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Transforming Learning Building 21 st Century Universities with eLearning Intel and Kineo Joint Research Presentation May 2006

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Transforming Learning

Building 21st Century Universities

with eLearningIntel and Kineo

Joint Research Presentation

May 2006

2 Transforming Learning

Outline

• Section 1: Introduction to eLearning

• Section 2: Universities Today: core concerns and eLearningbenefits

• Section 3: Implementing eLearning

• Section 4: The VLE Landscape - EMEA

Transforming Learning

Section 1 of 4

Introduction to eLearning

4 Transforming Learning

What is eLearning?

Using ICT to deliver rich curriculum content and to enable communication & collaboration between faculty, students, families & administration

"A lecture is the best way to get information from the "A lecture is the best way to get information from the professor's notebook into the student's notebook professor's notebook into the student's notebook without passing through their brainwithout passing through their brain . . . . . .

InteractivityInteractivity is what differentiates an effective online is what differentiates an effective online course from a highcourse from a high--tech correspondence coursetech correspondence course””

-- Bill Pelz, 2003 winner of the Award for Excellence in Online Teaching

5 Transforming Learning

Key Drivers for eLearning

Increased demand for life long learning

Legislative expectations e.g. Bologna

ICT Access

Socio Economic expectations

Global competitiveness

Equal opportunities

Revenue generationDrive for increased enrollment

University reputation for innovation

6 Transforming Learning

The eLearning Value Proposition (1)

2. Improved Org 2. Improved Org EfficiencyEfficiency

3. Reduced costs & 3. Reduced costs & increased growthincreased growth

1.1. Enhanced Learning Enhanced Learning

& Teaching& Teaching

eLearning

1. Enhanced Learning/Teaching:

• Stronger Professor and Student relationships via out of classroom communication (blogs, podcasts, discussion forums, IM)

• Online, searchable and shared learning materials including assignments, lectures and media-rich content that is accessible anytime anywhere

• Individualized assessment, diagnostics, and teaching

7 Transforming Learning

The eLearning Value Proposition (2)

2. Increased Org 2. Increased Org

EfficiencyEfficiency

3. 3. Reduced Reduced costs & costs & increased growthincreased growth

1.1.Enhanced Learning & Enhanced Learning & TeachingTeaching

eLearning

2. Increased Organisational Efficiency:

• Relieve Administrative overhead: Deliver and hand in assignments online, less time spent grading, automated course registration and management

• Automated testing and grade tracking in addition to cheating control, e-polling in lectures, improved attendence (virtual), accurate communication of deadlines/changes via student course calender

• More time spent teaching, less time spent managing

8 Transforming Learning

The eLearning Value Proposition (3)

2. Increased Org 2. Increased Org EfficiencyEfficiency

3. Reduced Costs and 3. Reduced Costs and

Increased growth Increased growth

1.1.Enhanced Learning & Enhanced Learning & TeachingTeaching

eLearning

3. Reduced Running Costs:

• Reduction of costly and power-hungry computer labs with laptop student purchase programs and wi-fi infrastructure

• Institutional growth and enrollment through online courses that can reach outside of campus and even globally e.g. an Open University model

9 Transforming Learning

Value Proposition Cross-Reference

• Reduced PC and PC lab investments

• Increase student numbers (gloablly) with out new buildings –(online courses)

• Decreased print costs (even textbook replacement in some cases)

• Decreased print costsCosts & Growth

• Automated enrollment & admin

• Better informed management decisions

• Better time management with anytime, anywhere learning

• Increased attendance / exposure to course content (flexibility)

• Wide choice, up to date, searchable course material

• Less time grading

• More student interaction outside of class

Efficiency

• Higher pass rates

• Improved satisfaction of students

• Improved reputation

• Individualized learning

• Higher engagement levels – improved motivation

• In tune with Professor

• Effective teaching methods employed

• Fast feedback

• Closer student collaboration

Enhancement

UniversityUniversityStudentStudentProfessorProfessor

Transforming Learning

Section 2 of 4

Universities Today:

Core concerns and eLearning benefits

11 Transforming Learning

ICT trends in Higher Ed today

• University Competitiveness

– Competiton for students increasing rapidly and reaching a global level

– Education key to a strong economy & determines if graduates seek jobs abroad

– World‘s leading universities (mostly in the US) setting the trend with nearly 100% Wi-

Fi coverage, extremely high laptop ownership, and mandatory eLearning participation

– Students demanding improved learning experience through utilisation of ICT

• EMEA Trends

– France and Italy moving rapidly to 100% WiFi coverage, rapidly increasing laptop

ownership and broadly deployed eLearning solutions

– Norway and Scandinavia leads Europe in VLE adoption in Higher Ed & Schools

• VLE Vendors

– The commercial VLE vendors are consolidating while numerous open source vendors

ramp up their competitive offerings

– Big names such as Blackboard, Moodle and Sakai compete on a global level, while

many offerings can only be uncovered in-country

12 Transforming Learning

Shift Towards Individualized Learning *Trinnity College, Dublin

Enhanced Learning/Teaching Value:

• One size does not fit all!

• Different curricular, learner objectives/motivations, preferences, access

to devices & connectivity etc...

• The learner/teacher needs to be empowered with smart resources

• Improve quality, Relevancy and Retention, to reduce cognitive overload

& utilise learning time

Prior Knowledge & Expertise

JustForMe Learning

Aims and Goals

Cognitive and Learning style

Communication Style

Learning History

Preferences and Learning Culture

13 Transforming Learning

A Transformational VLE – Student perspective

Student Enhancement:

• Many Professors conduct real-time annotations to slides during lectures which participants receive instantaneously on their own screens and can also add to. Tom feels that this improves his engagement as does knowing his relative score position against his peers. Tom also appreciates the actions of staff to attach repository references to slides that further enhance learning of a particular topic, which saves him time searching the net.

Student Collaboration/Flexibility:

• Tom is accustomed to virtual collaboration using IM, VoIP conferences, shared doc workspaces, virtual whiteboards and online submission of work. Due to work committments, Tom can‘t always attend lectures f2f and therefore utilises the synchronous classroom application within the Uni Portal to be presented with a resizable videa screen of the professor 2000 miles away and the lecture slides. Tom takes part in the ad-hoc e-polls innitiated by the professor to assess collective understanding in real time & also submits a question to the group via the VoIP bridge relayed to the Professor

Student Accessibility:

• Instead of struggling to find a computer, Tom enjoys high speed WiFi access all over campus. Most of his course materials can even be accessed via his laptop offline so Tom catches up on reading on the bus or train or fills in the survey his professor requested in order to check current understanding about next weeks topic. Tom can easily sign up for new courses online.

14 Transforming Learning

A Transformational VLE – Professor perspective

Professor Enhancement:

• Kates use of ad hoc e-polling, induvidualized tests and student tracking, allow her to understand where each member of her class are at. She subsequently often changes her teaching content and methods accordingly and students never miss deadlines or important notices because they are so engaged in what is happening, almost in real-time. Her delivery of rich content engages even less motivated students in the subject and she achieves very high pass rates, making her course one of the better performing in the university.

Student/Professor Collaboration:

• Kates‘ face to face time with her students is minimal and shes caught on to the ‚blogging‘ trend – a great way to inform her students about her current thinking of course content and her hints for assignments etc. Like all Professors, she holds surgery hours, but does not expect her students to make a special trip onto campus for a 5 minute discussion – Kate offers her surgery hour via IM, VoIP, or Video Conference and can still make the majority of her appointments if she‘s ill. To be an effective learner, the student must be in tune with their professors. 1 or 2 hours a week, shared with many other students, does not facilitate a relationship.

Professor Accessibility:

• Kate enjoys being able to share her developed course material across faculties and has access to a large online repository of course content. She uses an hour in the evening to plan a lecture with extracts of current events and a video link to the news article she‘s just seen on TV. Kate uploads the lecture material from home to the VLE for her students and grades the online test she issued her students a few days ago. The next morning on the bus, Kate re-schedules a deadline in the students calender using her PDA. Since the VLE, Kate‘s back pain caused from carrying mountains of paper, has dramatically improved!

Transforming Learning

Section 3 of 4

Implementing eLearning

16 Transforming Learning

MISSION CRITICAL

EXPLORATORY

TIME

SUPPORTED STRATEGIC TRANSFORMATIVE

Phase I Phase 2 Phase 3 Phase 4 Phase 5

INSTITUTIONAL GROWTH

Transitions: Lessons Learned

Source: BlackboardSource: Blackboard

3. Early adopters

• IT Innovators• Focused on features and

technology• Decision Makers: CIO level

and down• Commercial vendors have

traditionally sold here

1. Timeline: 3 – 5 years

• All stages cannot be digested in 1 or 2 academic cycles

2. Planning

• Successful deployments rely on strategic planning at Dean/Rector level

• Ensure a clear vision and definition of the end-state for Phase 5

From Supported to Strategic: From Supported to Strategic:

Single most difficult transitionSingle most difficult transition

4. Pragmatists

• Rank and file faculty• Different needs than early adopters: focused on

problem solving and ease of use• Decision makers: deans, rectors, presidents,

Commercial vendors engaging more here as early adopter only deployment flounder

17 Transforming Learning

eLearning: Stages of Evolution – usability perspective

Universities must plan and manage these stages

MISSION CRITICAL

EXPLORATORY

TIME

SUPPORTED STRATEGIC TRANSFORMATIVE

Phase I Phase 2 Phase 3 Phase 4 Phase 5

INSTITUTIONAL GROWTH

- The campus has little to no WiFi or SPP

- Only a few Profs uploads materials online

- Student struggles to find available PCs in labs

- eLearning system is unsupported experiment

- Campus deploys 50% WiFi and SPP

- 20%+ of Profs post material/instructions

- Students able to read lecture notes online for some courses

- eLearning supported but not in wide usage

- 100% WiFi

- Staff realise they can save time & be more organised when delivering more content online.

- Student starts to work in virtual teams, dropping messages in the Uni portal monitored by Prof

- 80%+ courses delivered with online content

- Prof‘s hold webinars and hold e-polls to check understanding and grade students online

- Calender prompts students of deadlines, exams etc.

- All students have wifi laptops

- All courses use VLE

- Prof conducts fast online tests, tracks students learning process and adapts course material & teaching methods accordingly

- Student knows how they are competing among peers, totally reliant on VLE for content

18 Transforming Learning

Faculty: the key to success

• Faculty members are the single most important stakeholder –they will make or break any eLearning deployment

– Sit at the fulcrum-point between administration and students

– Typically do not care about university IT issues –focused on research and academic outcomes

• Faculty must be engaged from the very beginning

– Ensure both early-adopter and pragmatists are involved

– Need grass roots thought leaders in each department for 100% adoption

– A Full-time faculty support person/consultant (usually instruction designer/technologist – well versed in pedagogy and technology) will accelerate adoption

• Incentivize and recognize faculty members to ensure success

– Provide reasonable material/financial rewards to faculty that embrace the system

– Hold course design contests that recognize faculty members that spend the time/effort needed to move a course online

Faculty will make or break any eLearning deployment

19 Transforming Learning

Major considerations when adopting eLearning:

1. Language Support- Moodle along with dotLRN & Dokeos have broadest language support

2. TCO (Licensing, hosting, support, development, training)• Open source solutions such as Moodle can save significantly on licensing

• However, licensing is often a minority cost in the total solution

3. Interoperability with other IT systems• Integration with core systems like course registration and grading is critical

4. Key Features • Major features are common among VLEs (course material delivery, discussion

forums, online quizzes, etc)

• Student tracking and diagnostics and publisher content differ in among vendors

5. Skill set of University staff• Technical skill-set of IT staff (Java, PHP, Oracle, MySQL, etc)

• External vs. Internal hosting – TCO issue

6. Community Support Group (Open Source)• Who can I get help from? And from which other Universities may I benefit

(code) from?

Transforming Learning

Section 4 of 4

The VLE Landscape: EMEA Focus

Case Studies

21 Transforming Learning

Leading eLearning VLE’s

6800+35+3700+Schools Deployed

10 Million

Dutch, French, German, Italian, Japanese, Portuguese, Spanish, Simplified Chinese

Windows, Solaris, Red Hat Linux

Sun, IA

$10K - $85K*

Commercial

3.5 Million50K+Estimated Users (Students +

Faculty)

70+ languages

(see http://download.moodle.org/lang/ for complete list)

English, Japanese, Korean, Dutch, Chinese, Spanish

Languages Supported

Linux, FreeBSD, Unix, OS X, Windows

Windows, Solaris, Linux, OS X

Server OS

IA, PowerPCIA, PowerPCServer Arch.

NoneNone (but $10K annual dues for source access)

Annual Fees

Open Source (GPL)Shared Source* (must be a Sakai member for source access)

License

22 Transforming Learning

Player/Coun

ty FR GER UK ITA SWE ES POR PL RUS EGY ISR TUR

Open

Source MSFT

Anamelab X NA

Boddington XX Y Y

Britannica XX N

Claroline XXX XX XX XX XX X X X Y Y

Conductor XX N

Docebo XX Y

Dokeos XX X N

dotLRN XX XX XX Y N

Fronter X XX XX X N

ILIAS X XX Y N

IMC CLIX XX Y Y

LMS OLAT XX Y

LUVIT XX X N

It's Learning X X X XX N Y

Blackboard XXX N Y

Moodle XX XX X Y Y

Sakai X X Y Y

EMEA VLE Landscape – Key players

dotLRN: 42 languages, 500K users, strong in

Germany, Spain, Norway, Austria, Italy.

Scripting Approach. Open source license &

development

Fronter: Est. 1998 in Oslo. Europes commercial

leader. 65% share of Scandinavian overall Edu market!

– 90% share of Higher Ed!

No clear winner, except

Blackboard boasting

80% MSS in UK

X deployment exists

XX multiple deployments

XXX many deployments

NA

23 Transforming Learning

Customer Profile/Challenge Solution Results

• Instructors much more efficient and spend more

time on teaching

• Instructors able to keep better track of individual

students

• Students communicate more often and more openly,

especially outside class

hours

• Students engaged and learning off-campus and

away from network

• Orange New Jersey, USA

• 6000 graduate students --4800 undergrad students

• Increase instructor efficiency

• Empower totally mobilestudent learning

• Improve student interactionand communication

Blackboard Learning System™

with Backpack

Evaluation/Outcomes Management

• Real-time tracking of student performance

• Early warning system for at-risk students

eContent w/ Blackboard Course

Cartridges™

• Electronic content from publishers delivered online

Anytime, anywhere learning

• Backpack allows students to access course materials without network connection

Seton Hall University: Case Study #1Learning Anytime, Anywhere with Blackboard Backpack™

“Blackboard has transformed my teaching. Using Blackboard, I am more organized

and better able to respond to students in an effective way. Some students won’t talk

but will write – Blackboard allows them to have their voices heard . . .”-- Kelly Shea, Assistant Professor of Writing and Director of the SHU Writing Center

24 Transforming Learning

Customer Profile/Challenge Solution Results

33 campuses across Mexico

• 100K students, 9K faculty

Increase student enrollment

beyond traditional campuses –

establish “virtual university”

Reduce support and power

costs of desktop computer labs

Shift to student-centered

learning focusing on “real-world

knowledge”

Lotus Learning Space™ and

Blackboard Academic Suite™

• Rapidly shifted the Tech de Monterey virtual university to online courses starting in 1999

Student and professor laptop

purchase program

• Started in 1997 to reduce dependency on computer labs and promote anytime/anywhere learning

Tech de Monterey: Case Study #2Pioneering mobile computing and eLearning since 1997

Almost 100K laptops in

100% wireless campus

All courses (14,000)

delivered online

Tech de Monterey virtual

university reaches students

globally in North America,

Europe and Asia

eLearning system managed

across all 33 campuses with

only 14 support staff

25 Transforming Learning

Case Study #3

Background:- 200K students

- Largest ever Moodle deployment

- Ranked in UK top 5 Universities, No. 1 for student satisfaction

- 30% of students are spread over 50 countries WW

- 70% of students work full time

Currently:

• Investing ₤4M

• Hewlett Grant for 600 hrs of course material development

• Some use of ‚First Class‘ for conferencing – offline capability

• Employ 10 full time developers

Planned:

• Employ Pedagogy/Technology experts to help staff manage VLE (₤1M inv.)

• Many workshops

• Live in May 06 with 37 courses for 3K students, ca 2007 end = 100% online

• Possible collaboration to develop Moodle offline capability with Intel

26 Transforming Learning

Case Study #4

• 8,000 + Students, Received Catalan Gov grant to pilot open source

• Chose Sakai over Moodle and Claroline to replace WebCT (too expensive)

– Sakai backed by large US deployments

– More aware of Sakai

– Belief that Sakai will prevail as VLE leader

• 4,700 courses available in Sakai, In house hosting – want control

• 6 Pedagogic staff supervising content development

• The University are confident and satisfied with Java

• Employ 3 heads to run Sakai

– Sufficient for 100% VLE adoption

• Large divide exists between University Strategy and e-learning

– Management are busy focussing on Bologna activities

– No link between Bologna and e-learning

• (Non Intel) SPP with Catalan Gov – sold 200 in past year. 600 Laptops accessed campus WiFi = ca 10% Laptop penetration – WiFi nearlly 100%

• Online grading & evaluation tools are currently being modified – helps adoption

• No incentives are being given, despite 100% availability of VLE

• Full adoption only in new courses

– No one actively promoting/driving e-learning !!

27 Transforming Learning

Case Study #5

• Moodle was chosen for its modularity over Atutor & Illias (Germany) in 2004

• Scaled to 95K students

• Heavy reading material is still printed for students – easier

• 64 courses are delivered 100% online

• Moodle has a large footprint in NZ – 50% market share

28 Transforming Learning

Summary

eLearning is becoming core to the learning environment of

today‘s top Universities

– To compete globally institutions must improve their services to

attract and maintain students

– Utilisation of a eLearning solutions is a key part in increasing &

maintain student interest, interactivity & motivation

– Successful eLearning solutions require strategic planning and close

partnership with faculty/professors

Transforming Learning

More detail on key players

30 Transforming Learning

dotLRN

dotLRN

Stronger in Europe than USA. Extremely mature, stable and high performance core

Will focus on developing ‚best in class‘ apps e.g. Discussion forums

• Origin: MIT USA, 42 languages, 0.5 million users WW

• Open Source, GPL License, LAMP paradigm

• Scripting Approach (no Java), AOL web server software, SQL database, LINUX

• Built using OpenACS (Open Architecture Community System)

• Bergen (NOR), Heidelberg (GER) & Valencia (ES) = strong dotLRN contributing consortium

• Quality Assurance Process, 2 level maturity stage of code (compatible/certified)

• The .LRN Leadership Team manages operations, works with the open source community of

users and developers, and executes the goals of the Consortium as defined by the Board non

for profit). – Alfred Essa; Founder, Executive Director

• Key Differentiators:

– Aggregation across multiple communities – portal capability

» Excell in permissioning and access rights (unlike Moodle) – valuable for

research institutions/alum/life long learners

– Enterprise Class – Highly Scalable (Vienna School of Business and Economics)

– Open development methodology based on merit (Sakai‘s is closed)

31 Transforming Learning

CLAROLINE

CLAROLINE

• Origin: Belgium – Catholic Univirsity of Louvain. Developed as a result of a bad

experience using „complicated“ Blackboard. Deleted unneeded functionalities &

simplified remaining ones focussing on ‚ease of use‘.

• Established: 2000, supported by Louvain Foundation. From 2004 co-

developed with CERDECAM.

• Open Source (GNU/GPL License)

• Languages: 31, 70 countries

• Deployments: 571 WW

• Linux, MSFT, Mac

• Based on PHP/MySQL; SCORM, IMS compliant

• Differentiator: Ease of use, non complex, minimal training & support,

selected functionalities

32 Transforming Learning

FRONTER

• Fronter

• Origin: Oslo – 1998 – CEO‘s; Bjorn Hadler and Roger Larson, 60 employees

• Vision: Be the European Education ‚Operating System‘ for all students – all content accessed via

Fronter

• Commercial: („made by teachers for teachers“ – dedicated reference groups – 15 meetings per

country per year) – comparable with ‚community ware‘ (Sakai‘s approach)

• Prof‘s demos: Employ numerous professors to demonstrate and promote Fronter to academics

• Languages: 12, Wide central Europe coverage, 60 web based tools

• Users: 2 Million, 650 customers within Education

• Deployed in 32 from 36 Colleges and Universities in NORWAY

• 60-65% MSS in Education for Nordic

• Diverse customer base

• CEBIT Innovation prize winners – 2004, 2006

• Active Synchronization of files

• Typical secondary school deployment = ₤1500 pa

• IMS, AICC; SCORM complient

Self Managed VLE‘s:

„Ultimately more expensive than Managed VLEs“ (Fronter) - salaried technicians, server leasing & maintenance costs, IT security, system updates, modifications & customisation, time management issus etc

33 Transforming Learning

It‘s Learning

It‘s Learning

• Origin: Bergen, Norway

• Commercial, rated by Deloitte Fast 500 (# 58)

• 7 EMEA countries

• 30-40% Norwegian Higher Ed students using platform

• Strong in Norway K-18

• IMS compliant

• Differentiatior: Unsurpassed user friendliness and flexibility, meets needs of

blind and visually impaired (WAI & Section 508 compliant)

34 Transforming Learning

Moodle Commercial Support and Deployment Solution Providers by Geo

• APAC/IJKK

– Australia (Harvest Road): http://www.harvestroad.com.au/

– Australia (LAMS International): http://www.lamsinternational.com/

– Thailand (TENTC): http://www.tentc.com/tentc/

– New Zealand (Catalyst IT): http://catalyst.net.nz/var/cm/cm-moodle.php

– Japan (Mistek Consulting): http://mitstek.com/

– Japan (Manabu3): http://www.manabu3.com/moodle/

– India (Radius Consultancy): http://www.radiusconsultancy.com/

• EMEA

– Italy (Media Touch 2000): http://mediatouch.moodle.com/moodle/index.php

– Switzerland (mediagonal ag): http://moodle.mediagonal.ch/

– UAE (Human Logic): http://www.human-logic.com/

– UK (Pteppic): http://www.pteppic.net/

– UK (How to Moodle): http://howtomoodle.com/

– UK (Synergy Learning): http://www.synergy-learning.com/

– Spain (Generazion): http://www.generazion.com/website/default/

– Spain (Sadiel): http://www.sadiel.es/default.asp

– Germany (Unodo): http://www.unodo.de/moodle

35 Transforming Learning

EMEA Driver: The Bologna Process

• Key implications and effects:

– European Universities compete more globally for students– Standardization of degrees across participating countries (starting with graduate level)

– Increased student mobility within EMEA– Potential IT investments to interconnect information systems across EU universities

– eLearning systems likely to increase as student demand grows and universities compete abroad

The Bologna Process is the commitment by 45 countries to reform their higher education

systems in order to create convergence at the European level.

The ultimate aim of the Process is to establish a European Higher Education Area by

2010 in which academic staff and students could move with ease and have quick fair

recognition of their qualifications. Source: European Network of Information Centers (ENIC)

36 Transforming Learning

MISSION

CRITICAL

EXPLORATORY

TIME

SUPPORTED STRATEGIC TRANSFORMATIVE:THE NETWORKED

LEARNING

ENVIRONMENT

Phase I Phase 2 Phase 3 Phase 4 Phase 5

INSTITUTIONAL GROWTH

Managing the Transitions

1

2

34

5

1

2

34

5

1

2

34

5

1

2

34

5

37 Transforming Learning

DefineStakeholder

Issues/Problems

Create StrategicVision

1 DefineDefine

Support 5Implement 4Procure 3Select 2Define 1

Life Cycle Methodology

Select Solution

2 SelectSelect

Construct ValueAnalysis

Evaluate OptionsObtain Approval

Finalize Contract

3 ProcureProcure

Design

4 Implement

QA/Test

Deploy/Support

Develop

Assess Operations

5 Support

Manage Costs

Monitor Adoption

Maintain Training &Support

38 Transforming Learning

What Students in the US Expect from the University

39 Transforming Learning

MISSION

CRITICAL

EXPLORATORY

TIME

SUPPORTED STRATEGIC TRANSFORMATIVE

Phase I Phase 2 Phase 3 Phase 4 Phase 5

• Delivery of rich online digital learning materials

• Per student academic diagnostics & tracking

INSTITUTIONAL GROWTH

eLearning: Stages of Evolution – technical perspective

Source: BlackboardSource: Blackboard

• Experimental system

• Not officially supported

• Purchased or deployed system

• Some courses officially supported

• Server support only (not end-user)

• Not integrated w/ other IT systems

• No single-sign on

• Integrated with core IT system• Course registration

• Grades

• Single sign-on

• Support for students and faculty

• 80%+ courses online and used extensively

• Day to day business of university dependant on eLearning

• Critical part of IT infrastructure

Universities must plan and manage these stages

40 Transforming Learning

Tom is second year student who lives off-campus. He finds himself always on the go, and is pleased at the his University’s flexible network access options. When on campus he is able to easily connect wirelessly to a number of hotspots, both indoors and outdoors. Roaming is no problem, as he is able to quickly sleep his laptop after one class, move between campus buildings, and seamlessly reconnect to the to the 802.11 network.

He works a few hours each day at the IT help desk. He is able to quickly and securely grant network access to guests’ mobile clients thru a SSL-based certificate installer or via their USB drive. Each help desk employee carries a VOWLAN handset, which keeps them all connected throughout the 6-story building.

Tom enjoys studying at a nearby off-campus coffee shop. Using a standard IPSec VPN client, he can securely connect into the university, gaining full access to campus network and apps. He pays only $10/mo. for this as part of a University agreement with a national WISP.

Back in his apartment, Tom’s broadband access permits him to regularly communicate with his friends and peers using a number using a number of collaboration tools, including multi-party IM, VLE software and a VOIP softphone.

Secure Collaboration Across a Wireless MeshInfrastructureInfrastructure

Optimized RoutesOptimized Routes

Passive Passive

Ceiling Ceiling

AntennaAntenna802.11 APs,802.11 APs,

IP/CellularIP/Cellular

SwitchesSwitches

Backhaul (Backhaul (GbEGbE, WiMax, etc), WiMax, etc)

BuildingBuilding

Campus MeshCampus Mesh