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Lightning Round of Innovative Work and Projects
Upgrading to Vista & Office 2007
Smart Student ID
Web 2.0 as Learning Tools
Secure Information Management Protection Layers
Enterprise Report Card - Administrative Systems Assessment
Designing eCourses for Universal Accessibility
Mining Real-time Data to Improve Student Success
Homegrown VGA Capture
Finding Common Ground between Libraries and IT Services
Implementing Web Content Management Campus-wide
Facilitated by Michael Hostad, UW–Milwaukee
Don’t Be Afraid of the Big Bad Wolf;Upgrading to Vista & MS Office 2007. A Success Story.
Wayne Sharp – Director, Academic Classroom Technology SupportBryan Hoffman – ACC Lab Manager, [email protected] Esping – Satellite Lab Manager [email protected]
acc.mnsu.edu
The Problem (Dec. 06)• IE7, Vista & Office 07 – latest MS versions.• Windows XP availability questioned, EOL• Much “discussion” about “waiting till SP2”.• Student demand to keep current
- to improve job prospects.• Staff desire to keep current with latest.• Full time staff lacked expertise with Vista &
Office 07.• Book publishers pushing for new versions.
The Solution• Develop a plan to:
– Provide Training for Staff– Create Prototype(s) to slowly/carefully transition– Test in Confined area
• Allow Faculty & Students to touch & feel– Software compatibility– Hardware compatibility– Coordinate with Academic Calendar– Communicate plan with faculty & students
• Follow a standardized approach to success
Software Issues• Key Server – Worked with Server Staff
• Active Directory Schema – Group Policies, Printer driver prompts
• Software Upgrades – sometimes waiting on vendors– Deepfreeze upgrade *** (the show stopper)– Symantec Ghost upgrade– Symantec Antivirus –switched antivirus protection
• Some Tweaks – learned from school of hard knocks– End of Active Desktop, figure out Gadgets (MS says can’t work)– Run Installers in Compatibility Mode (Windows XP) ***– Theme changed from Areo to Windows Classic
• Students & staff – test ALL packages
• List of non-compatibles shrinks– Timberline, ESRI, Sanako (Tandberg) – not supported
Hardware Issues• Dell & Apple Shop• Purchase equipment with extra horsepower
– More memory (purchased machines with 1gb-2gb 4 yrs ago)– Purchased faster memory, bus speeds and higher quality Pentium
processors– Purchased dedicated video cards vs. integrated video cards
• Three Year Replacement cycle– Funding by Student Technology Fees
• Students & staff – test ALL machines
• List of non-compatibles shrinks– Dell Optiplex GX240, SX260 – video card limitations– Dell’s more than 3 years old & less than 1 gb RAM
• Runs slow – GX270, SX270
Progression1. Hallway Kiosk –
Communicate Plans to Campus
Survey – Those that disliked MS, still disliked MS
Compliments in trying out New OS & Office Suite
Students enjoyed test driving something new
Expected bad things – surprised nothing happened
2. More Kiosk locations
3. Summer Session – 1 classroomOffice issues – Ribbons,Saving Documents
Compatibility Mode
No Vista problems
4. Interim break –900 computers upgradedto Vista & Office 07
The Successes - Fall 2007• 950 computers upgraded to
Vista/IE7/Office07• 82 Software Applications
– currently running under Vista (out of 87)
• Most Computer classrooms upgraded– Exceptions
1. “just in case” (ACC125)
2. Timberline (Construction Mgmt Lab)
3. ESRI Suite (Geography Lab)
4. Sanako (Language Lab)
The Negatives• Vendors – not willing to work on Vista issue• Compatibility – Administrative & Faculty User
Support – not able to upgrade to Vista – statewide ERP not compatible– Help Desk allows faculty to upgrade on an
individual basis
• 1 Faculty member said it was “Too much to change at once”– Students adjusted to changes quickly
Standards Recognized• Process works for any
technology installation or upgrade.
– Linux , Leopard, Office 2008, Pharos Uniprint, Tech- Rec,
• Train, • Prototype • Test Software• Test Hardware • Coordinate• Communicate
In Conclusion• Survey results indicate that students want to
stay current with latest technology• Most students happy with upgrade• No major problems with classes or curriculum
changes (** because of communications during Spring)
• More difficulty with Office07 change than Vista change
• Don’t Be Afraid of the Big Bad WolfWhen Upgrading to Vista & Office 07.
• We Succeeded!
The Good
• Fewer Checks
• Gives Students Access to A Bank
• Students Have Faster access to Refunds And FA
• Integration With Pay-For-Print
• Integration with SIS
• Integration With Access Systems
The Bad
• No Checks To Hold
• Need Up-to-Date Addresses
• Substantial Procedural Changes
• Parental Backlash
• Student Backlash
• Service Charges
• Reporting
The 12:10 Conspiracy
Guiding Faculty and Staff Exploration of Web 2.0 as
Learning Tools
Des Moines University
The Task
• Assess student engagement with education technology
• Create formal faculty mentoring program (strategic plan mentioned technology “boot camps”)
• Maximize current use
Explore 12 new Web 2.0 toolsin 10 months
• RSS feeds• 43 things• Google documents• Blogger• Page Flakes
• Google Alerts• Tagging-technorati• Podcasting• Facebook• Wikipedia
12:10 CONSPIRACYA modern tarradiddle
Linking
• Jimmy Page• Ahmet Ertegun• Otis Redding• Melvil Dewey• King Edward VIII• Al Gore
• A series of dates, events and images, presented using digital storytelling as well as tie-ins to specific tool examples
Inspiration
What is the 12:10 conspiracy?
• Based on Helene Blowers excellent work at PLCMC
• And the idea of the “Fed Ex “arrow”
Assessment:Pew Internet and American Life
Personalized Faculty Mentoring
• Once size “boot camp” will not fit all
• High use does not equal high competence
• Still defining “basic” skills
2008 Program
• IT Competencies
• Information Literacy Skills
• Online Interactions
• Critical Thinking / Knowledge stewardship
SIMPL:Secure Information Management
Protection Layers:Developing an Environment for Compliance and Security at the
University of Kansas
Purpose
• To support the Provosts Information Management initiative announced in the Fall of 2007– “Executive Vice Chancellor and Provost Richard Lariviere
announced the KU Information Management program in the fall of 2007. This ambitious plan will develop and carry out a series of steps that will improve our handling and securing of private information, our management of university records, and the preservation of KU’s institutional memory for today’s decision-makers and tomorrow’s scholars. “
– http://www.provost.ku.edu/policy/infomanagement/
Regulatory Requirements and Framework
KU is currently subject to:• HIPAA• FERPA• GLBA• PCI• Kansas Security Breach Law (Bill 196):
Notification of compromise• ISO 17799 Framework• OCTAVE Risk Assessment
The SIMPL Process(It’s all about the data, baby!)
• Units will classify their data based upon University policy
• Complete the OCTAVE-based assessment on the data
• Documentation turned over to ITSO
• ITSO Develops mitigation plan
• Implement appropriate controls
The Five Control Points
Staff
`
Workstations
Data
Network
Servers
Outcomes• Create flexible environments to address
current compliance and security requirements, yet still meet the University’s mission of learning and research
• Ensure that the University’s data assets are as secure as possible – Due Diligence
• Adapt to unknown future requirements for regulatory or legislative reasons
Maury Hope [email protected]
Assessment – WHY• External Changes
– Application Packages– ERP Vendors Consolidation
• Internal Changes– University Administration Expectations– Student Expectations– Business Processes– Staffing Challenges (availability, skills)
• Technology– Applications Development Environment
Assessment - HOW
• Facilitated by Consultant
• Focus First on Business Processes, then on Supporting Technology
Assessment - HOW
• Benchmark– Three
Universities– Commercial
Solutions– Community
Source Initiative (Kuali)
Assessment - HOW
• Facilitated Discussions
• Prioritized Risks and Solution Options
Near-term ERP Risks /Issues
Recruiting Technology
Reporting / Budget Model Implementation
ADIN / COBOL
Request for Proposal (RFP)
Select and Implement
CRM Solution
Continue Data Warehouse
Development
Implement General Ledger
Request for Information (RFI)
Determine Initial Kuali
Participation
Active Participant in
Kuali (SIS , Finance and /or
KRA)
Passive Monitoring
Implementation
Pursue Community Source ERPPursue Commercial ERP
Product Evaluation & Selection
Implementation
Long -term ERP Risks /Issues
Strategic
Tactical
Mid -term ERP Risks /Issues
Hiring Qualified IT Resources
Develop creative recruiting &
employment plans
Lessons Learned• Multiple Perspectives –
Challenge Current Norms
• Closer to Business Process – Accepting Current State
• Business Processes –Can Be Technology Independent
Lessons Learned
• Change Management Important
• Change Driven by Others Can Be Difficult
• Campus Culture Influences Direction “Can Do Attitude”“Lean Not Always Good”
Lessons Learned
• Multiple Paths Lead to Same Destination
• Destination Needs to be Communicated
Intentional Assessment
Needed from Business and IT Side
Intentional Assessment
Needed from Business and IT Side
Assessment Prior to a Crisis
Delivers Realistic Strategic Plans
Assessment Prior to a Crisis
Delivers Realistic Strategic Plans
More InformationVisit our Project Status Web site:
www.it.iastate.edu/projects/asu/
Contact me: Maury Hope
Associate CIO
Iowa State University
515.294.0323
Designing e-Courses for Universal Accessibility
Allen Dooley, Ed.D.
Pasadena City College
Accessible
• Obtainable
• Eliminating barriers
• Easy to approach or enter
• Available in a form or context understandable to the individual
Section 508
• Provides standards for 16 specific items that online Web content, such as e-courses, must incorporate to assure universal accessibility
Student LAPS Challenges
• Learning or cognitive– Requiring a longer time to process
information
• Audio or Hearing– Limited or no hearing ability
• Physical or Motor– Limited range of physical ability
• Sight or Visual – Limited or no visual ability
Design Learning/Cognitive Challenges
• For the Learning/Cognitive student:– Use simple, jargon-free language– Provide clear organization of the website – Display consistent design and navigation – Offer graphics used in an informative
manner – Give the ability to stop or pause scrolling or
animated content • Animations can be distracting!
– Allow additional time to take tests or quizzes
Design Audio/Hearing Challenges
• For the Audio/Hearing student:– Audio presentations must provide for
captioning or text alternatives– Captioning or text alternatives should be
synchronized with action that is occurring– Sign language could be a non-hearing
person's first language• Comprehension of written language might be
slow
DesignPhysical/Motor Challenges
• For the Physical/Motor student:– These students often use a specialized
mouse or keyboard, or utilize speech input– RSI (Repetitive Strain Injury) and CTS
(Carpal Tunnel Syndrome) • Students may need to avoid using a mouse
because of pain• Keyboard equivalents to all mouse functions
must be provided– Activities that require a short, time-limited
response can negatively challenge a physically limited student
DesignSight/Visual Challenges
• For the Sight/Visual student:– Key sight design issues:
• Complicated and confusing layout• Non-contextual use of colors • No text equivalents for images or multimedia• Limited or no support for keyboard access or
screen readers • Limited or no student control over colours, font
sizes and moving content • Bad table design
Reviewing Your Content
• Is your course in black and white as meaningful as the full-color version?– Test: Print out your course pages in black
and white.
• Can you navigate your course without a mouse? How easily?– Test: Using only your keyboard, navigate
your own course.
Reviewing Your Content
• If you set your browser to turn off all images, how understandable is your course?– Test: Turn your browser images off, then
access your course.
• Is your course screen reader friendly?– Test: Listen to your course through a
standard screen reader, such as JAWS.
Presenting Your Content
• Features/tools that are particularly challenging for LAPS students– Chat– Whiteboard– Quizzes/Tests– Discussion Boards
• Use simplest forms possible
Mining Real-time Data to Improve Student Success: Lessons Learned
from a Gateway Biology Course at Purdue University
Kimberly Arnold
Tuesday, March 18, 2008
About the Project
• Gateway Biology course• 300 students• “Interventions” based on the
predictive results• Goal: to encourage students to
use existing resources
Feedback
• Interventions based on weekly analysis
• Data from the course management system
Results
• Highest Risk:– Most remained “at risk”– Still unlikely to take advantage of resources
• Moderate Risk:– Majority were able to leave the “at risk” status
– as long as feedback continued, thus we extended the feedback
– More likely to take advantage of resources
Biology Resource Center Usage
Grades
Student Responses• “Really appreciate knowing how I'm doing before
I get too far into the course.”• “Your message was a "kick in the butt" that woke
me up.”• “You mean, if I get help, I'll do better, and it won't
be counted against me?”• “This biology lab is the hardest I've ever taken,
but your message let me know that I need to get more help. Also, I can see that this lab is helping me in my biology lecture course, and in my chemistry lab.”
Key Lessons Learned• Models can be developed to predict
student success• Getting the students attention is one of the
greatest challenges• In order to scale to multiple courses,
automation is necessary• Collaboration between faculty, advisors, IT
staff, and retention specialists is essential
Homegrown VGA capture, an alternative method
Drew MacGregor
Computer Science, University of Illinois
DisclaimerI am not here to sell anything, talk you out
of any commercial product, or speak poorly of any method of VGA capture. We use one commercial system and have looked at them all.
My goal is to show you how we solved a problem and hopefully give you new some ideas.
History
• Fall 1998: Started recording lectures, WMV– Lack of capture of motion in slides and
other media.
• Fall 2003: VGA capture card with audio
“Frankenstein”
Audio Camera feed
VGA source
Encoder PC with VGA capture card running
Windows Media Encoder
WMV video, 1024x76810-15 fps, 150Kbps+
Works well to capture annotations over PPT or with digital ink applications
Windows, Mac, Linux, Amiga,
Commodore 64….any VGA source can be
captured.
Pros and Cons
• Pros– Hardware solution– Live streaming– Flexible with input
sources– Good frame rates– Multiplexer has input
sources for 3 rooms, can maximize our resources
– Single video file created
• Cons– Not automated– WMV (Real requires
too much cpu, haven’t tried FLV, yet)
– No automated markers– Not editable (easily)
Cons & Similar Systems(not including AV infrastructure)
• MediaPointe– MPEG2, MPEG4, WMV– 2 composite and 1 VGA
input– $9,000 to $14,000– Nice system, single box– Haven’t used it,
colleagues have
• Open source VGA systems coming
• “Frankenstein”– Decent high end PC,
sound card• ~$1500 to $2000
– VGA capture card• $1,500
– Video multiplexer: • $4,400
– VGA and audio: $3,500– VGA, 1 camera feed:
about $8,000
Summary of VGA capture• Not as hard…• Not as expensive…• Between $3,500 and $9,000: capture large
resolution (1024x768+) captures at better frame rates than commercial products
• Stand alone or with commercial products• Last plug….there is a need for media
professionals in EdTech.
Finding Commons Ground between Libraries and
Information Technology ServicesLeslie M. HaasAlison Stillwell
Jeannette Pierce
Background• Planning for a Library renovation
begins in 2005• Decision made to pursue the
Information Commons Model• Collaboration between Loyola University
Libraries and Information Technology Services
• Director of Klarchek Information Commons hired August 07
The Memorandum of Understanding (MOU)
• Twelve page document• Discusses the relationship and
individual responsibilities of the Library and Information Technology Services
• Everything thrown in that the IC Director, ITS Manager and Steering Committee could think of
• Review of document scheduled for May 08
Other Documentation• Worked closely to align policies and
practices regarding employees– Dress Code– Food and Drink– Disciplinary Procedures
• Collaborated on User Policies– User Behavior Guidelines– Group Study Rules– Acceptable Computer Use
Training
• Mandatory for all employees– Library 101– Information Technology Services 101– Information Commons 101
• Orientation scheduled prior to opening
• Observation and on the job training
• Learn as we go
About the IC
• 72,000 square feet• Reference and Research
Assistance• Technology Assistance• 200 computers (80% PC, 20%
Mac)• 50 circulating Laptops• Quiet Reading Room• Café• Food and Drink Allowed
• 6 Classrooms• Digital Media Lab• 25+ Group Study Rooms• 3+ Group Workstations• Collaboration Software • ResNet• Writing Center
Some Numbers
• 19,500 visitors through the front gates from January 14-January 30
• Sample week’s usage in February (119 hours)
– 995 Mac users (1 hour 15 min)– 3700 PC users (1 hour)
• Group Study Room Usage– 5,160 visits from February 11-February 25– Capacity usage Sun-Thu after 5pm
Future Plans
• Currently conducting our first survey
• Discussing the possibility of being open 24/5
• Developing programs targeting the research and technology needs of our users
• Looking forward to a transition to a Learning Commons Model
Lessons Learned
• Opened on January 14, 2008
• Be flexible
• Listen to your frontline employees
• Don’t be defensive about issues
• Communicate! Communicate! Communicate!
Early Adoption Program
• High demand for CMS use
• Early adoption program started to find CMS pilot projects
• Applicants submit proposals in a two step process– 1. Initial survey– 2. Pre-work packet/worksheets
Early Adoption Program• What they get
– Early access to CMS– 2+ days of personalized, one-on-one training to “jump start”
migration– On-going support throughout migration process
• What we get– A solid foundation of CMS users trained in the product,
ready to assist others– A “gallery” of cms-based sites other than university
homepage– Ability to test training/migration processes prior to campus-
wide launch– Early Adopters roundtable discussion
Outcome: School of Business(before)
Before >>
Outcome: School of Business(before)
After >>
Next Steps• Professional pages
– Available to faculty, staff, students
• Faculty/staff usage– Show research interests, CVs, professional
bios, publications, presentations, etc.
• Student usage– Post resumes, classes taken,
organizations involved in, service to the community, etc.
• All CMS-based
Lessons Learned
• Good way to build positive “buzz” around a new product/service
• Need solid support system in place– Open forums– Team of trained developers to assist
• Easy to achieve cohesive branding
• Hands need to be held
• Planning is key
Questions for our panel?
Feel free to continue discussions in the lounge, lobby or over dinner
