Desire2Learn Demonstration Day at UW: Agenda and Notes (not Public)

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Dec 10, 2013 (3 years and 8 months ago)

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D
esire
2L
earn

Demonstration

Day at

UW:
Agenda

and Notes (not Public)

Plans for the D2L Demonstration Day at the University of Waterloo
, 24 January 2011

All


please
take notes on response

and on questions raised in the meeting. If
e
-
copy, please send to
Liwana by Friday. If paper, please photocopy for Liwana.

Sorena will take you to the photocopier.


Location
:

Math and Computer Building room 2009, University of Waterloo, Waterloo, Ontario


Who
:

About
30
participants
, including
the LMS Selection Project
team (
core and resource members
)

from the following
UW units
(
20 people
):



Information Systems and Technology (IST) groups:
Instructional and Multimedia Services

and
Computer Systems and Services



Centre for Extended Learning

(CEL)



Centre for Teaching
Excellence

(CTE)



Library



Office for Persons with Disabilities



University Bookstore



Student (1) and Faculty (2) representatives



External Project consultant

Additionally,

invitees include
representatives

of the University Committee on Information
Systems and

Technology,
UW’s
student
Profe
ssional Development program
and Math/Stats
instructional support staff
.


Confirming Attendance (32
, not all for whole day)

D2L
-

5


Liaisons (aside from Team members): 4

-

Marlene
-

full day

-

Paul
-

full day

-

Samar
-

full d
ay

-

Scott
-

full day


CEL (aside from Team members): 2

-

Matt J.



all day

-

Anuja



all day


Others: 3

-

Carrie Howell


2


3:00 (maybe 9


10:30 as well)

-

Sean Scott



2


3:00 (maybe 9


10:30 as well)

-

Shawn Gilbertson, Bookstore



all day


LMS Co
re and Resource Teams: 18

Trevor Holmes
-

arrive by noon, stay for afternoon

Nick Soave, VP Ed.
-

afternoon?

James Skidmore
-

absent roughly 10:45
-

2:00

David Bean
-

full day

Liwana Bringelson
-

full day

Aldo Caputo
-

full day

Peter Carr
-

full day

Andrea

Chappell
-

full day

Lorne Connell
-

full day

Jane Holbrook
-

full day

Sandra Keys
-

full day

Katherine Lithgow
-

full day

Mark Morton
-

full day

Mary Power
-

full day

Susan Shifflett
-

full day

Sorena Tiba
-

full day

Sean Warren
-

full day

Jan Willwerth
-

full day



Agenda overview
:

9
:00


Welcome and Introductions

9:3
0


Migrating UW
-
A
CE

(ANGEL)

course
s

to D2L

10:30


Break

10:45



Administrative Processes

Noon


Break for lunch (including some Q&A after suitable eating time)

1:00


T
eams

(
Team

assignments, team activity
functionality, a
ssociated gradebook

functions)

2:00
--

Various Functionality

(
HTML

and math

editor, mobile access, conditional release
, etc.)

3
:00


B
reak

3:15


Usage

Reporting

4:00


4:15 Wrap up

and Next Steps


9
:00


9:30:
We
lcome and Introductions

The formal agenda starts
at 9am. The room will be available at
8:30am

for
set
-
up and for
D2L

to
become

familiar wi
th the facilities
.

During

introduction
s at 9:00am
each participant
will

provide

their
name

and their role

with respect
to the UW LMS Selection Project, or within D2L.



Tannery



11 years



Partnering, good product, migrating others



In KW, Moncton, US, Australia, Brazil, UK



Adoption by state
-
wides



ANGEL


Penn, SUNY



Others


OTN, NASA (university), London (Fanshaw)



Mobile


announcements in March



Plan

o

What is the UW strategic plan and how does the tech help

o

Research

& Development
: Natural lang processing grant? LORNet

o

Open source: wrapped platform with API
for extensibility layer
(build peer review, or
team based, o
r other)

to accelerate ourselves as option to dev with them

o

Lower ongoing operating costs



“Insert stuff”


pasting in other apps like YouTube, extensible



Roadmap

o

March 9.2 for whole suite



Audio recording



Accreditation alignment of content

o

Language packs
(world readiness)


9:30


10:30:
Migrating UW
-
ACE course
s/people

to D2L



9:30


Stephan started with 10 minutes of background

o

Things change quickly, hard to see a few years ahead

o

Features and go, architecture needs to support it

o

3 priorities



Security of dat
a


students will hit with whatever they’ve got



Accessibility


shouldn’t have to retrain if leave system for a while



Performance


architecture is set to take the load

o

3 key things “absolutely unique”



Design flexibility



L&f, how set up, branded



Organizational structure



Can tailor to how structured off
-
line



Clubs, departments, communities


super organization, organization,
departments/communities, course templates,...



Roles


Demo:

Migration of content from UW
-
ACE (ANGEL) into D2L, and navigate through the
migrat
ed
content.

From RFP Migration section:
Desire2Learn will use course archives taken from Angel. The Angel course
archives would be converted through an external course pa
ckage converter tool into Desire2Learn
course packages and then imported into Desire2Learn. The Desire2Learn course package
converter (CPC) tool is flexible and exists outside the Desire2Learn LMS, and is therefore not tied
to the same release cycle. This
flexibility of release is complimented by the ability to add
automated rules to fix any common issues coming from a particular client. The CPC could be used
course by course, or in a batch process. Desire2Learn course packages can be imported either
singly
, or in large batches through or Bulk Course Create tool.



Demonstrate

live

migration

of

at least one of the
5

courses

to be provided to D2L; also
,

the CEL
Learning Object Repository
.

The other

courses should be migrated prior to demo, and
the

migrated c
ou
rses available for the discussion/demonstration
.



Note:
Following migration,
UW
will need
to retain access to the
courses in a D2L environment
,
to do follow
-
up
regarding

accessibility testing, b
oth as an instructor and as a learner
.



During the demo



a)

Show
all course info (course name, term, dept, faculty, school, etc.)

in migrated
course(s).



Not part of the package



Would get the structure that we use and provide
with that

b)

Navigate through
course content (files, folder structure, activities such as quizzes,
dropboxes, discussion fo
rums, hidden materials, etc.); content will include

links to

objects in UW
-
ACE repositories and the migration results for such will be discussed.

(Jan,
Sean, Dave
, Anuja

to ask to see specific content
.
)

c)

Discuss/show quiz questions,
answers, keywords, and pool(s) migration.



Keywords not part of the quiz system now (type, topic, easy, hard, etc., for
searching)



Might have to use a different construct



Follow up on this to provide



Pools (ANGEL) and collections (D2L)

d)

Some of the provided

courses contain ANGEL “agents”;

discuss and show how
the agent
activity is

represented in the migrated course.

Jan, Sean,
Dave?



Need to follow
-
up (part of Programming)

e)

Discuss

permissions
and restrictions on migrated content (e.g., dates

in calendar and
o
ther areas of the course
, team
-

or instructor
-
restricted

access

to materials
)
.



Dates are in the package



User permissions


brought ov
e
r the basic

f)

Reveal what course aspects are known to require manual adjustments.



Get Mike here to do another talk?

g)

Overview/d
iscuss any system components and services used for migrations.



No charge for migrations. Work on the processes.



Mike

a)

Continuous improvement project

b)

Dedicated team to 7.3, 7.4 conversions

c)

Approach



ANGEL CC and Angel archive



CC compliant



Content
and quizzes focus



Figured wouldn’t get as much out of it as out of archive



Conversion is outside of the core code



2 models



Quickest is batch


starting point and tweaking

o

Done by admin people



Utilize user interface


supports standards based packages, very

granular in ability to choose what to bring in (not ANGEL now)



Conversion example


command line



Converting ANGEL export packages into a standards based package for
D2L (D2L course package
)



Size


not subject to timeouts as done on server



News &

announcements, content (some structure issues and layout),
discussion, dropbox, assignments, gradebook

o

Others like agents, podcasts not tuned in the conversio
n now



Quizzes



Settings


may or may not be all there



Repository


we’re the first to be using



Dat
a OK, though maybe metadata will need to be “found”



Follow
-
up:

a)

Will do granular comparison
NEED to wait for Mike’s go, and for repository


10:30


10:45
Break


10:45


noon:

Administrative Processes

Demo
:

Show and discuss recommended D2L soluti
on
s

for administrative processes:


1.

Our current process for c
ourse
a
dministration

include

the following
:

Lorne, Sean, Dave, Anuja

a.

Course creation




Automatic course creation:

We

provide a web site for profs to

choose what
courses to create;
that submits a re
quest that admin staff review before release.
It allows combining sections, held
-
with courses, etc., and automatically adds the
“instructor of record” and other support persons to the course as it is created.



Ro
sters: We use Oracle/PeopleSoft.

What integr
ation do you recommend for
course roster population (including above combining of rosters)? How are adds

and drops handled (and tracked
)?

b.

Copy course content forward to next term

Jan, Sean?



Courses may include

links to c
ontent outside the course (but
within a LMS) and

due dates throughout a course.

How are these affected in the copy forward?

c.

Enable course access

by students at start of term; disable access at end of term
.

d.

Roles
are
assigned for students, TAs and Instructors as

they are

added to the course
.

e.

Archival of

courses after end of term
.

f.

Removal of courses after one year
beyond the

end of term of offer
.

2.

Send semester grades from D2L

to Quest (Oracle/PeopleSoft)
. What options exist?

3.

Discuss implementation options for i
ntegration w
ith local authentication.

4.

Provide the
design/solution

philosophy
for

new integrations and process customizations, such as
in 1 (above).

Mike:



Installations based on organizations for installation

(didn’t take good notes here!)



Course creation

o

Course
provisioning



Single



Bulk course create (gui)



Sis integration



Web services

o

More options with PS
?

o

Holding tank concept


db that converts
sis info to how fits in D2



E.g., single prof teaching 3 sections


mappings to one course



Maintain mapping in holding ta
nk

o

IMS
LIS
(LSI)
with Oracle SAIP



SAIP doesn’t support many to one mapping?



Need to get good data on instructor of record!!



D2L is chair of that group in IM
S

o

Course properties (from SIS) can be
used to set up courses (
as
in
the holding tank
abo
v
e)



Start
end dates



Active or inactive



Who has access when (e.g.
,

prof before active)



Zero or many instructors

o

Holding tank allows for self
-
enroll for things like community groups



Also, isolates the

o

Manage dates tool (in afternoon)



Off
-
set of the
current



Copy
forward

o

Can copy from master, version

o

Can queue up the set of “knowns” so that can automate that



Gradebook “push button” examples

o

Generate xml file or Excel file and submit

o

SAIP interface allows Oracle PS to “pull” grades out of LMS

o

Jan


often a “fix up”
of grades before submit



Local authN

o

AD auth, but hidden users

o

LDAP


priv user to do search

o

Failover to local

o

CAS via SSO API



Extensibility

o

Standards based



LIS (e.g., Oracle PS)

o

Generic

interfaces



Web services (e.g., AuthN)

o

Targeted interfaces



Synchronous tools IPSC (or whatever it’s called) (e.g.,

o

Direct integrations



E.g., Respondus

o

Flexible, and where makes sense to use tight integrations



DIY with toolkits



Help with integration



Write for us



Share with other user groups/institutions

o

Openness



Students building apps at other universities in courses and they are pumped
about that





Questions:



Groups in ANGEL?



How do templates cross over between org units and levels?




Noon


Break for lunch

(plus some Q&A after suitable time to eat)


1:00


2:00:
T
eams
(
Team a
ssignments,
team activity

functionality, associated
gradebook functions)

Demo:

Using a roster with at least 100 students
, show how teams and associated activities are created,
modified and accessed
.



Team assignments

1.

Random assignments
to teams


Upload flat file
and conduct the following tasks
:

a.

Upon enrollment, r
andom assignment

to teams
.

b.

In
structor
-
in
itiated
random team creation

(i.e.,
create

teams of size 6
;

also
7


teams in a course)
.

c.

Random team assignments
as sub
-
teams of
an
existing team in a course (e.g., teams
of 3 within a tutorial group in a course

[use above 7 teams as tutorial groups]
)
.

2.

S
tudent s
elf
-
enrollment

team (of size 4
)
, i.e., s
tudent “sign
-
up” to teams
.

3.

“Re
-
balancing” teams (r
eassigning membership in teams, use

an example
of re
-
balancing
after a series of student

Drops and Adds

from the course
)
.

4.

Use

a simple rubric for peer evaluation
of his/her

team members

(e.g., each team member
evaluates others on
the team for their
participation)
.

Teams

in ANGEL =

Group in D2L



Use for accessibility
, subteams



Maybe use sections in D2L



Course in D2L

o

Made up of sections

o

Each sections inherits content and properties from parent

o

Roles can be assigned to specific sections (e.g., TAs)



Groups

o

More manual creations of teams

in a course

o

Discussions, lockers, dropboxes, eport

o

Groups at course level propagate to system level



Demo of enrolling and group creation

o

Student view doesn’t allow being a member of a specific group

o

Sample student can be created as a role, in a separate t
ab

o

Need to better understand group, section, views, and roles as a possible mapping (or
improvement) of how we do things now

o

Enroll

o

Create groups

o

Can assign discussion area, locker, dropbox

o

Web services allow to access so can
do other things
programmatically

o

Get from team


what are continuing concerns? Take into consideration




Team activity

functionality

1.

Create a quiz for a class with teams,

making available to all teams, then make adjustments:

a.

Team A’s quiz has

one different question,

b.

Team B’s quiz has
a different start/end time,

c.

Team C’s quiz has
a different time
-
to
-
complete,

d.

All quizzes have a
different access password

e.

All of these team

quizze
s should be represented in the gradebook as one quiz.

2.

Create a system
-
level team,
allottin
g those

team members
1.5 x completion times

for all
online quizzes.

3.

Create a discussion board for a class with
teams
, making the discussion area available
privately for each team. Allow the instructor to view the discussion from one team
at a time.


2:00


3:00: V
arious Functionality and Integration Items

Demo:

Functionality

related to integration with a
cademic tools. C
omment
on level of integration
:



Whether integrated?



W
hether integrat
ion mechanism is an added cost?



W
hat is included in the integration
?



I
f not integrate
d, when it wil
l be?

For the following packages:



Turnitin

o

Allows local store of uploaded file

o

Some of the features we have exposed from Turnitin are not in the D2L integration



Wimba

Voice



iClicker



E
-
Reserves via Atlas Ares



Maple TA



Options
for live interactions (e.g., web conferencing type functionality)



Options for large video and audio files (streaming services, including iTunes U integration)

o

Integration Pack for Synchronous Communication Tools (IPSCT) which provides a
standards

based integration framework for 3
rd
part synchronous communication tools.
Currently it supports integration with Elluminate are we are working on extending the
IPSCT integration to other third party offerings such as Wimba, WebEx, Adobe and
others. This c
an include real
-
time virtual classroom with two
-
way VoIP, multipoint
video, interactive whiteboard, application sharing, file transfer, breakout rooms and
more.



Live@edu and Google integrations



ePortfolios, other than D2L ePortfolio


Demo
:
Functionality o
f setting up learning activities within the D2L system




Specific functionality related to M
ath

editing (specific questions may be raised during the demo
day as we are not prepared with a planned demo at this time).



Quiz: In a new course import a question l
ibrary/bank from migrated

course.



Discussion
s: Set up discussion

with the following
specialised

functionality:

o

Private User Journal:
Student posts and instructor replies are visible
only
to the student
and the
instructor
.

o

Private Team Journal:
Students are divided
into teams;
each team carries on a separate
discussion. Posts by team members and instructor replies are visible
only
to team
.

o

Post First:
Users must post a topic before they're allowed to

view or reply to other
student
s


posted topi
cs.

o

Fishbowl:
Selected students or teams participate in a discussion by posting and replying
while other selected students or teams only view the discussion.

o

Hot seat:
Students or teams in the hot seat read and reply to topics posted by other
students,

but may not post new topics themselves.




“Programming”

o

Actions:



Unlock content based on a student obtaining a specific percentage



Enrol/unenroll students in a team based on a system event



Enter grades into gradebook

based on some event (give 2% for posting a
message to a forum)



Can’t do this now, but perhaps later in the year



Every piece of content can have release conditions, based on many items



Can have many conditions on each and release based on “any” or
“all”



C
onditions are saved for each creator



Wants sample use cases for student being put in a group based
on condition

o

Environment variable concepts
:



Use variable to populate text on a page



Use env_vars

in the generation of URL
s



Ability to override/
control system properties. E.g., assign specific rights
for a user based on
global,

course or user

level accesses



Example



Can use for things like {firstname}, {course}, etc.



Quiz feedback response “
John
, you got that question wrong!”



Can’t create our own
variables
?



Templates

o

Setting up a
design
template and

demonstrating

how it is used in subsequent courses
(as related to Cascading and dynamic in the RFP response
,

p. 83.)
.

o

Create a course and nobody touches

and have it explain how it is used (syllabus goes

here).



CSS files


shared files, with shared folders of CSS files
, shared down the
hierarchy

o

Repository tech provides the ability to have content updated once



Global search based on some standard

interfaces

o

HTML editor may start to provide template for a
particular type of content



Mobile learning: Access to a mobile sandbox (iPhone, iPad, Blackberry, Android) to test
functionality?

o

Mobile web

2GO


content
,

news
,

grades
, etc

(for any device with browsers)

o

March release


include replies to discussions

o

Nati
ve functionality


announcements coming up

(HTML5)

o

Apps coming out

o




NEW Calendar functionality


can import from external calendar data? Can synch with other
calendars?



3:00



3:15
Break


3:15


4:00
Usage

Reporting

Demo
:

Discuss
how the following actions are
reported via the
LMS
system.
Note: We prefer to proceed
with this demo section WITHOUT the installation of the Analytics module, in order to best understand
what is available with the “stock” D2L LMS system.

1.

T
ra
ck student
activity of an assignment, including checking who has completed it.

a.

Associations and investigations

i.

Dropbox example, timestamp on submission, feedback, and when feedback was
read by the student

b.

Content area

i.

How many looked at content, avg amt of time

ii.

Per s
tudent, last visited, # visits, avg time spent

1.

Note: Analytics would take this further

2.

Students at Risk
-

Recognize students failing to submit assignments, whose grade
s fall below
a
threshold, whose logins fall below
a
threshold, etc. What action c
an be
taken
?

i.

Auditor role in the system (parent in K12), counsellors

ii.

Analytics adds a lot onto this
, but we can build our own

b.

Release conditions
-

When attached to an item, students cannot see item until they meet the
associated condition.

c.

Intelligent Agents
wa
tch release conditions and login activity,
may be manually run or set to
a
schedule: daily, weekly,
monthly, or annually. Some example uses f
or Intelligent Agents could be:

i.

Email for users with grades below a level to initiate early intervention or remedia
tion

ii.

Check for users that have not logged in within a specific number of days

iii.

Check for users that view a specific content topic

d.

Every time an agent runs, it logs information on its activities

3.

Trigger a
report based on

system checks for activity
, or
lack of activity

(e
.g
.
, monthly report of
how many
instructors

have not logged in)
.

4.

Outcomes
-
based assessment: I
f you have examples from professio
nal programs, present
the
kinds of reporting outputs used in outcomes
-
based accreditation, together with a bri
ef account
of what inputs or tool creation are required within courses to fe
ed such reporting.

a.

Competency tools



can tie two activities to attaining a competency; also competency
can be deemed by faculty or
system (can be as deep or as wide as want it to

be based on
the hierarchy)


Different levels of reporting



How student see things



Instructor what can do and see



Reports tool based on data warehouse

o

Index LMS based on warehouse, on our intervals

4:00
-
4:15


Wrap
-
up and Next Steps

All


please remember to send e
-
notes to Liwana by Friday (the sooner the better).

Sorena


Please taken anyone who has taken paper notes to the photocopier for a copy for Liwana.



Migration follow
-
up

o

We need to go through migrated courses



Possible functio
nality follow
-
ups



Possible Analytics follow
-
up



Guelph, McMaster, Laurier contacts

(have G&M from RFP)
; also SUNY and Penn

o

a
lso, anyone significant who moved from Angel to D2L

o

SISP type references


as in RFP

pages
20


22 of PDF.



Possible later discussions

o

SIS integrations



RFP p. 131, document p. 124 and onwards


description of SIS integrations



UW will discuss if/how we should proceed to discover more



IMS LIS (LSI) with Oracle SAIP



SAIP doesn’t support many to one mapping?



Need to get good data on
instructor of record!

o

Stability


mentioned “
viability of the

company and financial controls” in RFP as a
possible follow
-
up

o

Directions/philosophy


talk by Kenneth Chapman, Director of Product Strategy

o

Talk by someone from Professional Services and also
Support Services

o

Hosting



Benefits? Might be able to keep things longer?



Process change too

o

Accessibility expert?

o

e
Portfolio



dealt with in separate project



Partnership


adding functionality through APIs, perhaps with apps developed at UW ... how
might
that work?

o

PDF p. 54


Rather than spending significant time building functionality that we know is
already done well by other applications, we focus on designing a solution that includes
all the core features of a Learning Management System as well as int
egrates easily with
other applications. The fact that Desire2Learn was the first vendor to fully support and
be certified on IMS Basic LTI illustrates this point.

o

Replacing widgets and adding functionality through LTI, etc.



Wants sample use cases for stud
ent being put in a group based on condition






D2L conference



possible would send 8


10 but won’t know by early cut
-
off



In the news

o

4.25M (of total $30M) in R&D

o

Suing Instructure campus

Terry



Summary



How to proceed with follow
-
up



Summary will follow at
end of week

UCIST



What got today



Pre
-
recommendation


what do they need for next meeting?



Closing RFP



Communications



Talk to CTE and CEL regarding pilot


From the RFP Response



PDF 3 “
Proven to increase faculty and administrator efficiencies while
promoting a student
centered experience a
nd increased student engagement”


what “proof”?



PDF 8 D2L known for “most importantly the unparalleled partnership and support that we offer
our clients”


what makes it so?



http://www.desire2learn.com/clients




http://snipurl.com/uw_le

(also, uw_lr for learning repository)



Key Benefits of Learning Environment include:

o

Customizable Approach


Reflect unique eLearning styles by leveraging extensive
customization options.

o

Get Started Quickly


Navigate easily through an intuitive, user
-
centric design and
access task
-
based Online Help through the Desire2Learn Community.

o

Encourage Collaboration



Promote group interaction by maximizing advanced group
collaboration features and functionality.

o

Benchmark Assessment


Evaluate knowledge by harnessing the suite of evaluation
tools.

o

Save Time


Work efficiently with fully integrated tools and a user
-
centered approach.

o

Make Decisions


Rely on solid data to make decisions using advanced reporting
functionality

o

Measure Success


Assess institution, program, and user progress using a range of
assessment tools and functionality.



Learning Repository

o

Wo
rkflows and Rights Management
-

track learning object progression through a
workflow. Detailed logging and reporting to account for how learning objects are used,
by whom, and when. Leverage Creative Commons to quickly handle right assignment.

o

Peer Review
s
-

u
sers can provide their name and date along with a comment and rating
for a learning object which ensures quality and enables an in
-
depth approval process.

o


Interoperability
provides an open and interoperable environment; searching can be
federated th
rough the MERLOT cooperative and ability to selectively open their
repository for others to search.

o


Assessments and Question Bank s
tore, search, reuse assessments and questions across
organization. Assessments can be tagged with learning objectives or st
andards.

o

Securing and Reporting
ability to define and secure intellectual property and control
access and availability based permissions. Reports can be generated on all usage events.

o

Advanced Search

o

Event Logs and Reporting

o

Metadata



Analytics




Mobile (PDF 51)
currently in the process of building a mobile framework for Learning Platform
which allows for cross
-
platform mobile support (e.g. iPhone, iPad, BlackBerry, and Android). We
anticipate that mobile notification will be widely supported in t
his framework



Platform roadmap (PDF 53)

o

Learning Environment



Usability and user experience improvements



Pedagogical and learning design accelerators



Clear connections between instructional design, learning experiences and
reporting / accountability



Continued focus on supporting and encouraging adoption of industry standards
for content, application, and data integration



Content templates and management



Simple content editing solutions geared towards students, small groups (Wiki
like functionality)



E
mphasis on engaging social learning tools to allow a more student centered
focus

o

Learning Repository



Usability and user experience improvements



Support for Federated Search protocols and standards



Assemble and re
-
organize content materials in the reposito
ry



Continued focus on enabling diverse content discovery, approval, expiration
workflows