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Slow and Steady Wins the Race: Moving from Commercial to Open Source. Ryan Allen, Senior E-Learning Specialist University of Dayton. Session Outline. Rolling Out Sakai Where We Came From Analyzing Our Options Sakai Roll-out Training Sustaining and Future Growth Data Collection

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Slow and Steady Wins the Race: Moving from Commercial to Open Source


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    Presentation Transcript
    1. Slow and Steady Wins the Race:Moving from Commercial to Open Source Ryan Allen, Senior E-Learning Specialist University of Dayton

    2. Session Outline Rolling Out Sakai • Where We Came From • Analyzing Our Options • Sakai Roll-out • Training Sustaining and Future Growth • Data Collection • Development Process • Overcoming Issues • Tips

    3. University of Dayton • Private University founded in 1850 • Founded by the Society of Mary (Marianist) • ≈7,000 Undergrad / 4,000 Grad Students • Top 10 Catholic University in the nation • Faculty are not shy about asking for help • No real Instructional Designers • Advanced to second round of NCAA Basketball Tournament last year

    4. Where We Came From • UD adopted WebCT Campus Edition 4.1 as its LMS in 2003 • About 1800-2000 courses on WebCT each year • Primarily used for: • Submitting Assignments · Online Assessments • Accessing Readings · Discussion Forums • Posting/Reviewing Grades • E-Learning’s primary customers are campus faculty • Provide training, support, and instructional design assistance

    5. LMS Usage 2003-present The E‐Learning Lab prepares approximately 300 faculty to deliver 500-700 web‐assisted and distance learning courses each semester.

    6. “WebCT has been a reliable product but as our needs expand and instructional technology develops, a new LMS that better fits the needs and identity of the UD Community must be sought out.” The Crossroads

    7. Analyzing Our Options

    8. WebCT Satisfaction Survey Results …a large majority of faculty noted that: • WebCT was not user-friendly • Among others, the Mail and Gradebook tools were consistently mentioned as weak points • Many tools such as the Quiz and Assignment tools had steep learning curves • The product was becoming outdated and didn’t embrace newer technologies • More support and training materials were necessary Despite the overall positive results and the fact that over 90% of the responders said they would recommend WebCT to a colleague…

    9. The Hunt • LMS Evaluation Process: 2006-2007 • LMS Advisory Panel Assembled • The panel reviewed resources compiled by the E-Learning Lab: • WebCT Usage Reports • WebCT Satisfaction Survey Results • ePortfolio Experience with Sakai • 3 migration paths • Sakai unanimously chosen http://learn.udayton.edu/isidore

    10. Sakai 1.0 - ePortfolios • OSP Tools piloted during 2007-2008 school year • Course level portfolios • Some other Sakai tools in sites Ultimately, lots of work down the tubes 

    11. Sakai 1.0 - ePortfolios

    12. Sakai 1.0 - ePortfolios

    13. Sakai 1.0 - ePortfolios

    14. Sakai 1.0 - ePortfolios

    15. The Big Questions • What’s the real cost of Open Source? • Do we have the current staff to support an Open Source LMS? • Is there commercial support available? • Can we meet the high expectations of the faculty and students? • Are we up to the task?

    16. Getting Things Rolling….

    17. Answering Questions #1 & #2 • What’s the real cost of Open Source? • Hardware • Time / Lots of Effort • Ultimately, it depends on what we want • Do we have the current staff to support an Open Source LMS? • No. We needed another developer for starters.

    18. From Sakai to Isidore St. Isidore of Seville Patron saint of students and schoolchildren and recently recommended for patronage of computers and the Internet

    19. Isidore Timeline 2008

    20. Answering Question #3 • Is there commercial support available? Did we need it? Could we have success without it?

    21. Tool Review Process • All core tools reviewed • Slow roll-out with limited number of tools • manage expectations and maintain better support. • 11 of 15 core chosen tools for the initial Fall release • 3 additional tools for the Winter release • The Form

    22. 240 Bug Fixes and Improvements Already Made • 70 more planned for fall 2009 release How We Keep Track of Progress and Needs?

    23. VI. Migrating from WebCT • Create Automated Migration Utility • Start Fresh or E-Learning Lab Migration • Began late Spring 2009 • Utilized Georgia Tech Migration Tools • Online Migration Request Form Created • Faculty were emailed the courses for which they were instructors in as a reminder

    24. Communicating with Campus Blanket (Non-Threatening) Marketing

    25. Where is Isidore now? Fall 2008 18 ‘Pioneer’ Instructors teaching 22 courses • User Group Meetings • Student Surveys • Spring 2009 • 110 Instructors teaching 300 sections • ‘Tuesdays with Isidore’ sessions Summer 2009 ≈ 50 Instructors teaching 140section

    26. LMS Usage 2003-present The E‐Learning Lab has trained nearly 200 faculty members in hands-on Isidore sessions since last August. 41% Isidore 3% Isidore 64% Isidore

    27. Training • 2 Hour ‘Mastering Isidore’ Sessions • 2 Trainers Per Session • Specific Tool Training • Departmental Planning • Customized Training Material & Isidore Help File • Isidore ‘Tip’ Emails • Students/Instructors

    28. Student & Faculty ‘Tips’

    29. Incentives… … Get Butts In the Seats

    30. Answering Question #4 4. Can we meet the high expectations of the students and faculty?

    31. The Student PerspectiveWhat the Students are Saying I Love It Baby!

    32. Student Preferences

    33. The Faculty Perspective