Teaching and Research - Teaching and Research - Supporting Each OtherSupporting Each Other

Joseph Hardin Joseph Hardin

Shaping Collaboration 2006Shaping Collaboration 2006

A Conference Sponsored by the

andCERN Large Hadron Collider Users

December 11-13, 2006 International Conference Centre, Geneva, Switzerland

Sakai - An Open Source Collaboration Sakai - An Open Source Collaboration and Learning Environmentand Learning Environment

A A community andcommunity and foundationfoundation—a group of people and —a group of people and resources supporting the code and each other, realizing resources supporting the code and each other, realizing large scale Open Source efficiencieslarge scale Open Source efficiencies

A collaboration and learning A collaboration and learning productproduct with a set of with a set of toolstools—written and supported by various groups and individuals—written and supported by various groups and individuals—which have been tested and released as a unit, freely —which have been tested and released as a unit, freely distributed for anyone to usedistributed for anyone to use

An extensible, modular, An extensible, modular, frameworkframework for building for building collaboration tools and services - in a services oriented collaboration tools and services - in a services oriented architecture - providing basic capabilities to support architecture - providing basic capabilities to support constructing a wide range of tools and services to support constructing a wide range of tools and services to support teaching and research. A services oriented architecture teaching and research. A services oriented architecture (SOA).(SOA).

Support Teaching and LearningSupport Teaching and Learning

Support Distributed ResearchSupport Distributed Research

NEESGrid – Sakai v. -1.0NEESGrid – Sakai v. -1.0

Dan Atkins

Bringing research to the classroom

Bringing research to the classroom

Tests & Quizzes ToolTests & Quizzes Tool

Discussion ToolDiscussion Tool

Research Team SupportResearch Team Support

OnLine Class SupportOnLine Class Support

Bringing it all onlineBringing it all online

Sakai in ProductionSakai in ProductionPRODUCTION SCHOOLSPRODUCTION SCHOOLS Indiana UniversityIndiana University Universidade Fernando Universidade Fernando

PessoaPessoa Universitat de LleidaUniversitat de Lleida University of Cape TownUniversity of Cape Town University of MichiganUniversity of Michigan University of California, University of California,

MercedMerced University of South University of South

AfricaAfrica Yale UniversityYale University

PRODUCTION RELEASES, FALL 06

Boston University, School of MgmtEtudes Alliance (15-21 California community colleges)Lübeck University of Applied SciencesPortland State UniversityRice UniversityRoskilde UniversitetscenterRutgers UniversityStanford UniversityUniversity of California, BerkeleyUniversity of CambridgeVirginia Tech

Sakai Production — cont.Sakai Production — cont.

EARLY ADOPTERS: PILOTSEARLY ADOPTERS: PILOTS

Claremont CollegesClaremont CollegesCharles Sturt UniversityCharles Sturt UniversityCoastline Community CollegeCoastline Community CollegeCommunity College of S. Community College of S.

NevadaNevadaColumbia UniversityColumbia UniversityFranklin & Marshall UniversityFranklin & Marshall UniversityHong Kong U. of Science and Hong Kong U. of Science and

Tech.Tech.Johns Hopkins UniversityJohns Hopkins UniversityLancaster UniversityLancaster UniversityMITMITMoody Bible InstituteMoody Bible InstituteNorthWest University (NWU)NorthWest University (NWU)Northwestern UniversityNorthwestern UniversityPacific Lutheran UniversityPacific Lutheran UniversityNew York UniversityNew York UniversityOhio UniversityOhio UniversityOxnard CollegeOxnard CollegeStockholm UniversitetStockholm UniversitetSURF, Universiteit van SURF, Universiteit van

AmsterdamAmsterdam

Texas State University, San MarcosUCLAUniversidad del Valle de GuatemalaUniversity of ArizonaUniversity of British Columbia,

Land & Food SystemsUniversity of California, DavisUniversity of East AngliaUniversity of Illinois at Urbana-ChampaignUniversity of MissouriUniversity of Nebraska-LincolnUniversity of North TexasUniversity of the PacificUniversity of VirginiaUniversiteit Twente (Fall 06)Walsh UniversityWhitman CollegeWofford College

Teaching and Research in SakaiTeaching and Research in Sakai

Sakai does all the mundane work of supporting Sakai does all the mundane work of supporting traditional classes online, and supporting forms of traditional classes online, and supporting forms of distance educationdistance education

Also supports Projects – ‘classes’ are just a form of Also supports Projects – ‘classes’ are just a form of collaboration; Sakai lets anyone set up a project and use collaboration; Sakai lets anyone set up a project and use all the tools (which here include GRID tools); all the tools (which here include GRID tools);

Faculty, scientific researchers can set up collaborations Faculty, scientific researchers can set up collaborations using the same system, and do (at UM this semester – using the same system, and do (at UM this semester – 3,100 classes, 2,400 projects)3,100 classes, 2,400 projects)

Such a distributed system allows for rapid experiments in Such a distributed system allows for rapid experiments in ‘virtual organizations’ or ‘participation environments’‘virtual organizations’ or ‘participation environments’

Later talks today will talk more about support of research Later talks today will talk more about support of research collaborationscollaborations

Challenges for LHC – Bringing Teaching to Challenges for LHC – Bringing Teaching to ResearchResearch

Change will happen quickly when LHC cranks upChange will happen quickly when LHC cranks up Ed materials must flow rapidlyEd materials must flow rapidly Innovative ideas will come from many places, need to Innovative ideas will come from many places, need to

be disseminated quicklybe disseminated quickly– A grad class somewhere has valuable materialA grad class somewhere has valuable material

– Need to get it to everyoneNeed to get it to everyone New material needs to be publishedNew material needs to be published Needs the context of the class, and supporting Needs the context of the class, and supporting

materials – problems as well as lecturesmaterials – problems as well as lectures Needs to be high quality, captured and reproduced Needs to be high quality, captured and reproduced

wellwell

Where do we get these educational resources?Where do we get these educational resources?Well, Sakai generates educational resources.Well, Sakai generates educational resources.

At end of each semester At end of each semester you may have:you may have:

SyllabusSyllabus Reading MaterialsReading Materials Lecture notesLecture notes AssignmentsAssignments Problem setsProblem sets

Lab exercisesLab exercises Discussion materialsDiscussion materials Tests and quizzesTests and quizzes Wiki-generated material Wiki-generated material

from studentsfrom students Blogs from studentsBlogs from students Lectures – audio or Lectures – audio or

videovideo

All things that a self-learner, student, or faculty developing a course would find useful

What Do We Do With These Educational Resources?What Do We Do With These Educational Resources?

We save them for faculty re-useWe save them for faculty re-use

– In their fullest form, including material with use restrictions, In their fullest form, including material with use restrictions, like copyrights (journal articles, book chapters, etc)like copyrights (journal articles, book chapters, etc)

We We couldcould save them for our students’ use save them for our students’ use

– So they could review when taking next course, or look at as So they could review when taking next course, or look at as they choose what courses they take next e.g., as UMichigan they choose what courses they take next e.g., as UMichigan does)does)

We We couldcould make them available for others to learn from, to add make them available for others to learn from, to add to, to improve and to reuse – (to support a rapidly changing to, to improve and to reuse – (to support a rapidly changing research community)research community)

This is what MIT has done with their ‘Open CourseWare’This is what MIT has done with their ‘Open CourseWare’

““OpenCourseWare expresses our OpenCourseWare expresses our belief in the way education can be belief in the way education can be advanced — by constantly advanced — by constantly widening access to information and widening access to information and by inspiring others to participate.”by inspiring others to participate.”

— — Charles M. Vest,Charles M. Vest,President Emeritus of MITPresident Emeritus of MIT

The Big IdeaThe Big Idea — Vision— Vision

3

MIT OpenCourseWare IS:MIT OpenCourseWare IS:

MIT OpenCourseWare IS NOT:MIT OpenCourseWare IS NOT:

A Web-based publication of A Web-based publication of virtually all MIT course contentvirtually all MIT course content

Open and available to worldOpen and available to world

A permanent MIT activityA permanent MIT activity

An MIT educationAn MIT education

Intended to represent the Intended to represent the interactive classroom environmentinteractive classroom environment

Degree-grantingDegree-granting

The Big IdeaThe Big Idea — What is OCW?— What is OCW?

4

SyllabusSyllabus

Lecture notesLecture notes

Problem setsProblem sets

ExamsExams

Reading listsReading lists

SimulationsSimulations

Video lecturesVideo lectures

The Big IdeaThe Big Idea — 1550 courses— 1550 courses

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The Big IdeaThe Big Idea — Use requirements— Use requirements

Obliges users to meet three use requirementsObliges users to meet three use requirements

Use must be non-commercialUse must be non-commercial

Materials must be attributed to MIT and original authorMaterials must be attributed to MIT and original authoror contributoror contributor

Publication or distribution of original or derivativePublication or distribution of original or derivativematerials must be offered freely under identical terms,materials must be offered freely under identical terms,or “share alike”or “share alike”

6

Useful to both students and faculty, self-learners and enrolled studentsUseful to both students and faculty, self-learners and enrolled students

Visitors most frequently interested in courses in electrical engineering, business, Visitors most frequently interested in courses in electrical engineering, business, physics, and mathematics – would be different depending on your contentphysics, and mathematics – would be different depending on your content

Making a Difference — AccessMaking a Difference — Access

Educators17%

Self-learners49%

Students32%

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Making a Difference — Benefits for MIT

› Institute-level benefitsInstitute-level benefits

– Advances MIT’s institutional missionAdvances MIT’s institutional mission

– Enhances MIT’s image around the worldEnhances MIT’s image around the world

– Generates community pride (alumni)Generates community pride (alumni)

– Stimulates collaboration among facultyStimulates collaboration among faculty

› Department-level benefitsDepartment-level benefits

– Showcases individual departments and their curriculaShowcases individual departments and their curricula

– Enhances faculty and student recruitment effortsEnhances faculty and student recruitment efforts

– Accelerates adoption of the WebAccelerates adoption of the Web

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Professor Triatno Harjoko

Head of Department of Architecture atUniversity of Depok in Indonesia

Making a Difference — Institutional useMaking a Difference — Institutional use

15

“Critical thinking and creativity demand the liberalization of learning and information. But I also believe that it’s not simply the information that’s valuable, but also the glimpse OCW offers into

how MIT has structured its teaching and research.”

Making a Difference — Institutional useMaking a Difference — Institutional use

15

Making a Difference — Educator useMaking a Difference — Educator use

Professor Richard HallRecent Ph.D. from LaTrobe University in Melbourne, Australia,

now teaching information systems, beginning microprocessors, and advanced computer-aided software engineering

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OCW saved him “an enormous amount of time and stress.”

“I was delighted by the way the material is so coherently presented. It is truly inspiring to see this level of excellence.”

Making a Difference — Educator useMaking a Difference — Educator use

16

Kunle Adejumo

Engineering student at Ahmadu Bello Universityin Zaria, Nigeria

Making a Difference — Student useMaking a Difference — Student use

17

“Last semester, I had a course in metallurgical engineering. I didn’t have notes, so I went to OCW. I downloaded a course

outline on this, and also some review questions, and these helped me gain a deeper understanding of the material.”

Making a Difference — Student useMaking a Difference — Student use

17

More than 300,000 visits fromMore than 300,000 visits fromMIT.EDU since 11/1/03MIT.EDU since 11/1/03

35% of Fall 2005 freshmen35% of Fall 2005 freshmenaware of MIT OCW prior toaware of MIT OCW prior toattending MIT indicate OCWattending MIT indicate OCWwas a significant influencewas a significant influenceon their choice of schoolon their choice of school

71% of all MIT students71% of all MIT students(undergraduate and graduate)(undergraduate and graduate)make use of MIT OCW in theirmake use of MIT OCW in theirresearch and studiesresearch and studies

Making a Difference — MIT student use

Traffic from MIT.EDU since 9/4/04

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Making a Difference — MIT student use

“… OCW was one of the main reasons why I decided to come [to MIT] … I knew the contents of the courses, had a look to the materials, and a good understanding of what I was going to get ... that's the reason why I ended [up] here, and not in Stanford or Columbia.”

— MIT graduate student

“Even before joining MIT last year I started watching and enjoying many of your superb lectures. Needless to say, they were much better and captivating than anything I had attended before on the subject. These lectures have really enhanced my appreciation for physics.” — MIT student in Department of

Materials Science and Engineering

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74 percent of MIT’s faculty are now participating 74 percent of MIT’s faculty are now participating in MIT OCWin MIT OCW

40% of faculty using MIT OCW report that the 40% of faculty using MIT OCW report that the site is a helpful tool in revising/updating site is a helpful tool in revising/updating coursescourses

38% of faculty use the site for advising students38% of faculty use the site for advising students

Making a Difference — MIT faculty use

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24

Making a Difference — MIT faculty useMaking a Difference — MIT faculty use

Professor Karen Willcox

Teaches foundational course to MIT juniorsin Department of Aeronautics and Astronautics

24

Making a Difference — MIT faculty useMaking a Difference — MIT faculty use

“I realized there was this huge disconnect between the math department and the engineering department – who are the

downstream users of the material that’s taught in the math classes… I had no idea how or what was being taught.”

So, Why Do This?So, Why Do This?MIT’s reasons, and other institutional, departmental and MIT’s reasons, and other institutional, departmental and

individual faculty and student benefitsindividual faculty and student benefits

Support National and Regional DevelopmentSupport National and Regional Development Make our school’s offerings more widely known, Make our school’s offerings more widely known,

recruitmentrecruitment Increase use of web and online tools by faculty, studentsIncrease use of web and online tools by faculty, students Increase value of materials by having others comment, Increase value of materials by having others comment,

add to them, contribute backadd to them, contribute back Focus on value of Mentoring, our core value-addFocus on value of Mentoring, our core value-add

That last is one reason we are doing this at the University of That last is one reason we are doing this at the University of Michigan – we realize our strength is in our faculty, and Michigan – we realize our strength is in our faculty, and their interaction with our studentstheir interaction with our students

Also, Remember LHC ChallengesAlso, Remember LHC Challenges

Change will happen quickly when LHC cranks upChange will happen quickly when LHC cranks up Ed materials must flow rapidlyEd materials must flow rapidly Innovative ideas will come from many places, need to Innovative ideas will come from many places, need to

be disseminated quicklybe disseminated quickly– A grad class somewhere has valuable materialA grad class somewhere has valuable material

– Need to get it to everyoneNeed to get it to everyone New material needs to be publishedNew material needs to be published Needs the context of the class, and supporting Needs the context of the class, and supporting

materials – problems as well as lecturesmaterials – problems as well as lectures Needs to be high quality, captured and reproduced Needs to be high quality, captured and reproduced

wellwell

So, how can we leverage the growing installed base of So, how can we leverage the growing installed base of Sakai to support OCW material creation?Sakai to support OCW material creation?

Already hundreds of thousands of users, thousands of courses in Sakai

Moving Restricted Materials Into the Open SiteMoving Restricted Materials Into the Open Site

Main concerns are:Main concerns are:

IP – moving from ‘fair use’ to open site - IP – moving from ‘fair use’ to open site - Allowing faculty to choose which of their material they Allowing faculty to choose which of their material they

want on the OCW sitewant on the OCW site– Some will want more, some lessSome will want more, some less

Tagging with consistent categories for navigationTagging with consistent categories for navigation Building in a QA and Review stepBuilding in a QA and Review step

– To guarantee quality, allow for review before To guarantee quality, allow for review before publishingpublishing

Making this all easy for facultyMaking this all easy for faculty

Sakai

UMOCW

Web Siteor

other InstitutionalRepository

Publication PipelineDigital Course Materials:(1) IP Management (2) Tagging OCW Categories(3) Exporting from CTools(4) QA and Review

eduCommons tools

RawCourseContent

VettedOCW

Content

Teaching

Research

Putting an OCW Pipeline in Sakai -OCW Publishing from Sakai

Initial MIT OCW process has difficulty scaling.How can we support this process?

OCW Tool

OCW Tool – Support for the OCW ProcessOCW Tool – Support for the OCW Process

Support for Tagging in Sakai –Helping faculty, students create

tags (metadata) for:

• IP status – Creative Commons+• OCW Navigation – MIT Categories• Export – Choose what to put on

OCW site

Planning

&

Training

Upstream foundational preparationUpstream foundational preparation

Recruit facultyRecruit facultyPlan TEACHING version of coursePlan TEACHING version of coursePlan OCW version of coursePlan OCW version of courseReview existing contentReview existing contentIdentify & resolve IP (except permissions)Identify & resolve IP (except permissions)Track IP by object in systemTrack IP by object in system

Build Teach/Manage Publish

Planning Phase Includes “Training” for Faculty and Planning Phase Includes “Training” for Faculty and Support Staff in Colleges and DepartmentsSupport Staff in Colleges and Departments

All done within LMS faculty are already familiar with

IP Object tracking comes along with the use of the system

Training has additional benefits in educating faculty on IP

Support staff distributed throughout university

RDF tagging in the future

Tagging Course Resources

Add or remove tags within specific siteAdd or remove tags within specific site

User can modify tags to fit their

needs –But start with MIT

tag set to encourage standard

approach to navigation of resulting OCW

site

Build Teach/Manage Publish

Teaching and Managing Course Materials Teaching and Managing Course Materials

All done within LMS faculty are already familiar with

IP Object tracking can proceed throughout course

Materials/Objects can be tagged with OCW categories (Syllabus,

Lecture Notes, Assignments, etc.) wherever they come from,

wiki, blog…

Increasingly, objects tagged by system, eg, Assignments

Collect existing contentCollect existing contentBuild content into LMS Build content into LMS

sections or templatessections or templatesEnter metadataEnter metadataCreate commissioned worksCreate commissioned worksProcess permission Process permission

requests & make IP editsrequests & make IP edits

Update and supplement materialsUpdate and supplement materialsPost to email, wikis, blogs, Post to email, wikis, blogs,

announcements, discussions, announcements, discussions, forums, IMforums, IM

Assign, track, grade student workAssign, track, grade student workInteract (faculty-student and Interact (faculty-student and

student-student) through all student-student) through all channels abovechannels above

How Do We Get This Done?How Do We Get This Done?

This currently costs MIT ~$10-20,000 per This currently costs MIT ~$10-20,000 per coursecourse

We can get We can get somesome faculty to do it faculty to do it And, we do need to get adoption supported by And, we do need to get adoption supported by

the administration, at first or eventually – top-the administration, at first or eventually – top-down and/or bottom-updown and/or bottom-up

But, mainly, we need to support the facultyBut, mainly, we need to support the faculty How do we do this?How do we do this?

3 Incentive Structures3 Incentive Structures

AdministrationFaculty

Students

3 Incentive Structures for Adoption3 Incentive Structures for Adoption

Administration – why Chuck Vest adopted OCW, Administration – why Chuck Vest adopted OCW, modified for non-first-movers, with local context added… modified for non-first-movers, with local context added… why department heads…why department heads…

Faculty – why your faculty would adopt, for exposure, Faculty – why your faculty would adopt, for exposure, then student demand… then student demand… or, to support researchor, to support research

Students – all the reasons on the following slideStudents – all the reasons on the following slide

All 3 have initial, then self- and mutually-reinforcing aspects All 3 have initial, then self- and mutually-reinforcing aspects as the system becomes embedded, woven into fabric of as the system becomes embedded, woven into fabric of university – sometimes similar to adoption of Sakai/CLE university – sometimes similar to adoption of Sakai/CLE in the first placein the first place

Digital Scribes – making this workDigital Scribes – making this workBasic idea – get students to help the faculty in courses they are taking Basic idea – get students to help the faculty in courses they are taking

– students become digital scribes – DScribes – and get access – students become digital scribes – DScribes – and get access rights to OCW tool area, taking part of load off facultyrights to OCW tool area, taking part of load off faculty

Leveraging the students’ interests, creating student incentivesLeveraging the students’ interests, creating student incentivesDeveloping student incentives: (emerging list)Developing student incentives: (emerging list)Do to get access to course material in the future; Do to get closer Do to get access to course material in the future; Do to get closer

access to TA’s and teachers; Become part of the online DScribe access to TA’s and teachers; Become part of the online DScribe community; Do for the greater good; Do to learn better; Get a Tshirt; community; Do for the greater good; Do to learn better; Get a Tshirt; etc…etc…

1 hour course credit for UG DScribes – learn a bit about IP, media 1 hour course credit for UG DScribes – learn a bit about IP, media management, how to use toolsmanagement, how to use tools

3 hour course for Grad DScribes II – leveraging interest among SI 3 hour course for Grad DScribes II – leveraging interest among SI students – more complete coverage of IP, multimedia, lecture students – more complete coverage of IP, multimedia, lecture capture, synopsizing, notes project – general ‘lite editing for web’capture, synopsizing, notes project – general ‘lite editing for web’

Goal of having the DScribes provide much of the ongoing infrastructure Goal of having the DScribes provide much of the ongoing infrastructure for the actual cleaning, tagging and preparing for export – two for the actual cleaning, tagging and preparing for export – two tiered: DS II’s help DS’s – maybe GSI’s, alumnitiered: DS II’s help DS’s – maybe GSI’s, alumni

Students as ApprenticesStudents as Apprentices What happens when we encourage, support and What happens when we encourage, support and

integrate student effortsintegrate student efforts S-OCW is an example…S-OCW is an example…

The students have, and recognize they have, positive The students have, and recognize they have, positive incentivesincentives

This discovery of new incentive structures parallels the This discovery of new incentive structures parallels the recent research done on open source (see S. Weber), recent research done on open source (see S. Weber), which shows that complex artifacts can be constructed which shows that complex artifacts can be constructed by distributed communities with unexpected incentivesby distributed communities with unexpected incentives

Investigating such alternative incentive structures is Investigating such alternative incentive structures is driving the social part of the development of the S-driving the social part of the development of the S-OCW toolOCW tool

UM-eduCommons Pilot IUM-eduCommons Pilot I

UM-eduCommons Pilot IIUM-eduCommons Pilot II

Sakai + OCWSakai + OCW

Supports distributed research teams collaboration Supports distributed research teams collaboration needsneeds

Helps integrate teaching and learning – faculty uses in Helps integrate teaching and learning – faculty uses in both environmentsboth environments

Allows for rapid development and publication of Allows for rapid development and publication of learning materials – essential for a rapidly developing, learning materials – essential for a rapidly developing, rapidly changing fieldrapidly changing field

Involves students directly in learning materials Involves students directly in learning materials productionproduction

Reinforces mentoring focus of teachingReinforces mentoring focus of teaching Natural activities are modified slightly to become Natural activities are modified slightly to become

contributions to the educational efforts - OCWcontributions to the educational efforts - OCW

Open Educational Resource EnginesOpen Educational Resource Engines

Text

Sakai in Production: 5-6000 courses each year at U

Michigan alone; more at IU, UNISA (U South Africa)

Thanks.Thanks.

Questions… Questions…