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Luis Borges Gouveia, Feliz Gouveia, Nuno Fernandes
UX at UFPUV: Put people using Sakai for their context
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Agenda
• The context• Initial setting• Activity• Current setting• The future
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UFP location
• Portugal• in Europe...
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UFP location
• Portugal• in Europe...
Established in24 june of 1128
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UFP location
• Portugal• in Europe...• in south europe• near Spain
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UFP location
• Portugal• in Europe...• in south europe• near Spain
• Porto• has near
1.2 million people
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UFP location
• Porto is in the north of Portugal
• 2nd portuguese biggest economic center
• Also known from its FCP football team and Port wine
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University Fernando Pessoa
• Small university – 5.000 students, 260 full-time academic staff,
140 supporting staff
• A young institution (started 1989/90, less than 20 years)
• Three faculties: – Health Sciences – Science and Technology – Social Sciences
• 20 undergraduate, and 30 graduate courses – (including bologna offers, MSc and PhD programs,
post-doctoral offers )
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A bit of history
UFP e-learning initiative
UFPUV pilot project
UFPUV project
UFPUV
December 2004
June 2003
October 2005
Setember 2006
Choice of platform and technology
Virtual University
Use and platform integration
Sakai 1.0 Sakai 2.x
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Efforts to spread the word
• Creating a brand (UFP UFP-UV)• Create some promotion material & engaging in internal
marketing efforts• Promote users workshops with any teachers that want to
use UFPUV• Promote presentations with people from the university
board being present• Continue to do it when possible in innovative ways...
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Some marketing
A Blog ufpuv.blogspot.com & a Wiki page elearning.ufp.pt/wiki
Stickies for students to place everywhere!
A number of openevents, workshopsand tutorials
Posters to place around the university
Use of banners and buttons on university sitesCreate a logo for elearning.ufp.pt
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Evolution of the pilot
start Dec-04 Feb-05 May-05 July-05 Sept-05
Courses 2 10 50 67 72 85
Projects 2 5 12 34 43 58
total 4 15 62 101 115 143
Instructors 1 5 18 35 70 105
Students 25 80 400 550 700 938
total 26 85 418 585 770 1043
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What results?
• Version 1.0 was easy to run and use– Limited set of tools, but communication with students
and resource sharing were priority– Assignments was the winner
• Reliable, stable for simple use• Major problems:
– I18N, character support, WebDAV issues
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What was asked?
• Continuation of the project• Integration with SIS, LDAP• More tools
– Test & Quizzes, Discussion tools– Group work, Grading tools
• Training, and e and b-learning strategies
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The “production” phase
• Moving to Sakai 2.0, CentOS, MySQL• 2 “clustered” Tomcat, new hardware• LDAP authentication• Course and student providers• Hiring technical and support staff• Getting physical space
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Hardware...
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Decisions
• LDAP for University members, providers for other users (partner Institutions)
• UFP specific roles for the providers• Creation of course sites (upon instructor request);
free creation of project sites;• Daily sync with SIS, but students are not droped
from Sakai
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Decisions (1)
• Course names are provided by UFP• There should be no “recycling” of course sites
(between terms)• Members cannot unjoin sites• No site archival yet; instructors should unpublish
sites
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Evaluation so far (2.3.x)• What was learned from support and meetings:
– Need for content presentation (SCORM ?)– Site statistics, summary calendar, what’s new, and to
do list tools– Need for Test & Quizzes tool (now we have)
• Group support and resource management
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Usage patterns• Announcements, Assignements and Resources
heavily used• Calendar used• Chat not used, Discussion little used• T&Q starting to be reliable • Drop Box used in different (unexpected) ways
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Current usage numbers• Around 40% of instructors
• Around 60% of the students
– Over 2600 students use UFPUV in one or more courses
– 200 courses with regular usage
• Around 20% of the UFP administrative staff also use Sakai
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Access patterns (sample from 01/06 to 08/06)
# Users # Sessions
1354 10
867 20
311 50
82 100
18 200
5604 users, 61740 sessions
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Access patterns report from use
-- valueMaximum simultaneous users (online
evaluation)255
Tools available (default) 22-12
Tools available (for choice) 28
Non available hours per week (including support window)
Less than 1h
Day with less accesses saturday
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Usage patterns (daily use) (sample from 01/05 to 07/05)
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Usage patterns (2006/07)
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Usage patterns (2006/07)
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Usage patterns (2006/07)
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Some current year stats
• Unique users with UFPUV login:– First semester: 3335 (223 instructor, 3112 student)– Second semester: 3882 (289 instructor, 3593 student)
• Total user covered for academic year 2006/07: 87%– 4322 (313 instructor, 4009 student)– from 4961 (355 instructor, 4083 student)
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Some current year stats
Created sites:first semester: 199second semester: 211total for 2006/07: 411
Assignments created:first semester: 139second semester: 152Total for 2006/07: 291
On-line tests (T&Q):first semester: 96second semester: 111Total for 2006/07: 207
Submited assignments:first semester: 1658second semester: 1636Total for 2006/07: 3294
On-line tests submissions (T&Q):first semester: 3877second semester: 2581Total for 2006/07: 6458
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Requested features
• Group work, group assignments• Student progress tracking• Content sequencing and delivery• ePortfolios (to come)• Communication tools• Gradebook settings
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What’s next?• Great pressure for a simple T&Q tool
– Surveys are often mentioned
• Translating to portuguese• Provide easier creation of ad-hoc sites (all
students of a course, all instructors of a Dept)• Bologna support, e-portfolios ?• Real usage in blended learning
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Some remarks
• UX at UFP– “Part of a major plan” of levering each university actor
efforts
• Provide clear value for all– An institutional portal for e-learning facilities– A mediation platform for teaching staff (managing
information)– A one shop stop for students (managing time)– A collaborative tool for administrative staff
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Future directions
• Use of Sakai to support e-learning and b-learning initiatives (both at distance and local)
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Getting positive experiencies
• Distance education is a challenge and places new demands, both for facilitators and learners
• Schrum e Hong (2002) propose seven dimensions to be considered when dealing with distance learning environments (to get positive experiencies...): – (1) tool access; – (2) technology experience; – (3) learning preferences / strategies; – (4) own learning study competences (as self-learning); – (5) goals and orientations; – (6) human factors and lifestyle; – (7) personal characteristics.
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Future directions
• New tools to support distance learning settings– Enhanced (learning) experiencies– Allow communication between students
• Track activity synchronisation • Track time synchronisation
– Reporting distance activity
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Future directions
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Future directions
...and we want to do it with SAKAI