19th march agenda - university of western australia · the university of western australia 12 march...

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

2

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

3

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

4

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

Report prepared by Shannon Johnston, LMS / LCS Implementation Project Manager

Date commenced 2 March 2012

Distribution for editing Denise Chalmers, Yvonne Button, Steve Howe

Distribution for dissemination Sally Jackson for: eLearning and Learning Spaces Committee

ContentsLMS Project Progress Summary ..................................................................................................................... 2

Status on key project phases ......................................................................................................................... 3

Project Activity Descriptions ......................................................................................................................... 4

PROJECT MANAGEMENT ‐ LMS ................................................................................................................ 4

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

TESTING ................................................................................................................................................... 10

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

APPENDIX G: End‐to‐End Testing Report .................................................................................................... 41

C1

LMSPrj Mar2012 UPDATE eLEARN LEARN SPACES V1 0 12Mar2012 SJ P a g e | 2 Document created by S.Johnston, 02102011

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

C2


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

C3


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 :

C4


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.

C5


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

C6


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

C7


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:

C8


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

C9


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.

C10


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

development cycle to be more robust.

Current Issues with LCS as at 12/3/2012

No. Issue Detail Actions

1 Captured lecture quality 1. visualiser capture quality

2. audio sync of personal

captures

1. under investigation by AV

2. CATL testing scale and

detail of issue

2 Personal Capture (PCAP)

upload

Some staff unable to upload

personal captures. This

appears to be due to

connection failure to

EchoSystem.

Under investigation by

Echo360

3 Processing times Should be 2 hours for a single

hours’ recording across all

venues, often 3‐4 hours, and

not infrequently overnight

Additional Servers have been

acquired and are being

prepared for implementation,

waiting Amcom to supply

access to IS

4 Echo System interface Echo360 web application

interface is slow to respond

An outage 6am Monday 12/3

reduced system interactions

and first tests suggests speed

within EchoSystem has

improved dramatically.

C11


5 LCS Plugin within LMS 10 students reported unable

to access EchoSystem through

the Moodle block for any unit,

although they can access LMS

Under investigation by

NetSpot and UWA’s IS. SISO is

communicating with the

students in collaboration with

CATL. Log Files being

examined/

6 Security of Echos With issues with LCS plugin

during first 3 days of

semester, students discovered

they can copy URLs and share

with others.

Initial solution to lock down

access to plugin only

unsatisfactory for a range of

users. Echo360 has notified

that a range of security

settings can be applied, to be

discussed at a joint workshop

meeting 15/3/12

7 Staff self‐management in Echosystem

Staff cannot change defaults

of what is recorded and how it

is made available, other than

delete or hold an Echo.

Echo360 has advised 12/3 that

this is NOT possible.

CATL will change defaults on

staff request.

Echo360 will discuss

requirements further on 15/3.

This requires development

work by Echo360 already

slated for future

development.

8 EchoSystem schedule view When checking schedules,

staff can only see unit and

time, not room and date.

Echo360 have been notified,

the limitation to be addressed

at workshop 15/3.

9 Timetabling Script Lecture Capture Schedule

page does not translate

accurately to Echos Capture

page resulting failure to

capture lectures, requiring

constant and frequent manual

checking.

To be actioned.

Identified Risks

(to be developed for closure report)

C12


ProjectTaskstoNextReport

Component Task Responsibility Date

LCS /LMS Issues Resolve current identified issues

LMS – CATL LCS – IS (Steve Howe)

16/3/12

Project Closure Risk Identification and Management procedures documentation

S Johnston with S Howe

April

Evaluate project processes S Johnston With Y Button (CATL) and S Howe (IS)

March ‐ April

Evaluate LMS and LCS initial implementation experience

S Johnston With Y Button (CATL) and S Howe (IS)

March‐April

Project Closure Report S Johnston (LMS) S Howe (LCS)

April‐May

On‐going Service Delivery

Identify and document CATL on‐going service delivery processes

Y Button with S Johnston

March‐April

Determine and inform CATL re: IS Service Delivery processes and staff for CATL

Mary Davies IS SMT

April

Clarify and confirm IS / CATL partnership re LCS and LMS management

budget management

licensing fault and issues, developments and upgrades/improvements

systems operational management

other

Denise Chalmers and Mary Davies

May

Document creation and management for system maintenance, improvement and monitoring.

IS and CATL June 2012, and on‐going

On‐going funding arrangements for maintenance and improvements, and support

UWA budget May 2012

UWA policy and guidelines

Draft policy and/or guidelines related to process improvements for UWA, e.g.

Guidelines for BU requests for enhancements to LMS

Denise Chalmers With S Johnston

On‐going

C13


(aligns with upcoming eLearning tools proposal policy)

Lecture Capture Archiving for LMS and LCS

resources

Outstanding tasks FIM integration for systematic provisioning of ‘other’ staff and students into UWA systems for provisioning into LMS

IS (Steve Howe) Complete 30 June 2012

Student photos CATL with IS April

End‐of‐Unit Life Cycle (backup and archiving process)

CATl with NetSpot April

Priority 3 tools 1. Prioritise tools, and

process for all tools to be evaluated and selected or rejected

2. Business case proposal for first priority tool

3. Project plan for evaluation and selection

4. Commence evaluation

S Johnston Commence April 1. April

2. May

3. May‐June

4. June Acknowledgement LMS launch and

acknowledgement of those involved

S Johnston 12 April 2012

VersionControlVersion Date Author Change Distribution

0.1 01/03/12 11/03/2012

S Johnston Document initiation Denise Chalmers Yvonne Button

0.2 12/3/12 S Johnston D Chalmers

Edits, comments Segments to S Howe, D Chalmers, Y Button

0.3 12/3/12 J Tomczak S Johnston

Edits, update content

1.0 12/2/12 S Johnston Final document Denise Chalmers Sally Jackson (eLearning and Learning Spaces Standing Committee)

C14


APPENDIXA:NetSpot’sProposalforProjectExtension,20Dec2011Separate PDF attachment

APPENDIXB:NetSpot’sImplementationProjectFinalExtensionProposal,6Feb2012Separate PDF attachment

APPENDIXC:Samplelistofconfigurations,developmentsandbugs–for24December2011andLiveFebruary2012

SampleofUWAreleases 2012 March Release 2.

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

C15


[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

C16


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

C17


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

01/11/11 0.3 Clare Alderson Draft document CATL eDS

08/11/11 0.4 Julian Mould Draft document CATL eDS

09/11/11 0.5 Yvonne Button Draft document eDS Staff

10/11/11 0.6 Yvonne Button Draft document Chris Hayward

10/11/11 0.7 Chris Hayward Draft document Yvonne Button

10/11/11 0.8 Yvonne Button Draft document Shannon Johnston

28/11/11 0.9 Yvonne Button Draft document Shannon Johnston

29/11/11 0.10 Yvonne Button Draft Document eDS Staff

29/11/11 0.11 Chris Hayward Draft Document Yvonne Button



08/02/12 0.14 Yvonne Button For Review Shannon Johnston

09/02/12 0.15 Shannon Johnston Final edits Yvonne Button

09/02/12 FINAL Shannon Johnston Denise Chalmers

C18


Purpose of document

This report provides an evaluation of the Introductory Moodle workshops (Start Afresh or Transfer Your

Unit) offered by the Centre for the Advancement of Teaching and Learning (CATL) during September 2011.

These workshops were designed to introduce UWA Staff at UWA with a basic introduction to the Moodle

Learning Management System.

It includes an overview of training provided, and a summary and evaluation of the feedback provided by

workshop attendees through SPOT forms, and by the CATL Trainer/Educational Developers who presented

each of the workshops.

The report concludes with overall successes and issues and makes recommendations for addressing them

in the future.

Description of Training

The purpose of LMS training, particularly the Introductory LMS workshops (Start Afresh or Transfer Your

Unit) is to provide UWA Staff with the opportunity to briefly experience using LMS as a student and then to

develop their own unit from scratch or import resources and activities from their transferred unit located in

the LMS Staging Area category.

After completing the Start Afresh or Transfer Your Unit Introductory LMS workshops, staff should be able to

explore their LMS (Moodle) unit more independently as well as decide which of the Next Steps Moodle

workshops they should register for and attend in order to prepare to teach with the LMS in 2012.

In preparation for presenting workshops consistently across the faculties, all Trainer/Educational

Developers have participated in a ‘dry‐run’ and peer‐review exercise during eDS CATL staff meetings prior

to conducting actual workshops with UWA Staff.

Registration and Attendance Details

Prior to registering for any Moodle workshops, UWA staff were asked to complete two online surveys to

advise CATL of

their choice to start afresh or transfer their WebCT unit content to the Moodle Staging Area

their availability and preferences for attending Introductory Moodle workshops.

These surveys were available to staff for approximately 2 weeks in August 2011.

Table 1 shows the number of requests received to transfer WebCT unit content to the Moodle Staging Area

and the number of requests received to Start Afresh.

Table 1: Number of Requests (by Faculty) to Start Afresh or transfer WebCT unit content to the Moodle

Staging Area

Faculty Start Afresh Transfer

AHSS 45 87

C19


BUS 30 21

EDU 4 3

ECM 8 16

LAW 14 38

LPS 14 65

MDHS 41 78

NAS 10 22

SIS 1 0

OTHER 5 4

TOTAL 172 334

A total number of 172 requests were received to Start Afresh and a total of 334 requests were received to

transfer WebCT materials to Mooodle. The number of requests to transfer content was almost double that

of starting afresh. As a result, it was decided to transfer the content of all WebCT units.

Table 2 indicates the number of responses received (by Faculty) to the Workshops Preferences survey.

Table 2: Number of Responses (by Faculty) to the Workshop Preference Survey

Faculty Number of Responses

AHSS 14

BUS 20

EDU 8

ECM 16

LAW 8

LPS 18

MDHS 31

NAS 11

SIS 2

OTHER 24

TOTAL 152

C20


A total of 152 staff responded to the survey. Although this is a low number of responses, they provided an

indication to CATL of the overall preferred training weeks, days and times..

Chart 1 shows the preferred week (from September to December 2012) for staff attending workshops.

Chart 1: Preferred week for attending workshop

Staff clearly preferred workshops to start as soon as possible. Most staff selected the week beginning

September 5th as their first preference, closely followed by the week beginning September 12th and then

September 19th, 2011. A similar trend also occurs during the following weeks; from the week beginning

October 3rd to October 17th, from the week beginning November 7th to November 21st, and from the week

beginning November 28th to December 12th, 2011. This repeated trend could be explained by Staff simply

selecting their most preferred week for training and then selecting the following two weeks as their second

and third preferences.

Chart 2 shows the preferred day of the week for attending workshops, and indicates a clear preference for

earlier, rather than later in the week.

Chart 2: Preferred day for attending workshop

0

10

20

30

40

50

5 Sep

12 Sep

19 Sep

26 Sep

3 Oct

10 Oct

17 Oct

24 Oct

31 Oct

7 Nov

14 Nov

21 Nov

28 Nov

5 Dec

12 Dec

First Preferred Week Second Preferred Week Third Preferred Week

0

10

20

30

40

50

60

Monday Tuesday Wednesday Thursday Friday

First Preferred Day Second Preferred Day Third Preferred Day

C21


Chart 3 indicates that the preferred time of day for starting a workshop is in the morning, beginning at

9.00am, 9.30am or 10.00am. There is also a smaller, but still significant preference for workshops to be

offered after lunch, from approximately 1.00pm, 1.30pm or 2.00pm.

Chart 3: Preferred Start Time

The workshop registration process was then organised and conducted per Faculty/School for several

reasons. The first reason was that it enabled workshops to be conducted in locations as convenient as

possible to potential participants. The second reason was that the presentation of the workshop material

could be contextualised to that of the attendees.

See Table 3 for workshop details and the number of UWA staff who registered and attended each

workshop. Registration for some workshops was poor. The reasons for this could range from staff not being

aware that the workshop was being offered, although this is unlikely given the numerous notifications sent

and advocacy from members of the LMS Reference Group. It is more likely that potential attendees are

more concerned with their current classes and do not see training in the use of Moodle as an immediate

priority.

On average, 80% (234 of 289) or more of those who registered actually attended the workshop they

registered for. This reflects that before the commencement of training, UWA staff were asked to nominate

their availability and preferences for attending Introductory Moodle workshops, and were possibly

committed to their choice.

Table 3: Workshop Details and Number of Registrations/Attendees

Workshop Type

Faculty/Central Date/Time Registered Attended Percentage

Start Afresh AHSS 19/09/11, 9.30am‐11.30am

5 4 80%

Start Afresh ALVA 26/09/11, 1.30pm‐3.30pm

4 2 50%

Start Afresh ALVA 28/09/11, 1.30pm‐3.30pm

11 10 91%

05

1015202530354045

First Preferred Start Time Second Preferred Start Time

Third Preferred Start Time

C22


Start Afresh BUS 27/09/11 9.30am‐11.30am

10 8 80%

Workshop Type


Start Afresh BUS 14/09/11 9.30am‐11.30am

14 11 79%

Start Afresh BUS 21/09/11 1.30pm‐3.30pm

17 15 88%

Start Afresh ECM 12/09/11 9.30am‐11.30am

5 3 60%

Start Afresh ECM 26/09/11 1.30pm‐3.30pm

7 7 100%

Start Afresh ECM 21/09/11 1.30pm‐1.30pm

6 5 83%

Start Afresh EDU 13/09/11 9.30am‐11.30am

6 5 83%

Start Afresh GENERIC 30/09/11 9.30am‐11.30am

6 6 100%


2 2 100%

Start Afresh GENERIC 29/09/11 1.30pm‐3.30pm

6 4 67%

Start Afresh GENERIC 27/09/11 1.30pm‐3.30.pm

3 2 67%


3 3 100%

Start Afresh LAW 13/09/11 2.30pm‐4.30am

3 3 100%

Start Afresh LAW 20/09/11 9.30am‐11.30am

3 3 100%

Start Afresh LPS 12/09/11 1.30pm‐3.30pm

4 3 75%

Start Afresh LPS 19/09/11 9.30am‐11.30am

7 6 86%

Start Afresh MDHS 29/09/11 1.30pm‐3.30pm

14 10 71%

Start Afresh MDHS 13/09/11 9.30am‐11.30am

10 9 90%

Start Afresh MDHS 20/09/11 1.30pm‐3.30pm

18 16 89%

Start Afresh MDHS 21/09/11 9.30am‐11.30am

11 8 73%

Start Afresh NAS 15/09/11 1.30pm‐3.30pm

4 4 100%

Start Afresh NAS 15/09/11 9.30am‐11.30am

3 3 100%

Start Afresh NAS 21/09/11 9.30am‐11.30am

7 5 71%

Transfer BUS 14/09/11 8 8 100%

C23


1.30pm‐3.30pm

Transfer BUS 21/09/11 9:30am ‐ 11:30am

6 5 83%

Workshop Type


Transfer BUS 27/09/11 1.30pm‐3.30pm

7 4 57%

Transfer ECM 12/09/11 1.30pm‐3.30pm

1 1 100%

Transfer ECM 21/09/11 1.30pm‐3.30pm

5 2 40%

Transfer GENERIC 26/09/11 1.30pm‐3.30pm

6 6 100%


4 3 75%

Transfer GENERIC 29/09/11 9.30am‐11.30am

3 2 67%


4 2 50%

Transfer LAW 14/09/11 2.30pm‐4.30pm

6 5 83%

Transfer LAW 22/09/11 1.30pm‐3.30pm

2 2 100%

Transfer LPS 16/09/11 9.30am‐11.30am

9 7 78%

Transfer LPS 20/09/11 1.30pm‐3.30pm

6 2 33%

Transfer MDHS 19/09/11 11.30am

5 4 80%

Transfer MDHS 22/09/11 1.30pm‐3.30pm

6 3 50%

Transfer MDHS 23/09/11 9.30am‐11.30am

9 11 122%

Transfer MDHS 26/09/11 11.30am

6 4 67%

Transfer NAS 22/09/11 1.30pm‐3.30pm

2 1 50%

Transfer PHYSICS 29/09/11 1.30pm‐3.30pm

5 5 100%

Start Afresh Totals 189 157 84%

Transfer Totals 100 77 76%

TOTALS 289 234 80%

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.

C24


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.

C25


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

C26


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.

C27


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.

C28


‐ 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.

C29


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.

C30


APPENDIXE:EARLYDATAONWORKSHOPATTENDANCEFROMDEC2011

Key

Scheduled – refers to workshops pre‐organised by CATL, generally Central sessions.

Ad‐hoc – refers to workshops requested by Business Units and run in BU locations.

DECEMBER WORKSHOPS Total Number: 9

Date Org Type Faculty Trainer Attendance

02/12/11 Scheduled Forums Central 1

05/12/11 Scheduled Groups Central 5

05/12/11 Ad‐hoc Start Afresh MDHS SD 5

06/12/11 Ad‐hoc General ALVA CA 4

06/12/11 Scheduled Forums LPS 4

07/12/11 Scheduled Start Afresh Central 9

07/12/11 Scheduled Transfer Central 11



JANUARY WORKSHOPS Total Number: 10

Date Org Type Faculty Attendance

23/01/12 Scheduled SA / Trans Central 10




30/01/12 Scheduled SA / Trans BUS 3

30/01/12 Scheduled SA / Trans EDU 6

30/01/12 Scheduled Start Afresh ECM 2

31/01/12 Scheduled SA / Trans LPS 5

31/01/12 Scheduled SA / Trans MDHS 3

C31


31/01/12 Scheduled SA / Trans ECM 4

FEBRUARY WORKSHOPS: Total Number: 21

Date Org Type Faculty Attendance

01/02/12 Scheduled Start Afresh LAW 2


02/02/12 Scheduled Start Afresh ALVA 2

03/02/12 Scheduled Transfer LPS 4

06/02/12 Scheduled Transfer BUS 2

06/02/12 Scheduled Quizzes Central 6

06/02/12 Ad Hoc MDHS /

Dentistry

14

07/02/12 Scheduled Transfer LAW 3

07/02/12 Scheduled Start Afresh AHSS 11

09/02/12 Scheduled Transfer AHSS 5

10/02/12 Scheduled Start Afresh NAS 9

14/02/12 Last Chance Start Afresh Central 12

15/02/12 Scheduled Grades/Quiz IS 5

16/02/12 Scheduled Grades Central 11

17/02/12 Albany Everything Albany 11




22/02/12 Scheduled Forums Central 3


23/02/12 Scheduled Resources Central 3

C32


23/02/12 Scheduled Grades Central 11


ONE‐ON‐ONE, SMALL GROUP, DROP IN SESSIONS

Date Session BU No sessions

No. Participants

Dec 2011 1 or 2 AHSS 4 7

CATL 1 1

EDU 1 1

ALVA 1 4

MDHS 7 19

Jan 2011 AHSS 1 1

LPS 1 1

Bus 2 2

MDHS 5 10

Law 5 8

ECM 1 1

Feb 2011 AHSS 6 10

Zoology 2 3

EDU 4 5

Bus 2 2

Bus/MDHS 1 2

LPS 1 2

Drop in sessions MDHS 3 11

Ad Hoc MDHS Pathology 1 6

Law 10 13

C33


APPENDIXF:STUDENTSTRATEGYSTATUSUPDATE,February2012

LMSStudentStrategy:February2012StatusUpdateReport

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

C34


Formal Announcements



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



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

C35


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

C36


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

C37


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:

C38


‐ 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:

C39


‐ 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.

C40


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

Spaces Standing Committee and Denise Chalmers.

Integration&SystemTesting

Background

UWAhadarequirementtotestitsLMStoahighleveladevelopedversionofMoodlecreatedandhostedbytheexternalprovider,NetSpot.ThesoftwaretestingphasewasundertakenbytheCentrefortheAdvancementofTeachingandLearning(CATL).UninterruptedtestingbyCATLwasexercisedonfeaturesoftheLMSsinceitfirstbecameavailabletotheEducationalDevelopmentteaminAugust2011.Inthefirstphaseoftesting,thegeneralaimwastoaffirmthequalityoftheUWA’sLMSbysystematicallyexaminingeachreleaseofthesoftware,usingFunctionaltestingtechniquesincarefullycontrolledcircumstances.Atwo‐tieredtestenvironment(a‘Test’anda‘Staging’environment)ensuredthatsoftwarereleasesweresuccessfullyplacedintotheProductionenvironment.FollowingonfromisolatedtestingoftheLMS‐andwhencommunicationswereopenedbetweenanyapplicationsthattheLMSneededtointegratewith(e.g.Callista,OLCR,etc)–intensiveIntegrationtestingwasmadebetweentheLMSandthe10exteriorUWAapplicationsneededtoconnectwithLMS.Finally,whenCATLfeltthatintegrationofanindividualapplicationhadreachedaqualitystandard,Systemtestingwouldbeexercisedagainsttheintegratedwhole.Documents,statingtherequirementsfortheLMS,wereusedtoshapethetestplanexercisedontheLMSandthisplan,inturn,helpedCATLnotonlytosatisfythoserequirements,butalsoensurethatameasureofqualityassurancewassetagainsteachsuccessiverelease.

C41


WhileLMStestinghadthemajorintentoffindingundiscoveredissues,qualityassurancetestinghelpedtoidentifywhethertheLMS,anditsintegratedlinkstoothersystems,maintainedalevelofusabilityandreliability.

SummaryofapproachUWAhassuccessfullyreleaseditsLMSpriortothestartofSemester12012,usingadevelopedversionofMoodlecreatedandhostedbytheexternalprovider,NetSpot.

TestingwasappliedtoallaspectsoftheintegrationelementbetweentheLMSandtheexteriorapplications.Iftheexteriorapplicationwasrepresentedbya‘plug‐in’blockwithintheLMSthenthatblockslook‐and‐feelandfunctionalitywouldbetested,intandemwithtestingofthecommunicationsthatthelinkwasproviding.

Testingwasaimedatapplications(listedbelow)thatpresentedacoreaspectofcommunicationbetweentheLMSandthestudentsandstaffthatusedit.

Priority1ApplicationIntegrations

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

C42


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

C43


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.

C44


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.

C45


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.

C46

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

change without notice.

© 2011 NetSpot Pty Ltd. All Rights Reserved C Appx A1

of 6

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

C Appx A2

of 6

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.

C Appx A3

of 6

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)

C Appx A4

of 6

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

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

change without notice.

© 2012 NetSpot Pty Ltd. All Rights Reserved C Appx B1

of 2

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)

THE UNIVERSITY OF WESTERN AUSTRALIA

GuidelinesonPreparingaBusinessCaseforrequestsforenhancementsoftheLearningManagementSystem(LMS)

Purposeoftheseguidelines:

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.

D1



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

D2



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

D3



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:

Formatted: Font: Italic

E1

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.

E2