F29380 The University of Western Australia 12 March 2012 MEMBERS OF THE eLEARNING AND LEARNING SPACES STANDING COMMITTEE Director of Centre for Advancement of Teaching and Learning (W/Professor Denise Chalmers) – Chair Nominee of the Executive Director, Finance and Resources (Ms Rowan Maclean) Nominee of the University Librarian and Director of Information Management (Ms Catherine Clark) President of the Guild (Mr Matthew McKenzie) Associate Dean (Teaching and Learning) (Faculty of Architecture, Landscape and Visual Arts), Mr Philip Goldswain Associate Dean (Teaching and Learning) (Faculty of Arts, Humanities and Social Sciences), Dr Neil O’Sullivan Associate Dean (Teaching and Learning) (Faculty of Life and Physical Sciences), Dr Peter Whipp Associate Professor Mark Pegrum, (Graduate School of Education) BY INVITATION (STANDING INVITEE) Ms Rebecca Cameron, Manager, (Project Manager, Architecture and Design, Strategic Project Management) (Facilities Management Directorate) Asst/Professor Shannon Johnston, Higher Education Development (eLearning) (Centre for Advancement of Teaching and Learning) BY INVITATION Ms Claire Paton, Manager, Accommodation Planning (Facilities Management) eLEARNING AND LEARNING SPACES STANDING COMMITTEE MEETING – MONDAY 19 TH MARCH This is to confirm that the next meeting of the eLearning and Learning Spaces Standing Committee will be held from 10am – 11.30pm on Monday 19 th March 2012 in meeting room W1, Winthrop Tower Sally Jackson Executive Officer, eLearning and Learning Spaces Standing Committee
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F29380
The University of Western Australia
12 March 2012 MEMBERS OF THE eLEARNING AND LEARNING SPACES STANDING COMMITTEE Director of Centre for Advancement of Teaching and Learning (W/Professor Denise Chalmers) – Chair Nominee of the Executive Director, Finance and Resources (Ms Rowan Maclean) Nominee of the University Librarian and Director of Information Management (Ms Catherine Clark) President of the Guild (Mr Matthew McKenzie) Associate Dean (Teaching and Learning) (Faculty of Architecture, Landscape and Visual Arts), Mr Philip Goldswain Associate Dean (Teaching and Learning) (Faculty of Arts, Humanities and Social Sciences), Dr Neil O’Sullivan Associate Dean (Teaching and Learning) (Faculty of Life and Physical Sciences), Dr Peter Whipp Associate Professor Mark Pegrum, (Graduate School of Education) BY INVITATION (STANDING INVITEE) Ms Rebecca Cameron, Manager, (Project Manager, Architecture and Design, Strategic Project Management) (Facilities Management Directorate) Asst/Professor Shannon Johnston, Higher Education Development (eLearning) (Centre for Advancement of Teaching and Learning) BY INVITATION Ms Claire Paton, Manager, Accommodation Planning (Facilities Management)
eLEARNING AND LEARNING SPACES STANDING COMMITTEE MEETING – MONDAY 19TH MARCH
This is to confirm that the next meeting of the eLearning and Learning Spaces Standing Committee will be held from 10am – 11.30pm on Monday 19th March 2012 in meeting room W1, Winthrop Tower Sally Jackson Executive Officer, eLearning and Learning Spaces Standing Committee
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A G E N D A
WELCOME The Chair will welcome members and, in particular, welcome to Mr Matthew McKenzie, Guild President 2012 and Ms Claire Patton, Manager, Accommodation Planning, Facilities Management. APOLOGIES The Chair will record any apologies. Members are reminded that apologies should be forwarded to the Executive Officer prior to the meeting as this may have an impact on the Committee proceeding inquorate. DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST The Chair will invite members to declare potential for conflict or perceived conflicts of interest, if applicable, with regard to items on the agenda. 1. MINUTES – REF: 29380 Confirmation of the minutes of the eLearning and Learning Spaces Standing Committee meeting held on Tuesday 9th August 2011. Minutes are located on the committee’s web page http://www.teachingandlearning.uwa.edu.au/608310 2. ITEMS/BUSINESS IN PROGRESS – REF: F28401, F22828 Members are asked to note the following items as ‘business in progress’.
No ITEM/BUSINESS IN PROGRESS
ACTION RESPONSIBLE STATUS
A
F28401 Evaluation of new learning technologies
Draft Policy CATL
Draft awaiting internal feedback ,currently being trialled at UWA Business School, report back to ELLSC at next meeting
B F35723 The Built Learning Environment
Teaching Fellowship Project
Ms Rebecca Cameron
In progress
C
F33728 Learning Space Evaluation
Prepare final paper Ms Rowan Maclean Ms Rebecca Cameron
In progress
D F23981 Capital Works Programme
Circulate summary of projects
Ms Rebecca Cameron
Ongoing,
E F33224 Campus Plan 2010
Progress report on Campus Plan 2010
Ms Rowan Maclean
Approved by Senate
F F9547 ELearning Strategy at UWA
Development of a draft eLearning Strategy
Chair, W/Professor Denise Chalmers
In progress
G
F33728 Impact on learning spaces of NC2012
Monitoring of issues associated with learning spaces as they develop within the context of NC2012
Chair, Professor Denise Chalmers
Ongoing
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PART 1 - ITEMS FOR COMMUNICATION TO BE DEALT WITH EN BLOC
3. FACILITIES MANAGEMENT REVIEW Facilities Management was reviewed between 2 November and 4 November 2011, please find attached (Attachment A) a copy of the submission which was forwarded on behalf of the Committee. The review report has is still awaiting final approval and will be forwarded to the ELLSC for information when available. 4. AMENDMENT TO ELEARNING AND LEARNING SPACES STANDING COMMITTEE
CONSTITUTION At its meeting of the 1st March 2012, the Teaching and Learning Committee approved minor changes to the constitutions of its four Standing Committees; the changes are as follows;
that the number of co-optees that may be recruited to assist in progressing the Teaching and Learning Standing Committees’ work be increased, from up to two, to up to five, at the discretion of the Standing Committee Chair and with the agreement of the Chair of the Teaching and Learning Committee, and
to endorse in-principle that all Standing Committee members will have terms of two years,
renewable by invitation, with the exception of Chairs who are nominees, and that this proposal will be detailed in the forthcoming review
Please find an extract from the 1st March Teaching and Learning Committee meeting attached (Attachment B).
PART 2 - ITEMS FOR DECISION EN BLOC
No items
PART 3 - ITEMS FOR DISCUSSION
5. UWA LEARNING MANAGEMENT SYSTEM (LMS- MOODLE) AND LECTURE CAPTURE SYSTEM (LCS- ECHO) PROJECT IMPLEMENTATION UPDATE – REF: F28027
Project updates and reports prepared by Dr Shannon Johnston, UWA Project Manager (CATL) to provide members with an update since the implementation of the UWA LMS and LCS in first semester 2012 are attached; LMS Status Update (Attachment C)
DRAFT Guidelines for Business Units to request enhancements to LMS (Attachment D)
Please note, the status update report for the Lecture Capture System will be tabled at the meeting. Further information regarding the implementation is also available from the website http://www.catl.uwa.edu.au/elearning/new_lms For discussion
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6. POLICY ON RECORDING OF LECTURES The University Policy on Lecture Capture was approved by Academic Council in July 2010. As a result of the recent change to the new Software and the ensuing systems integration at UWA some minor changes affecting the practice but not the principle of the policy have been identified and updated by Dr Shannon Johnstone in consultation with W/Prof Denise Chalmers. The updates are identified by track changes in the attached document (Attachment E).
For discussion / endorsement
7. REPORT FROM THE GUILD PRESIDENT 2012
Mr Matthew McKenzie (99th Guild President) will report on issues concerning eLearning and Learning Spaces from the Guilds perspective. For discussion 8. ITEMS IN PROGRESS – UPDATES The Chair will invite members to provide a brief verbal update on items in progress, including;
University Planning and Design Summit (June 2011), feedback on attendance – Rebecca Cameron
Capital Works program, Summary of projects – Rebecca Cameron Campus Plan 2010, 10 year review is now complete and has been endorsed by Senate. A
copy of the plan can be found at http://www.uwa.edu.au/campusplanning - Rowan MacLean For information 9. INFORMAL REPORT FROM THE CHAIR The Chair will discuss forthcoming items for 2012. 10. NEXT MEETING
Wednesday 13th June, 2-3.30pm, Orchid Room, Ground Floor – Office of Development. Sally Jackson Executive Officer, eLearning and Learning Spaces Standing Committee 14 March 2012
Ms Gina Barron, Executive Officer Facilities Management Review Committee RE: Submission to the Facilities Management Review Committee from the eLearning and Learning Spaces Standing Committee
Background
The eLearning and Learning Spaces Standing Committee, which reports to the Teaching and Learning Committee, review existing practices and policies and develops new approaches to eLearning and learning spaces. Membership
The committee comprises:
Director of the Centre for the Advancement of Teaching and Learning as Chair; Executive Director, Finance and Resources, or nominee University Librarian and Director of Information Management, or nominee President of the Guild, or nominee Three faculty representatives from the University’s Teaching and Learning Committee Up to two co-opted members, if required for balance or specific expertise
Role The role of the eLearning and Learning Spaces Standing Committee is to consider, advise and make recommendations to the Teaching and Learning Committee and/or other University bodies or officers, as appropriate, including:
a) monitor existing practices and policies at UWA that relate to eLearning and learning spaces, to provide advice about current and future needs and requirements, in relation to such matters as: mechanisms for the central support of eLearning, including both mainstream and
alternative systems and approaches; integration between different groups associated with eLearning and learning spaces, and
mechanisms for promoting such integration where it is warranted; the student learning experience in relation to online and on-campus teaching and learning
environments.
(b) develop appropriate strategies and approaches to eLearning and learning spaces based both in the sharing of existing information and experience between and within faculties, and analysis of international trends relevant to the UWA context;
(c) advise on medium and long-term policy and planning for eLearning and learning spaces with reference to the interrelated roles of pedagogy, spaces and technology;
(d) monitor progress of implementation strategies included in the Education Section of the University’s Operational Priorities Plan as they relate to eLearning and learning spaces;
(e) undertake research and review of issues associated with eLearning and learning spaces, as requested by the Pro Vice-Chancellor (Teaching and Learning).
A 1
Submission The eLearning and Learning Spaces Committee appreciates the involvement of two members from FM on the Committee, Ms Rowan Maclean as the nominee of the Executive Director, Finance and Resources, and Ms Rebecca Cameron, Manager, (Project Manager, Architecture and Design, Strategic Project Management) (Facilities Management Directorate) as a Standing invitee. This has facilitated communication about the Campus Plan and special initiatives. The Committee, however, remains outside of any process of communication on refurbishment, upgrade and development plans related to teaching and learning spaces. FM representation on the eLearning and Learning Spaces standing committee is not sufficient in and of itself for engagement around these issues to occur given the lack of process for decisions made by the standing committee and/or the Teaching and Learning committee to be implemented by Facilities Management, or for FM proposals to be considered by the standing committee prior to implementation. The eLearning & Learning Spaces Standing Committee strongly encourages Facilities Management to undertake wide consultation in the planning & scheduling of works related to Teaching and Learning spaces. The Committee feels that it would be advantageous to establish explicit processes to regularly review future directions relating to learning spaces, including refurbishments, new builds and repurposing of spaces (not just of classrooms, but research spaces as well as they can often have combined purposes relating to teaching and learning). The Committee also encourages FM to investigate communication and consultation processes and systems that have been established in universities where there is innovative design and models of refurbished spaces as well as for new builds. The Committee feels that the lack of explicit processes for University staff and committees to engage with FM in long term planning and implementation of change is affecting the committee’s ability to fulfill its constitution in relation to learning spaces, and the University’s ability to respond to changing needs for the teaching and learning built environment. A University wide approach to the refurbishment and repurposing of space which included explicit consultation with committees such as the eLearning and Learning Spaces Standing Committee offers possibilities of increasing the benefits to both staff and students of the University. Such consultation would allow for the explicit incorporation of best practice research in teaching and learning as it relates to the built environment to inform decisions made by the University in relation to the refurbishment, repurposing and building of new space. The committee appreciates the opportunity to contribute to the Review of Facilities Management and looks forward to continuing to work with FM on issues relating to teaching and learning spaces in to the future. October 12, 2011 Winthrop Professor Denise Chalmers On behalf of the eLearning and Learning Spaces Standing Committee
A 2
The University of Western Australia
MINUTES OF A MEETING OF THE TEACHING AND LEARNING COMMITTEE HELD ON THURSDAY 1st MARCH 2012 IN THE SENATE ROOM
4. RECOMMENDATION FOR TEACHING AND LEARNING STANDING COMMITTEES – REFS: F29274, F27831, F29379, F30166
Members were reminded that the Teaching and Learning Committee operates with four standing committees sitting beneath, and reporting to it, to facilitate the transaction of business in key areas of activity. The standing committees, established in 2009 were:
• The Assessment and Evaluation Standing Committee • The Awards Standing Committee • The eLearning and Learning Spaces Standing Committee • The Grants and Schemes Standing Committee
Members had before them a report from the Chair which outlined the current arrangements for the Chairs of the Standing Committees, acting as nominees of the Chair of the Teaching and Learning Committee, to nominate co-optees to the Standing Committees. Information was also provided on the informal review of the Standing Committees to be conducted during 2012 by the Chair and Deputy Chair of this committee. Members were advised a review report would be provided at the September committee meeting. The Chair explained that in the interim, some Standing Committee Chairs had requested for their capacity to invite people to serve on Standing Committees to be expanded in consultation with the Chair and Deputy Chair of the Teaching and Learning Committee, to assist in progressing business during 2012. In respect of co-optees, and effective for 2012, the Chair recommended:
That the number of co-optees that may be recruited to assist in progressing the Teaching and Learning Standing Committees’ work be increased, from up to two, to up to five, at the discretion of the Standing Committee Chair and with the agreement of the Chair of the Teaching and Learning Committee.
The Chair sought in-principle endorsement of a proposal for all Standing Committee members to have terms of two years, renewable by invitation, with the exception of Chairs who were nominees. No questions were raised in response to the Chair’s explanation of the recommendation and proposal and members RESOLVED – TLC 2/12
(i) that the number of co-optees that may be recruited to assist in progressing the Teaching and Learning Standing Committees’ work be increased, from up to two, to up to five, at the discretion of the Standing Committee Chair and with the agreement of the Chair of the Teaching and Learning Committee, and
(ii) that the constitutions of the four Standing Committees be amended accordingly
RESOLVED – TLC 3/12
to endorse in-principle that all Standing Committee members will have terms of two years, renewable by invitation, with the exception of Chairs who are nominees, and that this proposal will be detailed in the forthcoming review.
Date Sender (Name)
File to (Name)
Action Required Recipient
Initials Date
Actioned Action Taken
Folio number
12/03/12 T&L C
(KM-S)
eLearning and Learning Spaces Standing Committee
For action. SJ Copy of extract sent to EO (Sally Jackson) and RMS.
B1
TEACHING AND LEARNING COMMITTEE
Chair’s recommendation on Standing Committee membership
Members will be aware that the Teaching and Learning Committee operates with four standing committees sitting beneath, and reporting to, it, to facilitate the transaction of business in key areas of activity. These standing committees, established in 2009, are:
• The Assessment and Evaluation Standing Committee • The Awards Standing Committee • The eLearning and Learning Spaces Standing Committee • The Grants and Schemes Standing Committee
The membership and constitutions of these standing committees have been endorsed by the Teaching and Learning Committee. In all cases, the Chairs of standing committees, acting as nominees of the Chair of the Teaching and Learning Committee, may nominate co-optees to the standing committees to ensure appropriate expertise in relation to the work at hand.
To ensure that the standing committees’ functions remain relevant, well-informed, and appropriately constituted, the Chair and Deputy Chair will conduct an informal review of the standing committees during 2012: their work, their membership, and their constitutions in the context of the teaching and learning agenda at UWA-- and will report to the Teaching and Learning Committee with any recommendations at the September meeting of the Committee.
In the interim, some Chairs have requested that the capacity for them to invite people to serve on standing committees be expanded in consultation with the Chair and Deputy Chair of the Teaching and Learning Committee, to assist in progressing business during 2012.
It has further been mooted that, with the exception of Chairs who are nominees, all members of standing committees should have terms of two years, renewable by invitation. Whilst this proposal will be considered more fully in the context of the informal review, the Chair seeks in-principle endorsement of this proposal at this earlier stage, to facilitate the planning work that will accompany the review.
In respect of co-optees, and effective for 2012, the Chair recommends:
That the number of co-optees that may be recruited to assist in progressing the Teaching and Learning standing committees’ work be increased, from up to two, to up to five, at the discretion of the standing committee Chair and with the agreement of the Chair of the Teaching and Learning Committee.
W/Professor Jane Long Chair, Teaching and Learning Committee 20 Feb 2012
B2
Centre for the Advancement of
Teaching and Learning
LMSPrj Mar2012 UPDATE eLEARN LEARN SPACES V1 0 12Mar2012 SJ page 1 of 46 Initially created by S.Johnston 02/10/2011
LMS (Moodle) PROJECT UPDATE REPORT
ELEARNING AND LEARNING SPACES COMMITTEE MARCH 2012
Status on key project phases ......................................................................................................................... 3
A. LMS ENVIRONMENT .......................................................................................................................... 5
B. INTEGRATIONS ................................................................................................................................... 6
C. Configurations / Developments ........................................................................................................ 7
D. WebCT content Migration ................................................................................................................. 8
E. Change Management – resources, training support ......................................................................... 8
F. WebCT ............................................................................................................................................... 9
G. Student Strategy ................................................................................................................................ 9
ECHO SYSTEM .......................................................................................................................................... 11
Outstanding Issues and Risks ...................................................................................................................... 11
Project Tasks to Next Report ....................................................................................................................... 13
APPENDIX A : NetSpot’s Proposal for Project Extension, 20 Dec 2011 ....................................................... 15
APPENDIX B : NetSpot’s Implementation Project Final Extension Proposal, 6 Feb 2012 ........................... 15
APPENDIX C: Sample list of configurations, developments and bugs ....................................................... 15
APPENDIX D: SEPTEMBER WORKSHOPS EVALUATION REPORT .................................................................. 18
APPENDIX E: EARLY DATA ON WORKSHOP ATTENDANCE FROM DEC 2011 ............................................... 31
APPENDIX F: STUDENT STRATEGY STATUS UPDATE, February 2012 .......................................................... 34
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LMSProjectProgressSummary
The Learning Management system was officially live from 20th February 2012, with fully utilised by staff and
students from 27th February 2012 without significant incident. A pilot phase live teaching period
commenced from 09 January 2012 and pilot users were involved in reporting on issues and supporting
testing. Critical issues resolved from this phase were lack of students in the LMS due to FIM integration not
being in place and issues with Callista integration.
Staff and students were provided the opportunity to suggest and vote for a new names for the LMS. The
overwhelming choice was LMS (Learning Management System).
Four environments exist and are functioning as required – a Development environment, a Test
environment, a Staging Environment (a prod‐like environment for final testing before a development goes
live), and the Production environment in which teaching and learning happens. Development, refinement
and improvement of the Production environment has continued since the initial configuration.
The system is fully integrated including:
User provisioning, authentication and authorisation via LDAP and SiteMinder
Student enrolments into LMS Units via Callista and into groups through OLCR
Staff capacity to create units instantly for Callista‐based units, including course and major, and
Practice Units.
Access to core teaching resources via CMO, LCS and QMP plugins.
Student access to LMS via the WebPortal, and to their WebMail within the LMS.
The FIM integration for provisioning users in the category ‘other’ is not complete, and an interim, more
manual, workaround was developed by Information Services until such time as the FIM issues can be
resolved. Users in the category ‘other’ were provisioned at the start of semester. ‘Other’ includes teaching
staff and students external to the University.
Other notable outstanding work includes: Student photo links into LMS, end‐of‐unit life cycle development
(process has been determined, waiting for feedback and scope), and a final unit creation category called
“Community”, in addition to Priority 3 items slated for investigation, acquisition and implementation in
2012 and beyond as priority is determined.
Staff have had extensive opportunities to learn to use the new LMS since September 2011. Introductory
workshops held in September, October, November‐December 2011 and January ‐ February 2012. “Next
Steps” workshops introduced staff to a range of specific tools, including quizzes, gradebook, forums, groups
and groupings, lesson and workshop, and were held from October 2011 to February 2012. An extensive
support unit is available in the LMS, with all associated resources, and continues to be developed. CATL
staff have also provided academic and admin staff with ad hoc (‘on request’) group training, drop‐in
sessions and one‐on‐one support.
Students have had all resources and support sources updated with new LMS information, and a student
help‐site also contains ‘how to’ resources. Student support services have been trained relevant to their
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support requirements. Students have been advised through different O‐week events about the LMS and
hands‐on training has been provided for the first time at UWA during week one.
UWA has negotiated two extensions to the initial implementation project, with additional extensions
anticipated to address identified outstanding work. Any other development work from this point is
incorporated in the on‐going consultancy agreement and costing.
The Lecture Capture System has been fully implemented, but has experienced a number of implementation
issues. The system is internally hosted with IS, and due to its extensive IS‐relevant activity was project
managed by IS. This involved acquisition and implementation of new appliances, Timetabling‐Venue‐
EchoSystem integration, EchoSystem implementation and the integration with the LMS.
This report summarises developments since the last eLearning and Learning Spaces Committee meeting.
The next meeting will present the full Project Closure reports for each Project.
Statusonkeyprojectphases
Phase Phase Activity Status Dates
A Developing
LMS
environments
NetSpot
Staging Environment
Teaching and learning resources
Student online facilities
UWA website references
Complete
Complete*
Complete
Complete*
Jan 2012
Feb 2012
*ongoing
Jan 2012
Feb 2012 (of those identified)
B Developing
integrations
UWA systems
w/ NetSpot
(some
vendors)
FIM integration – on hold
FIM strategic temporary solution
Callista integration
SiteMinder
CMO
OLCR
EchoSystem Plugin
Questionmark Perception
MyUWA WebPortal
Student email
Commenced
Complete
Complete
Complete
Complete
Complete
Complete/On‐
going
Complete
Complete
Complete
24 Feb 2012
Oct 2011
Jan 2012
Jan 2012
Dec 2011
** Echo System
delays, and
additional dev’s
Jan 2012
Jan 2012
Jan 2012
C Configurations
NetSpot (UWA
direction)
Continued testing, reviewing, revising
with stakeholders.
COMPLETE
Pilot Phase
Full Live
On‐going
21 Dec 2011
14 Feb 2012
D Migration
UWA CATL
Batch 2 bulk migration (rest of)
Batch 3 (minor) plus Moodle 1.9
Complete
Complete
Dec 2011
Feb 2012
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Phase Phase Activity Status Dates
E Training
UWA CATL
Faculty Demonstrations
Introduction to Moodle training
Next‐Steps Training
Resources development
LMS Staff Help unit
COMPLETE*
COMPLETE*
Continuous
Continuous*
Complete*
* These are on‐going
CATL activities
August 2011
All training
continuous Nov‐
Feb
Basic resources
complete Feb
2012
F WebCT License renewed to May 2012
Archive license to Nov 2012
Complete
Complete
Nov 2011
Jan 2012
G Student
Strategy
Communication to students
Update student support resources
Training support staff
Training students
Student LMS Help unit with resources
Student LMS practice unit
Complete
Complete
Complete
Complete
Complete *
Complete *
Feb 2012
Dec 2011
Jan‐Feb 2012
O‐week and
week 1 2012
Jan 2012
Feb 2012
Testing End‐to‐end integrations testing
Note: within Moodle testing constant,
on‐going, and occurs with each ticket in
Test, Staging, and Prod.
Complete Feb 2012
ECHO Install/test new appliances
Build environments
Timetable integration
Staff provisioned into EchoSystem
Migration of identified Lectopia lectures
End‐to‐End Testing
Staff communication and
demonstration
** see separate report
Complete
Complete
Complete
Complete
In progress
NYC
In Progress
Feb 2012
Nov 2011
Feb 2012
24 Feb 2012
Feb 2012 /
ongoing
ProjectActivityDescriptions
PROJECT MANAGEMENT ‐ LMS
The project has remained within scope and quality, although a number of integrations have challenged
time and required extra funding. Integrations consuming unanticipated hours of NetSpot consultancy time
are addressed elsewhere. NetSpot have supplied documents to CATL scoping and quoting on Project
Extension Proposals and on the request of the UWA Project Manager, justification for consulting hours and
thus funding used.
Regular communication about project progress and issues is made between :
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UWA project management team and NetSpot
UWA project manager with CATL project coordinator and IS integrations project manager, and the
CATL project team
UWA project manager with the LMS and LCS Project Owner, and Director of CATL
Other communication included
CATL website project update in November, but with the new CATL website further updates were
not possible. A project conclusion update will be implemented in the LMS Staff Help unit.
LMS All‐staff information session on 1st December 2011
All‐staff email messages as new updates, training opportunities, occurred.
UWA’s initial Implementation funding to NetSpot was exhausted at the start of December 2011. Particular
costs arose from significant issues with the SiteMinder (SS0) and CMO integrations and were ultimately
resolved by communication with the vendor of these software. QMP also required an unanticipated
number of consultancy hours for completion. A project Extension proposal (See Appendix A and Appendix
B) was received in December 2011, outlining anticipated integrations work for SiteMinder, OLCR (a priority
3 item) and 18 development requests to Pilot Phase Go live Moodle to be completed by 21 Dec. Out of
Scope were additional development items identified, but not considered a priority for the first live phase.
The second extension proposal was received in early February, 2012, to include tickets raised in December
but out of scope, additional tickets for development, and continued work for integrations: SiteMinder,
Echo, Hive/CMO, FIM), but ultimately it was agreed to run a time/task invoicing, due at completion of
implementation. This invoice has not yet been received from NetSpot. Further work is anticipated as
identified elsewhere and will require further invoicing from the LMS Implementation Project funds.
A. LMS ENVIRONMENT
Until mid‐December 2011, UWA’s environment was still limited to Development, Test and Production (live
environment). Due to going live from the start of January with pilot units, staff and associated students,
and the experience of a number of issues arising when changes approved as correct in Test were prone to
error in Prod, UWA Project Manager requested that the Staging Environment be prepared and in use from
January 05, 2012. This would allow changes to be implemented in a prod‐like environment before being
released to Staging, and this mitigate risk of issues in Prod. The environment was ready mid‐January, and a
vast improvement in the issues in Prod. with features approved as fixed in Test has since occurred.
Teaching and learning resources
Course Materials Online (CMO), Lecture Capture System (LCS) and QuestionMark Perception (QMP) are all
complete and available to staff to choose to use the connectors and provide the resources to students.
Staff access CMO and LCS by adding a block to their unit. The block appears on the right hand side.
QMP is owned by and available only to staff and students in the Faculty of Medicine, Dentistry and Health
Sciences. As such FMDHS Ed Centre Staff were instrumental in testing and giving feedback regarding this
tool. In addition, FMDHS independently commissioned NetSpot to develop two additional functions, which
are now complete. Staff use the tool as a ‘choice’ in the drop down ‘activity’ list within a topic in the main
content area of Moodle.
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The School of Business has also commissioned implementation of the McGraw‐Hill Plugin, without
restricting use to the School. Staff add a block to the site to provide access to their students. Issues
continue within the McGrawHill Connect website, although the block itself works.
Student facilities
UWA WebPortal was complete in January, and phased in with a two‐step process as some summer school
staff were still using WebCT. The student Webmail block was applied without incident in January, 2011. The
implementation team faced issues in testing and viewing these resources, as there are no dummy or test
student accounts at UWA in a Callista‐related system. This made final testing and assuredness difficult.
UWA website references
The UWA Project Manager approached the WebSite Office to notify them that references to WebCT and
Lectopia need to be updated to LMS and LCS. This proved quite problematic, as we discovered that
WebSite Office does not have access to a number of sites to make such changes. Some of the quicklinks,
such as the one on the SSO page, remain outstanding. As old references are notified to CATL or the UWO,
changes are made.
B. INTEGRATIONS Callista and OLCR
Students are successfully provisioned into Moodle through the LDAP integration, and enrolled into units
through the Callista integration and groups in LMS reflecting OLCR enrolments if they exist. A student will
not be enrolled into a Callista unit without being provisioned into the LMS first. The Pilot phase brought up
a serious issue with the non‐completion of the FIM integration, where no students were provisioned into
LMS. Quick and dedicated work by the NetSpot development team created a provisioning process through
LDAP within 3 days. At this point, the Callista enrolments were not completing appropriately, but this has
been resolved. The Pilot phase was an invaluable test setting.
Staff can now create the following types of units through the Moodle block in the My Home page: Callista
Units, Callista Majors, Callista Courses and practice units. Community units have been identified as
necessary (that is, non‐Callista‐linked units for other groups of users), but CATL has decided to seek greater
community input into the requirements for these units before completing development of the form. Staff
click on the link in the block and are lead through a series of choices and the unit is then created within 10
seconds. Students are populated into the units on the start date identified in this process through the
Callista integration.
SiteMinder
SiteMinder SSO solution was implemented into Production in late January 2012. This service is highly
complex and used extensive resources since commencing development in October 2011, affecting
consultancy time and cost with NetSpot. Configuration issues were difficult and time consuming to
troubleshoot but have been identified and resolved, including support from the SiteMinder Vendor.
FIM
Technical issues have delayed the Identity and Access Management project (of the BIP) delivering the
strategic identity provisioning solution which will facilitate the provisioning and deprovisioning of identities
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to Moodle. In the interim, a tactical solution has been developed to feed identities from the UWA Active
Directory, with a manual process in place to address any outlying cases of visitors who need access to the
LMS for teaching and learning purposes.
WebPortal, WebMail
These integrations were implemented on time, and without incident. It includes a security configuration
between UWA and Netspot to enable authentication of users and access to UWA email security settings.
The only issue is that these integrations are not able to be tested by UWA staff, and real students had to be
located to carry out testing.
CMO
CMO required a custom development of a limited function block to enable staff to search and link a CMO
list, and for students to have access to the link to the resources. The Block faced a number of
implementation issues, one of which eventually was identified as a firewall between the split networks
within the UWA IS setup. The UWA network security configuration created barriers to effective testing by
CATL resources. An issue identified in last minute testing resulted in a coding fix by the vendor which was
delivered on 25 February 2012, just in time for Semester 1 Go‐live.
QMP
QMP has been implemented without further issue since Pilot Phase involvement by the FMDHS from 23
January 2012. Prior to this, QMP required unanticipated consultancy hours by NetSpot, and involved the
Vendor. The vendor assisted in implementation and resolving a number of issues. QMP has had no further
implementation issues.
C. Configurations / Developments
The UWA environment has undergone, and continues to undergo, development, refinement and
improvement since the initial configuration in July/August 2011. This process continues for the life of
Moodle as our LMS, with the support of NetSpot, and Monthly release cycles.
The goal for LMS Implementation in Semester 1, 2012, was a “basic” site. This basic site consists of 9 roles
and capabilities to cover the range of UWA needs. A template has been set comprising blocks that are not
removable, and blocks that can be added, depending on the role, and a theme shared by all, developed
with the support of the UWA WebSite Office. A second theme has been designed, but implementation is
postponed until after the initial implementation phase. This theme is designed for all sites that support
staff and students. The basic site has had all aspects, tools and activities with the default position, and the
defaults gradually examined and adjusted. Tools and activities have been examined in the order of common
use of similar tools in WebCT. Therefore, forums, quizzes, assignments, and groups were the first to be
examined. More recently other Moodle activities have been focused on, such as wikis, lessons, workshops,
and so on.
Continuous development, improvement and refinement of the UWA environment has continued since the
initial configurations were applied in July‐August, 2011. The CATL eDS team have had continuous
investigation of different tools within Moodle, adjusted defaults, explored developments for requirements
specific to UWA and requested the same. From the CATL team, staff in training sessions in 2011‐2012, and
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pilot users in January‐February 2012, we were able to identify features specific to the UWA community and
ensure the LMS was developed to meet these needs. In addition, with increasing use of the UWA LMS
environment, bugs came to light and are actioned in the same way.
Generally, no issues have occurred outside of expectations in preparing software for implementation. We
have found that Prod requires testing and checking as some development work and configurations have
not applied appropriately from Test, or have reverted to former settings in future times. The incidence of
this is reducing, particularly since raising our concerns with NetSpot, and the addition of the Staging
environment layer for managing the risk. Some issues or bugs have arisen that past tests and checks in the
Pilot phase identified as fully functional, since fully live, such as the email and announcements tool. The
cause and solution for this is under investigation.
See Appendix C for a sample list of configurations and developments reported to an addressed by NetSpot.
D. WebCT content Migration
As a result of a number of issues with the first bulk migration, UWA and NetSpot reviewed experiences and
created process documents to improve processes for the second bulk migration, and NetSpot created
change to improve their service to all clients. Ultimately, an automatic process was development and
implemented by NetSpot; UWA applied the new process with a migration phase post‐Pilot phase of about
20 units without issue.
The second bulk migration of the content of 900 WebCT units was completed by 16 Dec 2011 without
incident in early December 2011, showing that the joint process‐improvement activity was successful.
All WebCT migrated units are now available in the Staging Area of the LMS.
A number of UWA staff who have used Moodle 1.9 on their own servers supplied units for transfer to the
UWA Moodle 2.0 environment, including CELT. This process was completed in January without incident.
E. Change Management – resources, training support
Training
Training began with Introduction to Moodle sessions in September, 2012, with a very early, basic
configured Production environment. Two types of sessions were held: Start Afresh (for staff intending to
renew their use of the LMS with a new unit design), and Transferring your unit (for staff intending to
transfer migrated WebCT content from the Staging Area in Moodle). A report evaluating the first set of
workshops in September 2012 is attached in Appendix D. The report found that staff attendance at this
early set of workshops was low, however staff response to the quality and relevance of the workshops was
high. Staff initial response to Moodle was positive. However, as this was a very early version of our LMS
Environment and CATL expert knowledge, staff understandably commented on a number of features not
being ready, such as access to system, wanting to knowing detail about every feature of Moodle. Overall a
very positive start to CATL’s introduction to Moodle workshops.
Since then, workshops have expanded in range and type. From November to February, there have been:
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1. Practical hands‐on workshops – introductory and a range of Next Steps workshops
Next Steps workshops focus on specific tools or range of tools, such as, assignments, groups and
groupings, forum, quiz, lesson, workshop.
2. Ad Hoc / Request Workshops
3. Drop in Sessions
4. One‐on‐one support.
A full report evaluating the Dec to Feb workshops is in progress. Appendix E provides data on WorkShop
attendance and type, including drop‐in sessions. Concerns at low attendance and number of sessions
cancelled up to the end of January 2012, and the looming semester 1 start date prompted CATL to send an
all‐staff email for Last Chance Training and calling for expressions of interest. This offer received an
overwhelming response and sessions were held in the 3 weeks prior to semester commencing.
CATL provided specific support for the redevelopment of AACE units for the LMS (Moodle Environment),
and for the BPhil suite of units. At this stage GCRL1000 has a unit designed for BPhil, with a related series to
come for a BPhil community, BPhil second and third years.
Staff support resources
Staff LMS Help site is complete, although it is an on‐going continuous development process. Resources for
how to use Moodle as a staff member, an extensive range of activities, resources and functionality, LCS
information, known issues, and a forum for staff interaction with CATL regarding the LMS are all included.
F. WebCT
WebCT was used by approximately 20 Summer Semester classes, primarily as these units will not be used in
the future. A redirect has been placed on the WebCT site to the http://www.lms.uwa.edu.au. People still
using WebCT have been provided with direct links within WebCT to their unit to close their teaching and
learning processes without interruption. All 2011 WebCT content has been migrated to a Staging Area in
LMS, from which staff can import content into new units in LMS; it has also been saved to a DVD that staff
can request.
UWA has a full license for WebCT until 01 May 2012, and an archive license until 01 November 2012.
G. Student Strategy Full report in Appendix F
The student strategy is essentially complete, with a few additional resources to be developed for the
Student LMS Help unit, continual monitoring and response to the student experience and closure
procedures.
The aim of the student strategy was to ensure that:
all references and help information available to students for WebCT and Lectopia were updated to
the new LMS and LCS, including AskUWA. In addition, a Student LMS Help unit was developed to
house a range of resources on how to use the LMS and LCS, where to go to for different kinds of
help and so on. Issues with the LCS since semester started, instigated the addition of a ‘known
issues’ section. The site also includes a link to AskUWA as the University’s preferred source of Q&A
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support to students. There are also resources on the staff site that staff can use to introduce their
students to the LMS.
Support processes were streamlined, and support staff in SISO and library help desk were trained in
LMS and ready to answer questions and resolve issues with the right knowledge (a dedicated admin
role has been created for support staff)
the change is communicated to students, through a variety of sources, formal and informal. This
communication strategy commenced in February, particularly the week preceding Orientation
Week, and the Week of orientation Week.
Students had the opportunity to see, have demonstrated, and attended hands‐on training in the
LMS. Hands‐on training for students at UWA has not been held in the past. It was well attended in
its inaugural offering by primarily continuing students and mature‐aged students.
All of these tasks are complete.
TESTING
There have been several stages and areas of testing throughout the LMS implementation phase, and continuing.
Testing Process
Testing of every change occurs in Test environment, Staging Environment and with a final check in the
Production Environment from the perspective of staff and students (or relevant role, e.g. it may be a
capability for an admin role), and in a range of browsers and computer types.
UWA CATL sends information for a change or fix, with screen shot evidence, and other supporting data to
NetSpot’s Moodle Tech Support Unit. Once a change or fix has been developed, NetSpot moves it to the
Test environment and invites CATL to test and respond. A process of improvement, refinement and
accurate fixing ensues until CATL is satisfied, when an online approval is provided to NetSpot. NetSpot then
release the fix to the Staging environment, a further round of testing occurs, and when satisfied, CATL
approves the change or fix and it gets released to Production. CATL completes a final test in the Production
environment, to ensure that the change or fix is working as expected, and on occasions finds issues to
resolve.
Testing discrete elements
Testing occurs for each element or discrete functionality throughout the configurations, development, and
bug‐fixing process. The sample tickets in Appendix C demonstrate the discreteness of an element that is
tested.
End‐to‐End or System testing
Planning and developing test scripts for end‐to‐end testing was commenced in late December 2011 by the CATL eDS team. Testing commenced late January, as integrations became complete and in Production, and concluded mid‐February. Testing was conducted by CATL eDS staff, academic staff and students. This process identified a few bugs or issues that have since been resolved. Integration testing was only possible in the fully integrated production environment due to the many complex dependencies of this project. A final report is in progress.
This report is available at Appendix G.
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ECHO SYSTEM
NOTE: The full EchoSystem Status report is presented separate to this report.
OutstandingIssuesandRisks
No. Issue Detail Solution
1 Some UWA website
references to WebCT and
Lectopia outstanding,
including one quicklink.
UWA Website Office has
changed references, but a
number of sites are outside
their control, including
quicklinks on the SSO page.
UWO has a ticket lodged with
IS to update SSO page
quicklinks, waiting response.
UWA website users will need
to self‐identify to UWO or
CATL when old references are
noticed. Schools/Faculties
have been asked to update all
references.
2 Email/Announcements tool
not sending to students.
This function was working
during pilot phase and
emerged during live
implementation.
Issue identified Wed7th
March, and cause and
solutions being investigated
by NetSpot
Note As staff explore and use the LMS, their particular needs and approaches identify community needs for
the System, and adjustments to configuration default settings, and occasionally minor bugs in the system.
The community role in identifying and reporting needs and issues enables the continuous improvement and
Bug * [UWA‐214] ‐ Set unit idnumber script does not set the lowest crawley based offer code. Task * [UWA‐217] ‐ Allow Guest role to access captured Echo360 lectures via Moodle * [UWA‐218] ‐ Allow tutor to edit grades
2012 March Release 1
Task UWA‐210: Change Helpdesk role permission to allow viewing of Echo360 content UWA‐213: Performance: Add indexes to database tables
February Emergency Release 3
Bug [UWA‐207] ‐ Modify Callista sync to prevent error when processing duplicate course records Improvement [UWA‐204] ‐ UWA ‐ Changes to Echo360 Sync Script to search by external‐id instead of section‐name
The Echo360 change should take effect immediately, the Callista course sync fix will take effect
during the next update which will occur within the next few hours.
UWA February Emergency Release 2
Bug [UWA‐205] ‐ Change timing of OLCR sync query to prevent SSH tunnel from timing out
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[UWA‐206] ‐ Fix OLCR group removal ordering Improvement [UWA‐203] ‐ Performance: Optimise some integration queries
UWA February Release 6
Bug [UWA‐202] ‐ Fix typo in OLCR preventing unmapped groups being deleted New Feature [UWA‐200] ‐ Disregard unit offers not based on the crawley campus for echo360 integration [UWA‐201] ‐ Provision All Moodle Lecturers and Unit Coordinators to Echo360
SampleTicketsTicket
Number Description Date Lodged Status
MARCH 2012
Release
267581 UWA - Upload User Preview Page Default Configurations 14th February RESOLVED
269199 UWA - Student LMS Help - Students Do have Student Role! 20th February RESOLVED
267204 UWA - SSO Feedback on Staging Environment 13th February RESOLVED
268800 UWA - Moodle 1.9 - 2.0 Converted units - Issues with Lecturer Permissions 19th Feb RESOLVED
270825 UWA - Discrepancy between Unit Coordinator and Lecturer's Forum ratings permissions. 22nd Feb RESOLVED
257133 Staff Unable To See All Units On Units Overview 6th December
Open (but not urgent)
265049 UWA - Guest access MyHome Page 1st February Open (On Hold at this point)
265460 UWA - Faculty Template Process Inquiry only 3rd Feb Open
267436 UWA - Guest can change forum subscription settings 14th February Open
267444 UWA - Not Available to Students Seems to Equally Hidden from All 14th February Open
268810 UWA - Browse List of Users - Unit Role Filter Update 19th Feb NEW
268801 UWA - Quiz User Override Issues 19th Feb Stalled
269728
UWA - In the Workshop Activity, LMS users with an admin account are being included as participants, even though they are not enrolled in the unit. 20th Feb NEW
269759
UWA - Echo plugin having issues connecting through to echo. It appears the Unique ID in some instances, genuinely does not match the EchoSystem ID. 20th Feb
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269984 UWA - External ID's in Echo and Moodle do not match. 21st Feb
269990
UWA - ECHO plugin having issues: So the lowest unit offer code refers to the unique unit ID number, not the unit code itself? 21st feb
270821 UWA - Possible bug in OLCR Allocations. 22nd Feb NEW
273051 UWA - Local Admin Staff accounts in quiz results page 29th Feb NEW
273406 UWA - Helpdesk role unable to access captured lectures in Echo 29th Feb NEW
275011 UWA - Emails from the Announcements activity 5th March NEW
275699 UWA - Students seeing blank MyLMS Homepages and Unit Pages 6th March NEW
275711 UWA - LMS Course Creation - Error Message 6th March NEW
275718 Conflict between Groupings and Restrict Access Settings for Resources 6th March NEW
275722 UWA - Enable An Individual's Activty Report for Staff Roles Only 6th March NEW
275724 UWA - Enable Database Images/Attachments to be deleted 6th March NEW
275735 UWA - Confirmation of Suspended Students 6th March NEW
275740 Guest role unable to access captured lectures via LMS 6th March NEW
275875 Enable RSS Feeds Capability on Test 7th March NEW
275913 UWA - Choice Activity - Issues with Publish Results 7th March NEW
275970 UWA - Tutors should be able to edit grades 7th March NEW
276510 UWA - Database Available From and To Setting - Clarification & Request 8th March NEW
276541 UWA - Issue with Exporting Single Column of Feedback 8th March NEW
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APPENDIXD:SEPTEMBERWORKSHOPSEVALUATIONREPORT
Introductory Moodle Workshops
Training Evaluation Report September‐December 2011
Document Status
Draft For Review Final
Version Control
Date Version Author Purpose for
document version
Distributed to
21/10/2011 0.1 Chris Hayward Initiate document Yvonne Button
25/10/2011 0.2 Chris Hayward Draft document CATL eDS
Table 4 shows the average number of workshops conducted per day of the week and time of the day.
Fewer sessions were scheduled for Thursday mornings as this conflicted with CATL eDS Staff meetings and
fewer workshops were scheduled for Friday mornings and afternoons, reflecting feedback from UWA staff
regarding their availability and preferences for attending workshops.
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Table 4: Workshop Details per Day of the Week and Time of Day
Day Monday Tuesday Wednesday Thursday Friday
Number of
Workshops AM
6 4 5 2 3
Number of
Workshops PM
5 6 6 7 1
Table 5 provides the average number of workshops per day of the week. Attendance is reasonably
distributed across the days of the week, with no day standing out as the ‘preferred’ day of the week by
UWA staff. Fewer sessions were scheduled on Fridays due to feedback received from UWA staff regarding
their availability and preferences for attending workshops.
Table 5: Workshop Attendance per Day of the Week
Day Monday Tuesday Wednesday Thursday Friday
Number of
Workshops
11 10 11 9 4
Average Class
Size
4 6 7 4 7
Attendance % 82% 78% 80% 78% 88%
Feedback from Workshop Attendees
At the conclusion of each workshop, attendees were asked to complete a standard SPOT form to provide
CATL with both quantitative and qualitative feedback about their experiences during the workshop. The
feedback from participants was collated based on the workshop title and not without reference to an
individual Trainer/Educational Developer.
The 13 SPOT Survey standard questions are:
1) The facilitator explained important concepts/ideas and answered questions in ways that I could understand.
2) The facilitator stimulated my interest in the topic. 3) I was encouraged to participate in the workshop and/or online activities. 4) The facilitator was enthusiastic about the topic. 5) Appropriate teaching techniques were used by the facilitator to enhance my development.
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6) The facilitator was well prepared. 7) The facilitator treated me with respect. 8) Overall, the facilitator effectively supported my learning. 9) The workshop registration process was well organised. 10) The information I received about the workshop was accurate. 11) The content will be useful to me in the future. 12) Materials/handouts (where provided) were easy to follow. 13) I would recommend this workshop to others.
Starting Afresh: Introduction to Moodle – Quantitative Feedback
145 (out of a possible 157) staff returned the completed SPOT form for the Starting Afresh: Introduction to
Moodle workshop. In terms of quantitative feedback, each participant was asked to respond to the
standard 13 UWA workshop evaluation statements using a likert scale of Strongly Disagree (1) through to
Strongly Agree (5).
Table 6 shows the text of each statement and the mean of the 145 staff responses. On average, staff
ranked their experiences for the Starting Afresh workshop as being 4.27 or above. This represents at least
86% or greater satisfaction rate with this workshop.
Only two criteria were slightly below the CATL target of 4.3: Criterion # 2 The facilitator stimulated my
interest in the topic (4.27) and criterion #5 Appropriate teaching techniques were used by the facilitator to
enhance my development (4.29). These need to be considered by the training team in order to consider
ways to improve in these areas, but the closeness to the CATL target of 4.3 indicates they are not critical.
Table 6: Starting Afresh: SPOT Statements/Items and Mean of Staff Feedback
Transferring Your Unit: Introduction to Moodle – Quantitative Feedback
74 (out of a possible 77) staff returned completed SPOT forms for the Transferring Your Unit: Introduction
to Moodle workshop. In terms of quantitative feedback, each participant was asked to respond to the
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standard 13 UWA workshop evaluation statements using a likert scale of Strongly Disagree (1) through to
Strongly Agree (5).
Table 7 collates the results of the 74 staff responses. On average, staff ranked their experiences for the
Transferring Your Unit workshop as being 4.26 or above. This represents at least 85% or greater satisfaction
rate with this workshop.
This time, the only criterion below the CATL target of 4.3 is Criterion #2 The facilitator stimulated my
interest in the topic (4.26). While it is still a relatively high response, that it appears below the CATL target
in two kinds of workshops, suggests that the training team need to explore potential reasons and ways to
improve.
Table 7: Transferring Your Unit: SPOT Statements/Items and Mean of Staff Feedback
Overall Quantitative Feedback
Overall, for both “Start Afresh” and “Transferring Your Unit” workshops, 222 of the 234 (94%) participants
completed a SPOT form. Furthermore, the feedback from participants was overwhelmingly positive. In fact,
highest percentage of negative responses from attendees was 4%, and this was in response to only two
statements, 1 for each type of workshop. This leads us to conclude that a significant majority of attendees
feel that the workshops are well organised, will be useful to them in the future and that facilitators are
knowledgeable, enthusiastic and stimulated interest in the topics covered. The key area for improvement is
in stimulating interest in participants.
Starting Afresh and Transferring Your Unit Workshops – Qualitative Feedback
Staff were also asked to provide comments about what they thought were the best aspects of the
workshop and/or list any suggestions they had for improving it.
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In relation to the first question “What were the best aspects of the workshop?” the following are
summaries of collated comments received:.
‐ Direct interaction with Moodle. (20 comments) ‐ Knowledgeable, friendly, and helpful presenters. (13 comments) ‐ Relevant and useful information presented. (11 comments) ‐ Class pacing. (5 comments) ‐ Smaller class sizes. (3 comments) ‐ Clear presentation of information. (3 comments) ‐ Helpful assistants. (1 comment) In relation to the second question “Please list any suggestions that will help improve this workshop” the
following comments, which have been collated into categories and provide useful information to CATL.
About Moodle
‐ Want to know other aspects of Moodle or tools within Moodle. (5 comments) ‐ Presenter needs to encounter fewer problems with Moodle during the presentation. (2 comments) About Presenting
‐ Better explanations of terminology for people with no grounding. (1 comment) ‐ Presenter needs to speak slower and louder. (1 comment) ‐ Wanted a more personal introduction to the session. (ex: “Hello, who are you, what do you want from
this session”) (1 comment) ‐ Use pre‐prepared exercises. (1 comment) ‐ Improve quality of handout printing quality. (1 comment) ‐ Follow along the presentation with handout so that people know where to refer to in future. (1
comment) ‐ Increase pacing of the class. (1 comment) About workshop organisation
‐ Coffee. (1 comment) ‐ Wanted to attend a morning workshop. (1 comment) ‐ More time needed to practice with the transferred materials. (1 comment) ‐ Inform people ahead of time that they will need their Pheme login. (1 comment) About Facilities
‐ lab conditions were less than ideal (poor lighting). (1 comment)
Presenters
The CATL Trainer/Educational Developers who presented the workshops were also asked to comment
about how they felt the training went, their impression of the initial reaction of staff, what CATL could have
done better and any issues they feel staff will have in being prepared for 2012.
In relation to the first question “How do you feel the training itself went?” the following comments have
been categorised/grouped.
‐ Hasn’t always gone smoothly, transfer sessions went better than start afresh sessions. ‐ Sessions improved over time. ‐ Sessions run on a faculty basis were better than generic sessions, mostly due to narrowing (focusing)
the scope of the audience.
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‐ Law appeared to be enthusiastic about integrating Moodle with their teaching and learning approaches.
‐ ECM generally had more people attending than Law. ‐ At least two schools (Pathology and Public Health) have request further introductory training for people
who haven’t attended.
In relation to the question “In your view, what has been the initial reaction of staff to Moodle?” the
following comments have been categorised/grouped.
‐ People are happy yet anxious; they want to know what happened with their unit, or when it will be ready in 2012.
‐ Staff have commented that Moodle is more intuitive than WebCT. ‐ Many participants expressed interest in groups and quizzes. ‐ Several people were concerned with the process of transferring content from WebCT to Moodle, and
the cleanup thereof. ‐ Some participants were concerned that Moodle didn’t necessarily offer a better environment than
WebCT.
In relation to the question “What do you feel CATL could have done better?” the following comments have
been categorised/grouped.
‐ CATL could have helped staff redesign their unit while training them in the system. ‐ Better explanation of uses of tools during development (ex: if using a lot of images, use a database
rather than just uploading a pile of images) ‐ Faculty representatives could have been better used in promoting the training sessions. ‐ More instruction about what characterizes a genuinely useful online learning environment for students.
In relation to the question “Do you see any issues for staff being fully prepared for using Moodle next
year?” the following comments were made.
‐ New staff that join just before semester starts next year. ‐ Attendance does not reflect expected usage next year. ‐ Possibility of a last minute rush on training for next year. ‐ Staff could be unaware of how many students will approach them regarding Moodle issues (ex: login
problems) ‐ Staff using Moodle should be aware of who is supporting them, and how to contact that person.
In relation to the question “Anything else that has crossed your mind?” the following comments were
made.
‐ Like that we took the training to the faculties (using different locales around university). ‐ Improving CATL’s profile on campus. ‐ Most people use the LMS as a PDF dump. ‐ Many use LMS because their students request them to do so. ‐ The CATL website needs a better Moodle ‘presence’. ‐ Overt Moodle flag waving might better announce its impending arrival.
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ReflectionsWhilst overall, the feedback provided by staff and presenters about the Introductory Moodle workshops
has been positive, the following are specific areas of success and recommendations for improvement that
have been or are in the process of being addressed. Pleasingly, there are many more successes than areas
of improvement.
Successes
Many people commented that being able to interact with a real, working version of Moodle in preparation for using it 2012 was very useful and satisfying.
The approach and manner in which the presenters conducted the workshops was appreciated. They were described as cheerful and friendly, and well informed about Moodle. Their helpful advice and tutoring was also appreciated.
The pace of the workshops was described as good, allowing participants to follow with ease. Essentially, the majority of attendees were happy with the speed of the presentations.
The good pace of the presentation combined with in some cases, smaller groups, allowed more direct interaction between individual participants and the presenter, resulting in a much more comprehensive understanding of the system by participants.
In preparation for presenting workshops consistently across the faculties, all Trainer/Educational Developers have participated in a ‘dry‐run’ and peer‐review process during eDS CATL staff meetings. This has meant that the presenters are well prepared and any potential inconsistencies and/or issues resolved prior to conducting workshops with UWA Staff.
Issues and solutions
Many attendees wanted to know about the actual resources and activities available in Moodle. As covering these in detail was not part of the Introductory Moodle workshops, it appears to have frustrated a small number of people. This matter has been addressed by future workshops on specific tools, such as Quizzes and Assignments.
An important comment was that UWA Staff wanted to be made aware that they needed to know their Pheme account details, prior to the comment of the workshop. This lack of preparation sometimes interfered with a staff member gaining access to the system. This then also negatively impacted on their perception of a good start to the workshop. This issue has been addressed through the email that confirmed registrants receive prior to attending a workshop.
A range of suggestions to presenters included: stimulating participant interest (including personalise the introduction); explaining terms clearly; pacing through use of voice, movement through activities, hands‐on practice; focus on effective unit/tool design and use for quality teaching and learning experience. Trainers are advised as a group to discuss and practice these suggestions, and to monitor feedback.
A problem was encountered with the poor quality of the Moodle Tool Guide handout. This issue is being addressed via the printing of a high‐quality colour version of this document by UniPrint which can be distributed throughout the University.
Overall, attendance from UWA participants was very low – possibly due to a perception that learning Moodle was not critical in Sept 2011 as it would not be used until February 2012. Solutions are further sessions in December‐February, continued advertising of the sessions and of Moodle through all‐staff email updates, and monitoring of training uptake.
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Report prepared by Tracy Frayne , Student Strategy Educational Developer
Date prepared 5 March 2012
Distribution for editing Shannon Johnston, Carmel O’Sullivan
Distribution for dissemination Shannon Johnston to disseminate to eLearning and Learning
Spaces Standing Committee and Denise Chalmers.
VersionControlVersion Date Author Change Distribution
0.1 5/03/12 TF Initial document S Johnston
0.2 11/03/12 SJ Minor Edits T Frayne C O’Sullivan
0.3 11/03/12 TF Minor Edits C O’Sullivan
0.4 11/03/12 CO Minor Edits T Frayne
0.5 11/03/12 TF Minor Edits S Johnston C O’Sullivan
PurposeThis document outlines the current progress of the LMS Student Communication and Support Strategy
within the UWA LMS Implementation Project for the LMS Project Manager, and dissemination to the
eLearning and Learning Spaces Committee.
StatusUpdateCommunication about the Change to LMS (Moodle)
Task Detail Status
Online
UWA Student Help Site (Initial
communication, style and
content plan development)
Development of Communication front page (initial
section in LMS Student Help Site) ready for 1st
December Information Session for staff.
Completed
Communication of LMS change
from WebCT to Moodle and
LMS going Live with All
Students Via Official Email –
All Student email sent in October and February
through formal All Students email list.
Completed
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Formal Announcements
Communication of LMS change
from WebCT to Moodle and
LMS going Live with informal
student communication
channels (a & b).
‐ Meeting and LMS promotional information provided to the previous Guild President Tom Antoniazzi in September 2011.
‐ Meeting with the current 2012 Guild Education Officer, Naomi Elford and Student Guild President, Mathew McKenzie in February 2012.
‐ Guild posted LMS related Facebook and Twitter posts – Orientation Week and First week of semester.Liaison with Information Services Facebook and Twitter contributor, Justin Booker regarding promotion of LMS. Follower numbers are quite small and only a small amount of feedback was received.
Completed
Communication of LMS change
from WebCT to Moodle and
LMS going Live with informal
student communication
channels (c).
Liaison with Student Services Facebook and Twitter
coordinator, Dr Alison Jaquet in promoting LMS
and managing student feedback in regards to LMS
and LCS. The Student Services Facebook page has
over 7000 followers and has received considerable
feedback. Shannon, Yvonne and Tracy have been
liaising with Dr Jaquet to ensure accurate
information has been distributed.
In progress
(Ongoing –
due to
popularity
and student
feedback
that can
feed other
client driven
(student)
resources)
AskUWA Updating Answers to
FAQs
FAQ Answers in askUWA updated from WebCT
orientated answers to LMS (Moodle) answers.
Completed
Developing new AskUWA
Answers to FAQs from student
feedback received to LMS and
LCS questions.
Some questions asked through askUWA have had
new answers developed, however more could be
done particularly for students feedback in regards
to LCS.
In progress
(ongoing)
Print
Print Copy (UniPrint) – of LMS
Quick Start Guide print
communication for new
students.
Hard copy of LMS Quick Start Guide printed to
meet requirements of being included in enrolment
packs distributed by Student Services (November
2011).
Completed
Identifying, Updating and
Liaising with current print
WebCT/Lectopia sources of
information.
Information sources identified through email
responses to Audit conducted in September 2011.
LMS Quick Start Guide distributed as requested to
student support staff.
Completed
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Liaison and accurate information provided to
Student Services – StudySmarter “Survival guides”
(Dr Cheryl Lange) and UWA Handbook (Asha Jones)
regarding LMS and LCS.
Second Print Copy (UniPrint) –
of LMS Quick Start Guide print
communication for student
contact points – Information
Services.
Small run (1000 copies) of LMS Quick Start Guide
printed and distributed for Information Services
customer service points – same updated guide
available from the LMS Student Help Site.
Completed
Identifying, Updating and
Liaising with current
WebCT/Lectopia sources of
information.
Information sources identified through email
responses to Audit conducted in September 2011.
Emails to identified student support staff and
Liaison and accurate information provided to
Student Services – StudySmarter guides (Dr Cheryl
Lange) and UWA Handbook (Asha Jones) regarding
LMS and LCS.
Completed
Face‐to‐face
Meetings to confirm support
and Finding the Right Help with
LMS: Decision Tree with
Student Internet Support Office
(SISO) representative.
Meetings held with members of LMS Student
Strategy Support Team and SISO Support
Coordinator Christopher Hotinski to confirm and
agree on student support role as per “Finding the
Right Help with LMS: Decision Tree”.
Completed
Face to Face Training Held for
Information Services customer
service point staff and
Librarians
Information and training conducted for
Information Services Staff to ensure they were
aware of the resources available to support them
in answering LMS questions. Separate training for
different roles, 3 sessions held – 13, 15 & 17th
February 2012.
Completed
LMS representation at Studying
at UWA sessions held during O‐
Week for first year students for
all cohorts.
These sessions were held twice a day from Monday
the 20th to Thursday the 23rd Thursday in the
Octagon Theatre and Wesfarmers Lecture Theatre.
The format of the presentation was “quiz like” with
one of the questions being centred around LMS
and then Tracy presenting material about LMS,
where students could get more information about
LMS, the LMS Student Practice Unit and Face to
Face workshops which were held in the first week
of Semester.
Completed
Orientation to LMS sessions Librarians conducted orientation sessions inclusive Completed
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included in Librarian
Orientation Sessions
of information agreed on in training sessions
conducted by Tracy in orientation and the first
week of semester.
Learning Support for Students – Resources and Training
Task Detail Status
UWA LMS Student Help Site –
second phase of resources
added.
Getting started resources, Using LMS and Using
Unit Activities and Tools created for 9/1/2012.
Essential support resources for students to use
LMS.
Completed
Registration for Students for
Hands on Workshop released.
Information Section in LMS Student Help Site
developed, Choice activity developed, students
enrolled in both LMS Student Help Site and LMS
Student Practice Site.
Email sent from LMS Student Help Site to all
students informing them of workshops and the
LMS Student Help Site.
Completed
LMS Student Practice Unit –
Developing, Implementing.
Phase One.
A practice unit for Semester 1 of 2012 released on
27th February for all students to practice common
activities supported by LMS Student Help Site and
for Hands on Workshops conducted in Week 1.
Completed
Conducting Hands On Training
of Basic LMS for Students
Conducted twice a day from 27th February to 2nd
March by Tracy (larger classes helped by a CATL
computer support assistant) utilising LMS Student
Practice Unit. All classes were fully booked (10‐14
students) online, however actual class sizes ranged
from 4 – 16 students with the majority of students
being mature aged students who were not first
years.
Completed
Resources Developed and
Released to LMS Staff Help Site
for Teaching Staff to support
students with LMS
Development and release of Orientation Video,
PowerPoint, Promotional text and link to LMS
Student Help Site in December 2011 to support
staff teaching using the LMS in January 2012.
Completed
Second Phase (Jan/Feb)
Resources Developed and
Released to LMS Staff Help Site
for Teaching Staff to support
Withdrawal of Orientation Video (as out of date
with Single Sign On (SSO) applied), PowerPoint
updated to reflect SSO, Promotional text updated
and link to LMS Student Help Site still current to
Completed
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students with LMS support staff teaching in first semester 2012.
LMS Student Practice Unit
monitoring and second phase
development and
implementation.
Further activities for students to practice with to
be developed as well as review of site. Content
created by students needs to be regularly
removed.
In progress
Updating and adding to UWA
LMS Student Help Site – third
phase of resources to add.
Updating of any resources as required and adding
further resources including in other formats than
PDF and RTF for supporting students. Really needs
to incorporate more and in‐depth information on
LCS.
In progress
Other Tasks related to Student Strategy
General Administration Ensuring files named correctly and deposited for
TRIM archiving. This is being done for the whole
strategy to be completed by the 9th March, 2012.
In progress
InitialEvaluationThe LMS Student Communication and Support Strategy was instigated with initial concept developed by
Asst Professor Shannon Johnston (LMS Project Manager), developed by the LMS Student Strategy
Coordinator Dr Lisa Cluett and Trainer/Educational Developer Ms Tracy Frayne. Ms Carmel O’Sullivan took
over as the LMS Student Strategy Coordinator from the 16th November 2011. The Strategy drew on the
support and input of Information Services – SISO and Research and Learning Support, Student Services, and
the Student Guild.
The strategy is comprised of two main and complementary components. The communication about the
change to Moodle as the new LMS and the strategy components focusing on learning support for students.
Our communication strategy has included:
‐ Using online, face‐to‐face and hard copy channels of communication
‐ Combining official (UWA email and askUWA) and unofficial (social media and newsletters) channels to
direct traffic to the LMS Student Help Site which acted as a central store of announcements, news,
events and resources.
‐ Reviewing and refreshing all advice and learning support currently provided to students about using
LMS
‐ Providing a central, consistent source of face‐to‐face, online and hard‐copy learning support to help
students access, navigate and get the most from LMS
Learning support for current and new students:
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‐ Informed by audit of current WebCT support
‐ Online LMS Student Help Site – inclusive of resources to support students in getting started and using
LMS. As well resources to support using the specific unit activities and tools within LMS.
‐ Hardcopy resources to support interaction with individual students such as the LMS Quick Start Guide.
‐ Demonstrations and hands‐on training workshops will be offered to all students
These strategy components and their tasks’ status as outlined in this report are indicative of the progress
having been made with the LMS Student Strategy. So far they have been positively received by all students
with positive feedback received from students and Information Services Staff supporting students.
Outstanding/OngoingThe tasks requiring attention currently are:
‐ Project closure – evaluation and report
‐ Expand and update resources to support student learning on the LMS Student Help Site and LMS
Student Practice Site
Note: The new resources should incorporate feedback and LMS/LCS issues raised by students in
channels such as the Student Services Facebook page or the LMS Student Practice Unit’s discussion
forum (although it isn’t a formal feedback route i students have raised some important questions in
that forum that will inform future resource development).
‐ Strategy for ensuring on‐going student support and maintenance of Help Sites, start‐of‐semester
training, etc.
Issues/RisksNo. Issue Detail Action and Status
1 Students unable to
access LCS, and
felt lack of
information about
it.
Mostly Mon 27th to Wed 29th
Feb.
Access issue resolved by change
in plugin programming.
Students informed by
‐ AskUWA information and responses
‐ ‘Known Issues’ segment in LMS Help Site to ensure consistent and accurate message
‐ Student FB site and Twitter feeds monitored, and a response provided
2 AskUWA LCS
information needs
updating
Feedback in light of
developments with the LCS
needed.
Update AskUWA accordingly.
ConcludingRemarksThe Student Communications Strategy addressed two main project areas:
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‐ Communication with students and the Guild Education Council about the change to LMS (Moodle)
‐ Learning Support for students to ensure a positive experience from the outset with LMS.
Messages for students about the implementation of LMS (Moodle) have been generated and distributed via
official university communication channels (LMS Student Help Site, email, askUWA and LMS Student Help
Site announcement forum) and through less formal channels (Facebook and Twitter by Student Services,
Information Services and the Student Guild) which all directed students to the official source of LMS
information, the LMS Student Help Site.
Learning support resources have been developed and are available online at the LMS Student Help Site.
LMS was also promoted at orientation sessions university wide and within Information Services orientation
sessions. A LMS Student Practice Unit was developed with all students enrolled to participate in as an
additional resource which was linked from the LMS Student Help Site. The LMS Student Practice Unit was
also incorporated in the Hand on workshops available to all students in the first week of semester.
Information and training was conducted for Information Services Staff to ensure they were aware of the
resources available to support them in answering LMS questions from students in their student contact
services roles was received positively by the Information Services staff.
Training workshops for students were conducted twice a day in Week One of semester, and used the LMS
Student Practice Unit as the training environment. All classes were fully booked (10‐14 students) online,
however actual class sizes ranged from 4 – 16 students with the majority of students being mature aged
students who were not first years. These classes were well received and the feedback from students was
positive.
Ongoing support services are in place for students by the Student Internet Support Office (SISO).
Communications with the SISO Support Coordinator have been productive, and feedback from SISO staff
has been positive, with the main issues students raised with SISO being about LCS, access and browser
limitation issues.
This strategy appears to have successfully informed students about and supported students through the
transition from WebCT to LMS (Moodle). While there i more resources will be developed and released for
students on the LMS Student Help Site (in particular more detailed LCS support), the resources, sessions
and communications so far have been well received and well used.
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APPENDIXG:End‐to‐EndTestingReport
LMSStudentStrategy:February2012StatusUpdateReport
Report prepared by Julian Mould, CATL Trainer / Education Developer
Date prepared 9 March 2012
Distribution for editing Shannon Johnston, Yvonne Button
Distribution for dissemination Shannon Johnston to disseminate to eLearning and Learning
LDAP/Pheme: Central key application(s) used to provision students into the LMS.
Callista: Callista is UWA’s central online database used to house all information pertaining to the
university’s units and class lists.
Web Portal (Also known as ‘My UWA’): After login into this UWA portal it will offer access to all of
UWA’s online facilities, such as University announcements, news, emergency assistance, etc.
SSO: UWA’s Single Sign‐On screen which enforces correct login verification and validation for any
online application.
Priority2ApplicationIntegrations
CMO(Hive): Course Materials Online.
EchoSystem: The new Lecture Capture System software, installed and administered by central IS.
WebMail (supported by Gmail): The Webmail link between students and their email accounts
OLCR: On Line Class Registration. The application that students use to select the tutorials they wish to
attend for the oncoming semester.
QMP: QMP (Question Mark Perception) is used solely by Faculty of Medicine and Dentistry. QMP
enables educators to author, schedule, deliver, and report on surveys, formative quizzes and
summative examinations
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FIM: Is not yet available to test in association with the LMS.
Detail–Methodsoftesting
The following methods were applied to the UWA installation of the LMS (Moodle).
Functional Testing was performed when by checking the LMS for any obvious defects in the software
functionality, design or display. Functional testing also hoped to achieve verification between the current,
actual delivery against UWA’s requirement documents, design document(s) or specification document(s).
Functional testing emphasizes on the external behaviour of the software entity.
Integration Testing was performed when two or more applications were tested as a combined structure.
The test was exercised on using both the LMS and the interface of the exterior integrated application, and
indirectly on any of the functions used between the two components, for example the batch chron job.
System Testing was set to affirm the end‐to‐end quality of the entire system. System test is often based on
the holistic and detailed requirement specification of the system. Non‐functional quality attributes, such as
reliability, security, and maintainability, are also checked.
Acceptance Testing was applied using named academic staff as part of a pilot testing phase. When the LMS
had reach various stages of completeness, testing was handed over to selected UWA staff or students for
evaluation. The purpose of acceptance testing is to give confidence that the system is working, rather than
to find errors.
Dynamic Analysis was applied during the Pilot phase and dealt with specific methods for ascertaining and/or approximating software quality through actual execution and manipulation of live online units i.e., with real data and under real circumstances. Summer school units formed the majority of testing units used for this phase of testing. Data–Results&OverviewOverall, the UWA LMS had a requirement to integrate successfully with 10 separate applications.
BreakdownperapplicationTesting was conducted by CATL EDs Staff, UWA Staff and UWA Students.
The final week of testing by CATL was extensive and thorough. The LMS appears to have reached good
levels of integration with the necessary systems. Although some issues are still outstanding, these issues
can still be resolved. Other more cosmetic issues are likely to remain until they are dealt with in upgrades
due in March, April and May.
Testing has been exercised over integrated applications:
Priority 1 Tested by:
LDAP/Pheme: Staff / Student
Callista: Staff / Student
Web Portal: Student only
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SSO: Staff / Student
Priority 2 Tested by:
CMO(Hive): released Wednesday 22nd February Staff / Student
EchoSystem: Staff / Student
GMail: Student only
OLCR: Staff / Student
TestingResults
Priority1‐IntegratedApplications
LDAP/PHEME AND CALLISTA:
Both Pheme and Callista have been seen to be at a high operational level with the LMS in the production
environment. These DB/Apps have, of course, been in a state of intensive functional and integrated test
since they first became operational in 2011.
WEB PORTAL:
Using the ‘LMS Student Help’ unit as test example, Web Portal’s LMS access seems to be working well;
However, there does seem to be one visible issue with access into the LMS from the Web Portal.
Issue 1: When a student attempts to access the LMS from the Web Portal the LMS will load but will stop
and only recognize the ID credentials of the student as ‘Guest’. This error is only apparent though, as a
‘Continue’ button can be clicked and the user can travel on unhindered into the LMS. Nevertheless, Bear in
mind that the student has already logged in using Web Portal, the student should, therefore, have seamless
entry into the LMS.
SSO:
Testing of SSO reflected a high operational level. However, one issue remains.
Issue 1: When logging out from the LMS, the resulting SSO page will offer ‘Quick Links’ that display
‘WebCT’, when it should read ‘LMS’. Clicking ‘WebCT’ will, erroneously, currently takes the user to the old
WebCT site.
Priority2‐IntegratedApplications
CMO (Hive) – Course Materials Online:
CMO seems to be working well but there are two issues that will need to be addressed.
Issue 1: This issue is the more important issue. Students are able to ‘Browse’ the CMO content of all other
online units in UWA.
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Issue 2: The second issue is cosmetic. Any Reading link added to the Block will have the header added with
it. Therefore,
the display is incorrect. The header should not be included with each additional CMO Reading List. It looks a
bit messy in its current state.
EchoSystem:
Issue 1: Provisioning of staff into EchoSystem was an issue. The concern is that not ALL UWA staff will be
provisioned into the EchoSystem, and CATL will be required to create accounts manually. Currently the
Lecture Capture System integration will only provision Unit Coordinators into the EchoSystem, and then
their corresponding unit.
Issue 2: There was initial confusion over links for the Albany/Crawley campus offerings but this was
resolved and applied to production on Friday 24th February 2012.
Issue 3: An early intermittent issue occurred with the way that the EchoCentre page loaded inside the
Moodle frame. However, this looks to have been corrected.
GMail:
Works well. No known issues.
OLCR:
Issues with OLCR were outstanding at the start of Semester, but have been resolved since.
Issue 1: Some group names/titles are being loaded into the incorrect units. NetSpot has developed a fix for
this, and my understanding is that this will be applied to the production environment on Friday 24th 2012.
Important: Users are discovering that what they declare in OLCR does not update the LMS immediately.
They need to wait for the Chron Job to run. They may think this is an issue…but it isn’t. It’s just the way it
works.
SummaryofIssuesandRisks
Application Issue No. Issue
LDAP/Pheme ‐ Works well. No known issues.
Callista ‐ Works well. No known issues.
Web Portal Issue 1 When a student attempts to access the LMS from the Web Portal the LMS will
load but will stop and only recognize the ID credentials of the student as ‘Guest’.
This error is only apparent though, as a ‘Continue’ button can be clicked and the
user can travel on unhindered into the LMS. Nevertheless, Bear in mind that the
student has already logged in using Web Portal, the student should, therefore,
have seamless entry into the LMS.
SSO Issue 1 When logging out from the LMS, the resulting SSO page will offer ‘Quick Links’
that display ‘WebCT’, when it should read ‘LMS’. Clicking ‘WebCT’ will,
erroneously, currently takes the user to the old WebCT site.
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CMO (Hive Issue 1 This issue is the more important issue. Students are able to ‘Browse’ the CMO
content of all other online units in UWA.
Issue 2
The second issue is cosmetic. Any Reading link added to the Block will have the
header added with it. Therefore, the display is incorrect. The header should not
be included with each additional CMO Reading List. It looks a bit messy in its
current state.
EchoSystem
Issue 1
Provisioning of staff into EchoSystem was an issue. The concern is that not ALL
UWA staff will be provisioned into the EchoSystem, and CATL will be required to
create accounts manually. Currently the Lecture Capture System integration will
only provision Unit Coordinators into the EchoSystem, and then their
corresponding unit.
Issue 2
There was initial confusion over links for the Albany/Crawley campus offerings
but this was resolved and applied to production on Friday 24th February 2012.
Issue 3
An early intermittent issue occurred with the way that the EchoCentre page
loaded inside the Moodle frame. However, this looks to have been corrected.
Gmail
‐ Works well. No known issues.
OLCR
‐ Initial issues are resolved.
NOTE: OLCR groups are resolved in OLCR through two phases, and staff/students
need to be aware that LMS will update after the groups are accepted.
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UWA Implementation Project Extension Proposal
20th December 2011
Compiled by: Victor Herrera Senior Project Manager NetSpot Pty Ltd 183 Melbourne Street NORTH ADELAIDE 5006 T: +61 (08) 8361 6800 F: +61 (08) 8361 6811
This proposal has been specifically prepared for limited
distribution. This document contains material and
information which NetSpot considers confidential,
proprietary and significant for the protection of its
business. The distribution of this document is limited
solely to employees actively involved in the evaluation
and selection of NetSpot as the company to deliver this
project.
The information contained within this document is
accurate to the best knowledge of the authors as of the
day of publishing. However, the information is subject to
Introduction The Following Proposal outlines the work required to finalise the UWA Implementation Project in its initial phase 1 delivery of Semester 1 2012. The tasks outlined below are for work from 1st of December 2011 onwards.
Proposed Services
Siteminder The Siteminder integration is currently working although there are still a few final tasks which we are in the process of implementing. Once these are completed we can then hand over to UWA for testing and further feedback The tasks remaining are:
1. Deploy UWA logout files 2. Implement redirection when SiteMinder authenticated users logout of Moodle 3. Implement error page design to be supplied by UWA when a SiteMinder user does not exist
in Moodle 4. Modify LDAP sync script to provision users with SiteMinder authentication method in
Moodle (interim solution pending FIM integration) 5. NetSpot: Deploy SiteMinder (Apache and Moodle auth modules) to Production environment
(and Staging depending on timing) during scheduled outage (also includes LDAP patch and bulk user update
6. Deploy SiteMinder Apache module and Moodle auth module on Test Moodle environment: 7. Add transparent Image protected by UWA Policy Server
We estimate this work to be 35 hours of work not including any further feedback from UWA requiring extra enhancements/changes. (35 hours estimated effort = $7,000)
FIM The Microsoft Forefront Identity Management integration was a requirement which during initial scoping depended heavily on another UWA project which was too early in that Project to get a sense of the UWA requirements of FIM. The tasks remaining are:
1. Develop Web Services for User Provisioning
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2. Develop Web Services for Enrolment Updates 3. Adapt CSV Buld User Provisioning
We estimate this work to be 35 hours of work not including any further feedback from UWA requiring extra enhancements/changes. Please Note: As of 20th December, Luke Tucker has completed 20 hours already. (35 hours estimated effort = $7,000)
OLCR UWA have requested an integration with their On Line Class registration system be developed. This was an additional requirement which was not scoped out originally. The tasks remaining are:
1. Develop script to import OLCR data into local middleware database* 2. Adapt existing NetSpot group creation script to work with OLCR data
UWA have advised that sample data will need to be created as the live OLCR system data will not be available until S1 2012 We estimate this work to be 8hours of work not including any further feedback from UWA requiring extra enhancements/changes. (8 hours estimated effort = $1,600)
Google Apps UWA have requested the integration of Google mail with Moodle. This was part of the initial scoping work however due to work being done on other requirements this requires more hours to complete. There are 2 options for this work. They are outlined below Option A: Review and Implement (leveraging existing Siteminder integration). Includes Configuration Work We estimate this work to be 5 hours of work not including any further feedback from UWA requiring extra enhancements/changes. Option B: (if Siteminder doesn’t work) Review and develop requirements. No estimate yet. We estimate this work to be 20 hours of work not including any further feedback from UWA requiring extra enhancements/changes.
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UWA have advised NetSpot to go ahead with Option A and revisit Option B if the requirements around leveraging Siteminder do not work or if extra enhancements are required. (5 hours estimated effort = $1,000)
Build 1 Consulting UWA have sent through a list of enhancements/changes they require to be implemented in Production by 21st of December. They are tracked in NetSpot Request Tracker system and have the following ticket numbers: #244169 & #244171 Configuration: MyHome block Configuration #240842 UWA – Collapse All topics Functionality #246536 UWA – Assignment email notifications #246943 Toggle function in navigation and settings block (UWA) #254323 UWA – Turn off log in as function #256006 UWA – Student Password re-‐introduced in Prod #256062 UWA – Student Profile Fields settings #256616 UWA – Unable to create Callista multi-‐coded units #257570 UWA – Unit Edit Settings – Unit Start Date Field to be removed #259454 UWA – Restrict QuestionMark Assessment in Activity Drop down list #258989 UWA – Multiple Enrolment Methods Re-‐introduced #258986 UWA – Switch Roles Not applied correctly to Production #258710 UWA – Purging Duplicate Guest/Self Enrolment Methods from Test and Prod #258702 UWA LMS Unit Creation Block – Category Administrator Role #258662 Add Guests/Tutors at Unit Level and Re-‐copy Allow Role Switches from Test to Prod #258279 Changes to wording on LMS Unit Creation receipt page #254327 UWA – Configure dates and times page/American format/2011 be removed #254735 UWA – Guest Access Issues We estimate this work to be 20 hours of work not including any further feedback from UWA requiring extra enhancements/changes. (20 hours estimated effort = $4,000)
Project Management In order to keep a track of the work mentioned in this document, along with any other work that may come up we require an extra 50 hours of Project Management. NetSpot’s Project Manager will continue to work within the Project until the start of Semester 1 (Late February 2012) or to when agreed on by the client. We estimate this work to be 50 hours of work. (50 Hours estimated effort = $10,000)
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Echo 360 Integration
The Echo 360 integration has been customised as per UWA’s request throughout the project. To finalise this work NetSpot requires the following work to be done Final Configuration and testing with UWA Echo 360 Production Server We estimate this work to be 2 hours of work not including any further feedback from UWA requiring extra enhancements/changes. (2 Hours estimated effort = $400)
Additional Considerations – Out of Scope Items The following pieces of work may require NetSpot’s attention prior to the Semester 1 Go Live date but are currently out of Scope as they have not had efforts scoped against them. We would like to discuss with UWA if they are required or would like further scoping. Web Portal – Work is completed however feedback from UWA is still pending which may require further development work which is currently unscoped.
Additional Support tickets requiring Development work (either on Hold or new). They are outlined below: #259489 UWA – Configuration Change – Please turn off Admin Notice of certificate #257133 Staff unable to see all units on Units Overview #256858 UWA – Changes to current UWA’s Moodle Theme #254610 UWA – LMS Unit Creation screen out of alignment #254330 UWA – Metacourse #248761 Improvements: Wiki activity/external Group comment/disable #243808 Configurations: Category Manager & Spread sheet #243192 Assignments descriptions #241783 New Feature: New Quiz/Maximum Grade Field/Automatically Adjust #241782 UWA: New Quiz/Review Options/default unchecked #240883 UWA – Remove Repositories from Staff/Students in Unit Settings #240847 UWA – Enrolling Users – Discrepency b/w Users Found and List Displayed #240583 UWA – Selectively Release Topics/Sections #240453 UWA – Upload Students into group via .csv file #254602 UWA – Importing lessons/navigation buttons mixed up/nav buttons don’t link #241188 UWA – Lecturers unable to generate participation report #240901 UWA – Anonymise User Data – restore not successful. #257091 UWA – Unit Co-‐ordinator unable to import (2 hours’ work required)
C Appx A5
Page 6 of 6
Pricing Please note pricing is indicative and subject to further specification.
Item Price
Siteminder (35 Hours) $7,000
FIM (35 Hours) $7,000
OLCR (8 Hours) $1,600
Google Apps (5 Hours) $1,000
Build 1 Development Ticket (20 Hours) $4,000
Project Management (50 Hours) $10,000
Echo 360 (2 Hours) $400
Subtotal $31,000
NetSpot Discount (50 Hours) -$10,000
Total $21,000
Pricing notes:
• Pricing is in Australian dollars; • Pricing is GST exclusive and does not include costs associated with any travel and accommodation; • Pricing is valid for 30 days.
C Appx A6
UWA Implementation Project Final Extension Proposal
6 Feb 2012
Compiled by: James Strong Senior Director Technology & Professional Services NetSpot Pty Ltd 183 Melbourne Street NORTH ADELAIDE 5006 T: +61 (08) 8361 6800 F: +61 (08) 8361 6811
This proposal has been specifically prepared for limited
distribution. This document contains material and
information which NetSpot considers confidential,
proprietary and significant for the protection of its
business. The distribution of this document is limited
solely to employees actively involved in the evaluation
and selection of NetSpot as the company to deliver this
project.
The information contained within this document is
accurate to the best knowledge of the authors as of the
day of publishing. However, the information is subject to
Introduction UWA have requested the completion of several support tickets by the designated go-‐live date in late February. NetSpot are tracking the new tickets currently being worked on, along with their initial estimates of effort for each ticket in a Google docs spread sheet, currently shared out with UWA’s Project Manager. All time spent from January until (including already completed tickets) will be invoiced to UWA in a time and materials manner, once all work has been completed. In summary the following will be invoiced to UWA in a Time & Materials format:
• All Go-‐Live tickets required • All tickets requiring consulting in the month of January (which were not covered by the
first extension proposal) • Project Management time (estimated 10 hours) • Additional work done for all integrations (Siteminder, Echo, Hive/CMO, FIM)
Fees & Prices
All work is tracked and reported to UWA. Work will be charged at $200 per hour and invoices will be sent on a monthly basis for the work conducted in the previous month. Notes:
• Pricing is in Australian dollars; • Pricing is GST exclusive and does not include costs associated with any travel and
accommodation; • Pricing is valid for 60 days.
C Appx B2
DRAFT: 01 March 2012
Attachment LMS Guidelines for Proposing Moodle Enhancements v0 3 01March2012SJ P a g e | 1 Document initiated by Shannon Johnston
CENTRE FOR THE ADVANCEMENT OF TEACHING AND LEARNING (CATL)
These guidelines support Business Units at The University of Western Australia in making a business
case for enhancements to be made to the UWA Learning Management System (LMS).
Enhancements can include, but are not limited to,
Existing third‐party Moodle plugins and Moodle Connectors
Proprietary software connected to or integrated into the LMS
New functionality requiring development work
Developing new templates or themes for specific purposes
These guidelines are informed by and should be read in conjunction with the draft policy for the
adoption of new technologies at UWA.
Processforapproval1. Present a business case to the Centre for the Advancement of Teaching and Learning
describing the enhancement, outlining the purpose and need, and any known
financial, development and/or implementation implications. (Early discussions with
CATL on the proposal, prior to submission are encouraged.)
2. CATL reviews the business case to determine relevance for a centrally‐supported
teaching and learning environment. (CATL may request further information and/or
instigate wider discussion to establish need).
3. Should CATL determine a prima face case that the enhancement warrants further
investigation, the business case will be presented by CATL to the LMS Hosting
partner (NetSpot Pty Ltd). NetSpot will provide to CATL an indicative project scope
and quote for associated work, and advice on current Moodle core project
developments and/or other available existing third‐party soft‐ware that may meet
the identified need.
4. Subject to 3, CATL approves or denies the request for the business case proposal.
Note: Costs for an approved enhancement may be borne by the requesting Business
Unit where it is an enhancement specifically for that Unit. Seeking wider support for
the enhancement business case from other Business Units is encouraged. CATL will
provide in‐kind support through developing a project management brief and the
Hosting partner.
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5. CATL advises the Business Unit of the outcome of the decision on the Business Case.
6. Successful applications will be supported by CATL, working with the Business Unit
and relevant partners, including Information Services as required, to manage the
development, implementation and testing of the enhancement.
7. All enhancements developed through this process will be made available across the
university and to all business units. Any modification to the enhancement for
additional business units will be borne by the new business unit.
8. CATL’s decision on a business case is final, but business case submissions may be
reconsidered in the future, depending on the reasons for rejecting the application and the
change in the business case conditions.
BusinessCaseIn preparing a Business Case, a Business Unit must
Identify the enhancement and provide as much detail about the desired enhancement as
possible (who will use it, what need will it meet , what it is, how it works, etc)
Demonstrate environmental awareness of the enhancement – is it an existing third‐party
plugin? Has another institution developed this enhancement? Is it identified for future
developments in Moodle core (see Moodle.org)? Is it compatible with UWA’s current version
of Moodle?
Explain the purpose, relevance and need for the Faculty/School
Describe how the Busines Unit will support users to learn how to use it and resolve issues
and problems, once implemented
Indicate whether the enhancement is required for all staff and students at UWA or limited to
the Faculty Business Unit (Moodle can limit access to the Faculty level, but not below)
Indicate the Faculty/School financial willingness to underwrite the financial requirements for
the enhancement
Note: CATL will provide project management and implementation support free of charge.
CATL will prove a full project brief with financial commitment prior to proceeding with any
enhancement.
Respond to each of the evaluation criteria (Table provided below)
o Service Levels – able to be supported within current services of external contractor
and/or UWA’s Information Services
o Educational Technology – the enhancement improves teaching and learning quality
and cannot be met by existing resources
o Supportability – users and the enhancement are able to be supported
o Accessibility and equity – meets accessibility and equity requirements of online
learning at UWA
o University Facilities – technical implications are addressed
ImplementinganenhancementEnhancements require a process of
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Review and investigation as to its nature and position in the LMS environment, implications,
stability and security, development work for implementation (and may include implications
for integrations with other UWA systems)
A development and implementation including pre‐implementation review and development
work by IS, hosting partner, CATL, technical staff, testing and review by CATL staff (in some
cases, particularly with Faculty‐only enhancements, Faculty staff will be required to
participate in the testing and approval process)
A testing and approval process
Release to Production
Note: IS or the hosting partner may advise against an enhancement if it is deemed a risk to the UWA
LMS environment, or may advise that significant development work is required for compatibility (e.g.
the plugin was developed for Moodle 1.9 and is not compatible for Moodle 2.0 without significant
development work.
ForaFaculty‐onlyenhancementFaculty only enhancements typically require that the Faculty be prepared to pay for the review,
implementation, testing costs, and undertake to provide user training and support in the use of the
enhancement within the Moodle environment.
CATL will support the Faculty in managing the implementation process, liaising with NetSpot and IS,
and collaborating with the Faculty on testing. CATL will manage the implementation process. A
School may request an enhancement, but its use can only be limited to the level of Faculty.
ForaUniversity‐WideenhancementUniversity‐wide enhancements, if approved will require a budget. CATL will undertake to seek
resources and/or funding to cover or share the costs of the implementation process as outlined
above, to support users in the use of the enhancement, liaise with NetSpot and manage the process.
The enhancement will be made available for all users of the UWA LMS. CATL and NetSpot will liaise
with the original developer if necessary.
CATL will not research plugins or developments for an individual Faculty for sole use by that faculty.
Faculties must complete their own investigations.
CATL will undertake to provide an on‐going research and environmental scan process for identifying
and managing the addition of UWA‐wide enhancements to the LMS, and Faculties may propose
enhancements to be considered in this process.
EvaluationCriteriaOverviewCriteria Any enhancement
to be adopted
University wide
Any enhancement
to be for Faculty‐
only use
1. Service Levels
The enhancement is supportable within the hosting service contracted to our
external contractor, and requires no significant additional support or service. Must be met
Must be met
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2. Educational Technology Guidelines
Rationale for use including educational benefit or need being met and fitness‐
for educational purpose. Review of risk, cost, benefits and existing capabilities
with in‐Moodle tools and existing Moodle tools not yet applied to UWA.
Must be met
Must be met
3. Supportability
Review of support capacity and arrangements for users.
Desirable Must be met
4. Accessibility
Access and equity will be considered when making decisions on new or
upgraded learning technologies.
Desirable Desirable
5. University Facilities
The associated technical implications of the introduction of enhancement
should be considered, e.g. impact on integrated UWA systems, impact on data‐
load on Moodle environment
Desirable Desirable
D4
University Policy on: Lecture Capture
Purpose of the policy and summary of issues it addresses:
This policy provides the parameters that encourage and guide the uptake of lecture capture.
The UWA Lecture Capture System (currently EchoSystem, formerly Lectopia, and previously known as the or the iLecture System) is administered centrally by the Centre for the Advancement of Teaching and Learning (CATL). The service is available to all UWA staff and can be used for both semester-based and event style recordings.
Definitions:
Lectopia EchoSystem is the University's Lecture Capture System developed by staff in UWA's Multimedia Centre implemented to replace Lectopia to support in response to the institution's commitment to flexible modes of teaching and learning. Lectopia EchoSystem facilitates the recording of lectures for delivery via the internet. Through LectopiaEchoSystem, audio and visuals from traditional face-to-face lectures are automatically recorded and processed into a variety of media formats, with minimal impact on the lecturer/presenter.
Policy statement:
1.1 The University supports high quality, blended delivery, and strongly encourages the continued provision of captured lectures as a complement to face-to-face lecturing and a significant learning resource for many groups of students.
1.2 The following principles apply with regard to captured lectures:
1.2.1 Lectures registered for provision by the lecture capture system must be listed in the online unit outline at the commencement of the semester in which they are taught. New: Lectures timetabled centrally in lecture captured enabled venues are automatically scheduled to be captured. Lectures in lecture capture enabled venues that are not in the Central Timetabling System either approach CATL to be manually scheduled, or add their lecture timetable to the Central Timetable system
1.2.2 Captured lectures must be of good quality.
1.2.3 When captured lectures are the primary method of teaching they must be specifically prepared for the purpose, appropriately supported with relevant learning resources and the Learning Management System (LMS) must be used to ensure active engagement.
1.2.4 All units delivered regionally must provide the captured lectures to regionally-enrolled students.
1.2.5 Units delivered during 2010 via the lecture capture system will be automatically re-scheduled from 2011, dependent upon venue allocation.
1.2.5 Captured lectures are available to students through the LMS via a block or URLs embedded within the pedagogical design.
1.2.6 Lectures scheduled for capture from 2011 can be opted-out of by tTeaching staff can delete captured lectures post processing, or choose not to enable captured lectures within the LMS in keeping with any locally devised and agreed protocols.
1.2.7 The Centre for the Advancement of Teaching and Learning (CATL) will provide:
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a list of units utilising captured lectures to the Teaching and Learning Committee via the eLearning and Learning Spaces Standing Committee in second semester each year, and reports trends in use, including the year level of units in which lecture capture is utilised;
a retrospective list of units utilising captured lectures to Deans and Associate Deans (Teaching and Learning) in second semester each year, to enable periodic faculty, school and discipline group review of the lecture recording usage, and any associated pedagogical and access issues.
1.2.8 Staff engaging in team-taught unit offerings in New Courses 2012 determine an overall approach to lecture capture that will pertain to the unit overall.
1.2.9 It is strongly recommended that lecture capture be used in at least one of two units at the same level within New Courses 2012 majors, where there is a known clash of lecture times in those units and where students are enrolled in those units simultaneously.
1.2.10 The use of the University's lecture capture system be reviewed at the end of 2013 by the Teaching and Learning Committee's eLearning and Learning Spaces Standing Committee, to assess the impact of New Courses 2012 upon delivery.