ulcc moodle user group (he) july 2014
DESCRIPTION
Slides from the ULCC Moodle User Group for HE customers, held on Tuesday 22nd July 2014TRANSCRIPT
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Moodle User Group (HE)
Tuesday 22nd July 2014
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Welcome
Richard Maccabee
@ulcc www.ulcc.ac.uk
Customer Portal Update
Frank Steiner
@ulcc www.ulcc.ac.uk
Customer Portal Update
• New theme currently undergoing testing
• Switch-over to happen by end of July
• Once live feedback via [email protected]
• Short demo
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Ways to log an incident - Recap
CustomerPortal
Subject:Your INC0010048 has been logged
020 7862 8111 [email protected] ulcc.service-now.com
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Moodle Service - Upgrades
Emily Walker
@ulcc www.ulcc.ac.uk
Moodle Service - Reporting
Dave Kenworthy
@ulcc www.ulcc.ac.uk
Taxonomy
• Server Level Reporting
– CPU, disk, memory etc.
• Web Reporting – traffic analysis e.g. Google
Analytics Application reporting - transaction timing, database statistics
• Service Reporting – SLA related stats e.g.
Availability, incident response.
• VLE Reporting – courses, assignments, activity
types, etc.
• Analytics – e.g. data mining to improve
student retention.
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Server Level Reporting
• Used for early warning of failures that may impact service availability and performance– Disk space– Data centre temperature– Network router failure– Etc.
• Currently use Nagios, SolarWinds etc.
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Web Reporting
• Used for analysis of both traffic and performance of web site or application
• Currently use Google Analytics, New Relic, Statuscake, Panopta, and others
• Google Analytics available to customers upon request.
• Bloom will include service option to use New Relic.
@ulcc www.ulcc.ac.uk
Service Reporting
• Reporting on performance of ULCC against agreed service levels such as availability and incident resolution
• Currently more manual than is ideal
• Bonsai/Bloom will introduce regular monthly reporting (basic at first but improving regularly)
@ulcc www.ulcc.ac.uk
VLE Reporting
• Used for understanding what usage is being made of the VLE
• Reporting plugin is now included in standard build with limited set of reports
• Reporting service available which provides daily copy of Moodle data to run extended set of reports without impacting performance
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Analytics
• Using sophisticated ‘intelligent’ software to extract meaning and predictions from large datasets.
• ULCC are currently working with IBM and others to develop a shared service focussed on improving retention through use of Analytics.
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Moodle Service – Bloom/Bonsai
John Hilton
@ulcc www.ulcc.ac.uk
Context
• Ensuring our services are built on firm foundations
• Providing clarity
• Evolution of previous Bloom offerings
• Ensure we have an e-Learning service for all needs and all budgets
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Common Features
• Standardised ULCC-Moodle Build
• Quarterly Updates
• Time-bounded support
• No access to infrastructure
• Monthly Service Reports
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Key Features - Bonsai
• 99% Availability Target• Basic Performance Target• 1 day/year inclusive support time• Weekly backup retention• Other boundaries/restrictions
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Key Features - Bloom
• 99.9% Availability (with service credits)• Performance SLA (with service credits)• Unlimited Storage• 3 days/year inclusive support time• Annual Health Check
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Chargeable Options - Bonsai
• Support+• Additional Processing Power• Additional Storage
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Chargeable Options - Bloom
• Support+ (Bronze/Silver/Gold/Platinum)• Enterprise Enhancements
– DR, SSL, OOH, Reporting etc.
• Customisation– Private Theme, Tailored, Leading Edge
• Moodle Spaces– Pre-Production, Dev/Test/LoadBox, CYA
• Bolt-On Services– Mahara, Equella, MediaSite, Echo360 etc.
@ulcc www.ulcc.ac.uk
Bonsai/Bloom Comparison
Standard Build
Quarterly Updates
Access to Infrastructure
Service Credits
Availability
Storage
Support Time
Options
Bonsai
99.0%
Quota + £
1 day/year
Limited
Bloom
99.9%
Unlimited
3 days/year
Full
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Service Descriptions
Available Now• Bonsai
• Bloom
• Support+
• Enhanced Availability
• Private Theme
• Tailored
• Leading Edge
• Pre-Production
• Mahara
@ulcc www.ulcc.ac.uk
Service Descriptions – Coming Soon
End August 2014 End October 2014 End December 2014
TestBox Enhanced Security Disaster Recovery
DevBox Course Year Archive LoadBox
Enhanced Performance Monitoring
OOH Upgrade Equella
Enhanced Reporting OOH Call Centre MediaSite
Echo360
@ulcc www.ulcc.ac.uk
Bonsai
• Default replacement for all existing contracts at next annual renewal point– No change to price, excluding RPI adjustment– Existing contractual terms and conditions– Schedule 1 and 2 replaced with Bonsai Service
Definitions
• Harmonisation– Small variation on current pricing i.e. a reduction to
the standard– Some clients on incorrectly assigned service level
and/or using more than designated storage
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Bloom
• Upgrade path for Bonsai and current standard contract clients– New contractual terms and conditions built
around SaaS provision– Not applicable to all clients
• Harmonisation– Some clients on incorrectly assigned service level
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Next Steps
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Service Outage
Frank Steiner
@ulcc www.ulcc.ac.uk
Service Outage – The Incident
11.00• Network management
system reported ‘flapping’ of MAC addresses
• Initial diagnosis identified software issue in one of the core switches
12.00• decision to isolate core
parts of the infrastructure• Establishment of
emergency response task force to manage resolution and communication of incident
12.45• First official
communication vie ULCC website
• Establishment of hourly progress meetings
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Service Outage – The Incident
15.30• Access to Moodle
services is fully restored
• Hardware fault rather than software issue – as initially diagnosed – was identified as cause
18.35• Network maintenance
provider arrived on-site with replacement hardware
21.30• Replacement
backplane and management cards have been installed, network (external & internal) being fully restored
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Service Outage – Actions
1. Core Network Replacement
2. Review of Critical Incident Response Plan
3. Review of Communications Plan
4. e-Learning Service Resilience Review
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Critical Incident Comms Plan
ADSL
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Critical Incident Comms Plan
1. Acknowledgement of critical incident, even if we don’t know the cause
2. Automated text message alert (Emergency contacts, record keeping!)
3. Customer portal / ULCC website & Service Desk Message
4. Social Media for incremental updates & responses
5. At least hourly updates throughout duration of any critical incident
6. Official closure of incident (Incident Report & Lessons Learnt)
@ulcc www.ulcc.ac.uk
Customer Showcase
Tim Neumann, IOE
Assessment Careers Reporting Tool
Assessment Careers: Enhancing Learning Pathwaysthrough Assessment
Tim Neumann
Assessment Careers
• 3 year project funded by JISC with the aim of using technology to enhance assessment and feedback
• www.ioe.ac.uk/assessmentcareers
• Project Director: Dr Gwyneth Hughes
35
Some current problems with feedback
• Lack of learner engagement with and understanding of feedback (Lizzio & Wilson, 2008).
• Feedback does not encourage dialogue
(Nicol & Macfarlane-Dick, 2005).• Inefficiency in terms of effort and impact.• Rarely scrutinised.• Inconsistent practice.
• Lack of information about progress – this could be motivating (Hughes, 2014).
• Critique and advice focused on the current assignment. Often too late to be helpful.
• Few feedback on generic and discipline skills. • Feedback is not stored and readily accessed over time.
37
Lack of continuity
Assessment Careers Project
• Year 1: Baseline reporting and feedback analysis• Year 2 (2012/13): Five programmes pilot a
Student Response form (cover sheet)• Year 3 ( 2013/14) Institutional implementation including a
Moodle feedback reporting tool
Assessment Careers: Institute of Education website:
www.ioe.ac.uk/assessmentcareers
Pilot programmes
Pilot 1 MA Education, Health Promotion and International Development
Pilot 2 MRes in Educational and Social Research
Pilot 3 MA Clinical Education
Pilot 4 MA/MSc Psychology of Education
Pilot 5 PGCE Primary
Approx. 400 students and 30 staff in total.
Student Feedback Response Forms(pilot with ca 400 students & 40 staff)
Thinking about the feedback on your draft or previous assignment:
Indicate what the key points were.
State what action you took to respond to previous feedback while preparing the current assignment.
40
Your response will help your assessor identify the progress you have made and suggest further action to help you develop.
Student Feedback Response Forms
If you would like feedback on any particular aspects of your assignment, please make a note of what you would like the feedback to address.
41
Pilot reports on using Student Feedback Response Forms
Staff: • Generally positively received.• Concerns over increased workload.
Students:• Use of forms patchy, responses to them mixed. • Student response depends on ‘Assessment Literacy’,
ie the capacity of students to engage with the process.
42
Tools to Support Assessment Careershttp://link.lkl.ac.uk/jisc-ac-techreport
Technology plays a role in the following areas:
1. Assessment and feedback MANAGEMENT:>> provide a holistic overview of a learner’s development
2. Assessment and feedback QUALITY:>> incorporate dialogue into feedback, improve assessment design through inspiration
43
Related ProjectsJISC Assessment & Feedback Programme
• FASTECH: http://www.fastech.ac.uk
• InterAct: http://blog.dundee.ac.uk/interact
• Assessment Diaries: http://assessdiariesgrademark.wordpress.com
• Online Coursework Management: http://as.exeter.ac.uk/support/educationenhancementprojects/current_projects/ocme
• Making Assessment Count:http://sites.google.com/a/staff.westminster.ac.uk/mace/home
44
Student Assignment Report
• Based on ULCC Reporting/Analytics Framework• Runs with light version of Reports Dashboard
• Provides access to a student’s full submission history for tutors, even if not enrolled in the same courses
• Currently captures Moodle Assignment & Turnitin
45
Screenshot
46
References
Hattie, J. & Timperley, H. 2007. The Power of Feedback. Review of Educational Research 77 no. 1: 81-112.
Hughes, G. (2014) Ipsative Assessment: Motivation through marking progress Basingstoke: Palgrave Macmillan.
Lizzio, A. & Wilson, K. 2008. Feedback on assessment: student’s perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education 33 no.3:263-275.
Nicol, D. & Macfarlane,-Dick, D. 2006. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31 no. 2: 199-218.
47
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Customer Showcase
Greg Crichton & Adrian Kent, Oxford Brookes
Outsourcing Journey
Oxford BrookesOur outsourcing journey
Why we started to outsource
E-learning agenda.
Academia wished to improve offerings for e-learning.
Little in house capacity and expertise for hosting.
Shared educational ethos with ULCC.
Programme to enhance student experience
Provided driver for move from Blackboard to Moodle.
● Features● Mobile● Community
No in house expertise in Moodle
Not just the hosting need;We had a knowledge need.
Hosting of Moodle
When & how long:
ITT issued 6 June 2011Contract signed with ULCC Oct 2011Still smiling
Who:
We have the following people supporting our ‘technology enhanced learning’:Built up to 3 FTE developers (not Moodle exclusive), 3 e-Learning Technologists, OCSLD, 8 Faculty e-Learning Technologists.
What we would do better?
Co-ordinating Incident management(Service Now)Change Management (ITIL)Community engagement
What else have we outsourced?
Alfresco – document management
Equella - RADAR
The Future….is uncertain
Any questions?
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Customer Showcase
Steven Malikowski, SGUL
Simulations in Moodle
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Customer Updates
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SAVE THE DATE
ULCC Moodle Xmas EventSenate House
Tuesday, 9th December 2014
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End