1. Teaching and Research - Supporting Each Other Joseph Hardin Shaping Collaboration 2006 A Conference Sponsored by the and CERN Large Hadron Collider Users December 11-13, 2006 International Conference Centre, Geneva, Switzerland

2. Sakai - An Open Source Collaboration and Learning Environment A community and foundation—a group of people and resources supporting the code and each other, realizing large scale Open Source efficiencies A community and foundation—a group of people and resources supporting the code and each other, realizing large scale Open Source efficiencies A collaboration and learning product with a set of tools— written and supported by various groups and individuals— which have been tested and released as a unit, freely distributed for anyone to use A collaboration and learning product with a set of tools— written and supported by various groups and individuals— which have been tested and released as a unit, freely distributed for anyone to use An extensible, modular, framework for building collaboration tools and services - in a services oriented architecture - providing basic capabilities to support constructing a wide range of tools and services to support teaching and research. A services oriented architecture (SOA). An extensible, modular, framework for building collaboration tools and services - in a services oriented architecture - providing basic capabilities to support constructing a wide range of tools and services to support teaching and research. A services oriented architecture (SOA).

3. Support Teaching and Learning

4. Support Distributed Research

5. NEESGrid – Sakai v. -1.0 Dan Atkins

6. Bringing research to the classroom Bringing research to the classroom

7. Tests & Quizzes Tool Discussion Tool Research Team Support OnLine Class Support Bringing it all online

8. Sakai in Production PRODUCTION SCHOOLS Indiana University Indiana University Universidade Fernando Pessoa Universidade Fernando Pessoa Universitat de Lleida Universitat de Lleida University of Cape Town University of Cape Town University of Michigan University of Michigan University of California, Merced University of California, Merced University of South Africa University of South Africa Yale University Yale University PRODUCTION RELEASES, FALL 06 Boston University, School of Mgmt Etudes Alliance (15-21 California community colleges) Lübeck University of Applied Sciences Portland State University Rice University Roskilde Universitetscenter Rutgers University Stanford University University of California, Berkeley University of Cambridge Virginia Tech

9. Sakai Production — cont. EARLY ADOPTERS: PILOTS Claremont Colleges Charles Sturt University Coastline Community College Community College of S. Nevada Columbia University Franklin & Marshall University Hong Kong U. of Science and Tech. Johns Hopkins University Lancaster University MIT Moody Bible Institute NorthWest University (NWU) Northwestern University Pacific Lutheran University New York University Ohio University Oxnard College Stockholm Universitet SURF, Universiteit van Amsterdam Texas State University, San Marcos UCLA Universidad del Valle de Guatemala University of Arizona University of British Columbia, Land & Food Systems University of California, Davis University of East Anglia University of Illinois at Urbana-Champaign University of Missouri University of Nebraska-Lincoln University of North Texas University of the Pacific University of Virginia Universiteit Twente (Fall 06) Walsh University Whitman College Wofford College

10. Teaching and Research in Sakai Sakai does all the mundane work of supporting traditional classes online, and supporting forms of distance education Sakai does all the mundane work of supporting traditional classes online, and supporting forms of distance education Also supports Projects – ‘classes’ are just a form of collaboration; Sakai lets anyone set up a project and use all the tools (which here include GRID tools); Also supports Projects – ‘classes’ are just a form of collaboration; Sakai lets anyone set up a project and use all the tools (which here include GRID tools); Faculty, scientific researchers can set up collaborations using the same system, and do (at UM this semester – 3,100 classes, 2,400 projects) Faculty, scientific researchers can set up collaborations using the same system, and do (at UM this semester – 3,100 classes, 2,400 projects) Such a distributed system allows for rapid experiments in ‘virtual organizations’ or ‘participation environments’ Such a distributed system allows for rapid experiments in ‘virtual organizations’ or ‘participation environments’ Later talks today will talk more about support of research collaborations Later talks today will talk more about support of research collaborations

11. Challenges for LHC – Bringing Teaching to Research Change will happen quickly when LHC cranks up Change will happen quickly when LHC cranks up Ed materials must flow rapidly Ed materials must flow rapidly Innovative ideas will come from many places, need to be disseminated quickly Innovative ideas will come from many places, need to be disseminated quickly –A grad class somewhere has valuable material –Need to get it to everyone New material needs to be published New material needs to be published Needs the context of the class, and supporting materials – problems as well as lectures Needs the context of the class, and supporting materials – problems as well as lectures Needs to be high quality, captured and reproduced well Needs to be high quality, captured and reproduced well

12. Where do we get these educational resources? Well, Sakai generates educational resources. At end of each semester you may have: Syllabus Syllabus Reading Materials Reading Materials Lecture notes Lecture notes Assignments Assignments Problem sets Problem sets Lab exercises Discussion materials Tests and quizzes Wiki-generated material from students Blogs from students Lectures – audio or video All things that a self-learner, student, or faculty developing a course would find useful

13. What Do We Do With These Educational Resources? We save them for faculty re-use We save them for faculty re-use –In their fullest form, including material with use restrictions, like copyrights (journal articles, book chapters, etc) We could save them for our students’ use We could save them for our students’ use –So they could review when taking next course, or look at as they choose what courses they take next e.g., as UMichigan does) We could make them available for others to learn from, to add to, to improve and to reuse – (to support a rapidly changing research community) We could make them available for others to learn from, to add to, to improve and to reuse – (to support a rapidly changing research community) This is what MIT has done with their ‘Open CourseWare’

14. “ OpenCourseWare expresses our belief in the way education can be advanced — by constantly widening access to information and by inspiring others to participate. ” — Charles M. Vest, President Emeritus of MIT The Big Idea — Vision 3

15. MIT OpenCourseWare IS: MIT OpenCourseWare IS NOT: A Web-based publication of virtually all MIT course content A Web-based publication of virtually all MIT course content Open and available to world Open and available to world A permanent MIT activity A permanent MIT activity An MIT education An MIT education Intended to represent the interactive classroom environment Intended to represent the interactive classroom environment Degree-granting Degree-granting The Big Idea — What is OCW? 4

16. Syllabus Syllabus Lecture notes Lecture notes Problem sets Problem sets Exams Exams Reading lists Reading lists Simulations Simulations Video lectures Video lectures The Big Idea — 1550 courses 5

17. The Big Idea — Use requirements Obliges users to meet three use requirements Obliges users to meet three use requirements Use must be non-commercial Materials must be attributed to MIT and original author or contributor Publication or distribution of original or derivative materials must be offered freely under identical terms, or “ share alike ” 6

18. Useful to both students and faculty, self-learners and enrolled students Useful to both students and faculty, self-learners and enrolled students Visitors most frequently interested in courses in electrical engineering, business, physics, and mathematics – would be different depending on your content Visitors most frequently interested in courses in electrical engineering, business, physics, and mathematics – would be different depending on your content Making a Difference — Access Educators 17% Self-learners 49% Students 32% 14

19. Making a Difference — Benefits for MIT › Institute-level benefits –Advances MIT’s institutional mission –Enhances MIT’s image around the world –Generates community pride (alumni) –Stimulates collaboration among faculty › Department-level benefits –Showcases individual departments and their curricula –Enhances faculty and student recruitment efforts –Accelerates adoption of the Web 20

20. Professor Triatno Harjoko Head of Department of Architecture at University of Depok in Indonesia Making a Difference — Institutional use 15

21. “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 use 15

22. Making a Difference — Educator use Professor Richard Hall Recent Ph.D. from LaTrobe University in Melbourne, Australia, now teaching information systems, beginning microprocessors, and advanced computer-aided software engineering 16

23. 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 use 16

24. Kunle Adejumo Engineering student at Ahmadu Bello University in Zaria, Nigeria Making a Difference — Student use 17

25. “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 use 17

26. More than 300,000 visits from MIT.EDU since 11/1/03 More than 300,000 visits from MIT.EDU since 11/1/03 35% of Fall 2005 freshmen aware of MIT OCW prior to attending MIT indicate OCW was a significant influence on their choice of school 35% of Fall 2005 freshmen aware of MIT OCW prior to attending MIT indicate OCW was a significant influence on their choice of school 71% of all MIT students (undergraduate and graduate) make use of MIT OCW in their research and studies 71% of all MIT students (undergraduate and graduate) make use of MIT OCW in their research and studies Making a Difference — MIT student use Traffic from MIT.EDU since 9/4/04 21

27. 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 22

28. 74 percent of MIT ’ s faculty are now participating in MIT OCW 74 percent of MIT ’ s faculty are now participating in MIT OCW 40% of faculty using MIT OCW report that the site is a helpful tool in revising/updating courses 40% of faculty using MIT OCW report that the site is a helpful tool in revising/updating courses 38% of faculty use the site for advising students 38% of faculty use the site for advising students Making a Difference — MIT faculty use 23

29. 24 Making a Difference — MIT faculty use Professor Karen Willcox Teaches foundational course to MIT juniors in Department of Aeronautics and Astronautics

30. 24 Making 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.”

31. So, Why Do This? MIT’s reasons, and other institutional, departmental and individual faculty and student benefits Support National and Regional Development Support National and Regional Development Make our school’s offerings more widely known, recruitment Make our school’s offerings more widely known, recruitment Increase use of web and online tools by faculty, students Increase use of web and online tools by faculty, students Increase value of materials by having others comment, add to them, contribute back Increase value of materials by having others comment, add to them, contribute back Focus on value of Mentoring, our core value-add Focus on value of Mentoring, our core value-add That last is one reason we are doing this at the University of Michigan – we realize our strength is in our faculty, and their interaction with our students

32. Also, Remember LHC Challenges Change will happen quickly when LHC cranks up Change will happen quickly when LHC cranks up Ed materials must flow rapidly Ed materials must flow rapidly Innovative ideas will come from many places, need to be disseminated quickly Innovative ideas will come from many places, need to be disseminated quickly –A grad class somewhere has valuable material –Need to get it to everyone New material needs to be published New material needs to be published Needs the context of the class, and supporting materials – problems as well as lectures Needs the context of the class, and supporting materials – problems as well as lectures Needs to be high quality, captured and reproduced well Needs to be high quality, captured and reproduced well

33. So, how can we leverage the growing installed base of Sakai to support OCW material creation? Already hundreds of thousands of users, thousands of courses in Sakai

34. Moving Restricted Materials Into the Open Site 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 want on the OCW site Allowing faculty to choose which of their material they want on the OCW site –Some will want more, some less Tagging with consistent categories for navigation Tagging with consistent categories for navigation Building in a QA and Review step Building in a QA and Review step –To guarantee quality, allow for review before publishing Making this all easy for faculty Making this all easy for faculty

35. Sakai UM OCW Web Site or other Institutional Repository Publication Pipeline Digital Course Materials: (1) IP Management (2) Tagging OCW Categories (3) Exporting from CTools (4) QA and Review eduCommons tools Raw Course Content Vetted OCW 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?

36. OCW Tool OCW 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

37. Planning & Training Upstream foundational preparation Recruit faculty Recruit faculty Plan TEACHING version of course Plan TEACHING version of course Plan OCW version of course Plan OCW version of course Review existing content Review existing content Identify & resolve IP (except permissions) Identify & resolve IP (except permissions) Track IP by object in system Track IP by object in system BuildTeach/Manage Publish Planning Phase Includes “Training” for Faculty and Support 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

38. RDF tagging in the future Tagging Course Resources

39. Add 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

40. BuildTeach/ManagePublish 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 content Collect existing content Build content into LMS sections or templates Build content into LMS sections or templates Enter metadata Enter metadata Create commissioned works Create commissioned works Process permission requests & make IP edits Process permission requests & make IP edits Update and supplement materials Update and supplement materials Post to email, wikis, blogs, announcements, discussions, forums, IM Post to email, wikis, blogs, announcements, discussions, forums, IM Assign, track, grade student work Assign, track, grade student work Interact (faculty- student and student- student) through all channels above Interact (faculty- student and student- student) through all channels above

41. How Do We Get This Done? This currently costs MIT ~$10-20,000 per course This currently costs MIT ~$10-20,000 per course We can get some faculty to do it We can get some faculty to do it And, we do need to get adoption supported by the administration, at first or eventually – top- down and/or bottom-up And, we do need to get adoption supported by the administration, at first or eventually – top- down and/or bottom-up But, mainly, we need to support the faculty But, mainly, we need to support the faculty How do we do this? How do we do this?

42. 3 Incentive Structures Administration Faculty Students

43. 3 Incentive Structures for Adoption Administration – why Chuck Vest adopted OCW, modified for non-first-movers, with local context added… why department heads… Administration – why Chuck Vest adopted OCW, modified for non-first-movers, with local context added… why department heads… Faculty – why your faculty would adopt, for exposure, then student demand… or, to support research Faculty – why your faculty would adopt, for exposure, then student demand… or, to support research Students – all the reasons on the following slide Students – all the reasons on the following slide All 3 have initial, then self- and mutually-reinforcing aspects as the system becomes embedded, woven into fabric of university – sometimes similar to adoption of Sakai/CLE in the first place

44. Digital Scribes – making this work Basic idea – get students to help the faculty in courses they are taking – students become digital scribes – DScribes – and get access rights to OCW tool area, taking part of load off faculty Leveraging the students’ interests, creating student incentives Developing student incentives: (emerging list) 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 community; Do for the greater good; Do to learn better; Get a Tshirt; etc… 1 hour course credit for UG DScribes – learn a bit about IP, media management, how to use tools 3 hour course for Grad DScribes II – leveraging interest among SI students – more complete coverage of IP, multimedia, lecture capture, synopsizing, notes project – general ‘lite editing for web’ Goal of having the DScribes provide much of the ongoing infrastructure for the actual cleaning, tagging and preparing for export – two tiered: DS II’s help DS’s – maybe GSI’s, alumni

45. Students as Apprentices What happens when we encourage, support and integrate student efforts What happens when we encourage, support and integrate student efforts S-OCW is an example… S-OCW is an example… The students have, and recognize they have, positive incentives The students have, and recognize they have, positive incentives This discovery of new incentive structures parallels the recent research done on open source (see S. Weber), which shows that complex artifacts can be constructed by distributed communities with unexpected incentives This discovery of new incentive structures parallels the recent research done on open source (see S. Weber), which shows that complex artifacts can be constructed by distributed communities with unexpected incentives Investigating such alternative incentive structures is driving the social part of the development of the S- OCW tool Investigating such alternative incentive structures is driving the social part of the development of the S- OCW tool

46. UM-eduCommons Pilot I

47. UM-eduCommons Pilot II

48. Sakai + OCW Supports distributed research teams collaboration needs Supports distributed research teams collaboration needs Helps integrate teaching and learning – faculty uses in both environments Helps integrate teaching and learning – faculty uses in both environments Allows for rapid development and publication of learning materials – essential for a rapidly developing, rapidly changing field Allows for rapid development and publication of learning materials – essential for a rapidly developing, rapidly changing field Involves students directly in learning materials production Involves students directly in learning materials production Reinforces mentoring focus of teaching Reinforces mentoring focus of teaching Natural activities are modified slightly to become contributions to the educational efforts - OCW Natural activities are modified slightly to become contributions to the educational efforts - OCW

49. Open Educational Resource Engines Text Sakai in Production: 5-6000 courses each year at U Michigan alone; more at IU, UNISA (U South Africa)

50. Thanks. Questions…