my progression onwards to the exploration of new and innovative technologies within a 2 year period. Using my own practice-journey as a basis for reflection, this workshop asks- how can Interact be incorporated into teaching and learning? What factors may impact on the journey from "no Interact" to full use of Interact and other environments? and How can we plan for the future implementation of Interact based on the diversity of experiences and variable uptake? I also want to work with participants to explore these questions - What’s next? If there is a continuum of development, how do we develop people professionally to move along it? What is needed to motivate people, to build capacity in technology and teaching knowledge? How do we work with the factors that impinge on progress? How do we measure our progress in the journey? A rubric is developed that measures our progress and tell us what we can do next to change our practice and move forward on the continuum.