Presented at Open Apereo 2014 Conference in Miami, FL -- We reviewed the processes taken and lessons learned during our transition from Blackboard 9.1 to Sakai CLE 2.9 with the goal of helping other schools going through similar transitions.
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1. READY, SET, GO! FROM BLACKBOARD 9.1 TO SAKAI CLE 2.9 IN LESS
THAN 6 MONTHS
2. Presenters & Contributors Sean Ohlinger Technology
Coordinator at Loyola with focus on technology in the classrooms
including Sakai, lecture capture, and control systems; providing
support at Loyola since 1997. Jennifer Tyler Online Educational
Technologist at Loyola supporting faculty and providing training in
various e-learning technologies including Sakai, Adobe Connect,
video repositories, and more. Jack Corliss Senior Analyst in
academic and research support at Loyola for last 35+ years, a
primary system administrator of LUCs Sakai CLE 2.9. Expertise in
LMS system metrics, data integration, and more. Lauree Garvin
Senior Educational Technologist at Loyola responsible for system
administration and user support for Sakai as well as statistical
applications, QDAs, and online survey applications.
3. When faced with the challenge of rapidly moving from
Blackboard 9.1 to Sakai CLE, we had to craft multiple solutions for
success We will review processes taken and lessons learned with the
goal of helping other schools going through similar transitions
Overview
4. Loyola University Chicago Private, Jesuit Catholic
university in Chicago with 16,000 students across 5 campuses
including Rome, Italy The only one of 28 schools in the Association
of Jesuit Colleges and Universities utilizing Sakai CLE as primary
LMS Sakai CLE instance is hosted by Longsight Former Blackboard
school of 10 years, hosted by Blackboard Managed Hosting As of
Spring 2014 2,229 active course sites, 161 online courses LMS
Support Four full-time employees in Instructional Technology and
Research Support Pedagogical support from our Faculty Center for
Ignation Pedagogy Two schools have additional, dedicated staff for
instructional design and tech support Institution Introduction
5. Began with eCollege (Pearson) Moved to Prometheus (developed
by George Washington University) Prometheus purchased by Blackboard
At that time (2004) LUC looked at Sakai as an alternative to
Blackboard Did not choose Sakai because of lack of track record and
lack of hosted option Followed progress of Sakai when hosted
options became available Sakai reconsidered LMS History at LUC
6. Tasked with evaluating open source LMS options by our CIO
and Provost in the Fall of 2011 Cost and flexibility to include
non-LUC users were driving factors for consideration Looked at
Sakai and Moodle because: Both were mature systems with hosted
options Both were in use by institutions that were similar to LUC
in terms of size and governance Why consider open source LMS?
7. Questions to Address: Open source LMS a feasible
replacement? If not, can we use open source as a supplement to
proprietary LMS? Two Hosted Pilots: Intent was to run six courses
with a combined enrollment of approximately 200 students per
semester on each system Fall 2011 semester - seven courses on each
system with a combined enrollment of 562 students Spring 2012
semester - eight courses on Sakai and four on Moodle with a
combined enrollment of 380. Recommended Sakai over Moodle as
replacement for, rather than a supplement to, our proprietary LMS.
Alternative Learning Management Systems Pilot
8. Sakai system administration was less problematic than Moodle
Sakai was easier to support at the faculty level Learning curve for
Sakai not as steep as that for Moodle One-half of Moodle faculty
dropped out of pilot at end of Fall 2011 semester Students found
Sakai easier to use than Moodle in terms of navigation and tools
Why Sakai instead of Moodle?
9. For faculty, Sakai features like My Workspace, the ability
to make parts of a course public, download/upload assignments,
Email Archive, a functioning Calendar tool, and the ability to
create site-specific roles, offset decreases in the functionality
of other tools (such as the Gradebook, Wiki interface,
group-grading in Assignments) When students in the pilot were asked
which LMS they preferred, Blackboard or Sakai, 65% of the 249
students responding to the Fall 2011 evaluation survey chose Sakai
Among students choosing Sakai, 53% cited ease of navigation as one
factor in their preference Why Sakai instead of Blackboard?
10. In October 2012, college deans recommended moving to Sakai
by May 2013 rather than May 2014 Our eighteen month migration time
frame was now compressed to six months Less time to review tools
and other features of Sakai and develop institution-specific
documentation Course migration had to start immediately SIS
integration had to be fully functional for the summer sessions
beginning in May Improve system admin processes through the upgrade
(positive in LDAP, in Sakai) Formal training had to begin
immediately The Challenge
11. After identifying which open source LMS we assumed we would
have an additional year to Increase number of faculty in the pilot:
To better understand more completely the difference between tools
Get more faculty feedback on tools so we could address concerns
Develop support strategy to train faculty in new system Develop
migration strategy for courses Assumptions After First Year of
Pilot
12. FCIP Pedagogy support group recommended creating courses in
Sakai from scratch Hands-on migration support was provided to a few
faculty (27 total) App connected with SIS to enable instructors to
select just one section of a course if possible reduce the size of
the task Course Migration
13. Three rounds of migration - Spring 2011 to Summer 2012
courses - Fall 2012, Winter 12-13, and J-Term 13 courses - Spring
2013 courses - Re-migrated all the first round courses in attempt
to collect missed Bb 9.1 files - Ended up with 2,330 courses from
the three rounds of migration Provided faculty instructions about
migrated content Approximately only 10% of migrated courses were
actually used Course Migration
14. Formal training began in December 2012 37% of full time
faculty were formally trained 12% of adjunct faculty were formally
trained 3% of staff were formally trained From December 2012
through Spring of 2013 Formal Training Sessions
15. Drop-in support hours were increased dramatically (66% -
from 330 hours per semester to 548 hours per semester) in
preparation for the move to Sakai. Support sessions offered at both
campuses, Monday through Friday, with morning and afternoon
coverage Extended drop-in support to evenings and week-ends during
the two weeks prior to start of Fall 2013 semester Faculty had
option of attending drop-in virtually Results: faculty used only
one-fifth of drop-in time; we over-prepared. Increased Staffed
Support Hours
16. Time Used by Time Available 0% 10% 20% 30% 40% 50% 60% 70%
80% 90% 100% Fall 2010 Spring 2011 Fall 2011 (move to BB 9.1)
Spring 2012 Fall 2012 Spring 2013 Fall 2013 (move to Sakai) Spring
2014 Percent of Staffed Time Unused Percent of Staffed Time Used
(non-LMS) Percent of Staffed Time Used (LMS Only)
17. Provided 69 summer drop-ins and 142 fall Sakai drop-ins
Numbers of drop-ins increased by 402 % over drop-ins for BB 9.1
upgrade in 2011 - Summer (13) and Fall (29) Sixty-four percent of
these drop-ins occurred during the first five weeks of the sixteen
week (counts week of final exams) Fall 2013 semester Used only 19%
of the staffed drop-in time - Of that 19%, 12% was used to support
the LMS Drop-in Support Numbers
18. LMS ticket volume for the Fall 2013 semester was almost
identical to the volume we experienced in our upgrade from
Blackboard 8 to Blackboard 9.1 Compared LMS ticket numbers for the
period beginning two weeks before the start of the fall semester
through the week after final exams for the BB 9.1 upgrade (n=1041)
and the move to Sakai (n=1142). Helpdesk Support
19. Comparison of LMS Ticket Log 0 50 100 150 200 250
Comparison of Numbers of HEAT Tickets Move to BB 9.1 (F11) vs. Move
to Sakai (F13) Sakai Tickets BB 9.1 Tickets
20. No huge differences in the types of support we provided
between our Bb 9.1 upgrade and our migration to Sakai. Biggest
differences were in the areas of course site manipulation by system
admins (an increase of 6%) and LMS account issues (a decrease of 4
%). Hoped that the Publish Site button would decrease tickets
related to students unable to view sites but this was not the case
(7% vs 5%). Support for What?
21. All the behind-the-scenes work going on Goal was to
replicate the processes that worked with Bb so the switch would be
rather transparent for instructors SIS integration: auto creation
of course shells and auto assignment of students and instructors
via SIS data SIS Course ID as Sakai internal site ID instead of the
random assignment of numbers and letters Similar processes used as
those already created for Bb Able to automate the process with
Sakai straight from the beginning, thanks to almost 10 years prior
experience with Bb LDAP authentication System Administration
22. Final data required/provided from Blackboard archives and
timing Goal In Fall 2012 we were running 2,100 courses using
Blackboard with about 14,000 students having at least one course In
Fall 2013 we needed to have 2,100 courses using Sakai with about
14,000 students having at least one course Collected all metrics to
send to Sakai host Longsight so they were able to replicate our
environment from previous term - User accounts, course sites,
instructor/staff assignments and student enrollments - Disk space
for data base and application data, bandwidth, and application
servers (started 3, added 1 at the right time, and recently added a
development application server) - Daily login metrics from an 18
month period: logins, content posted, course sizes, assessments
submitted and discussion postings. No surprises for our host so
they knew what was needed System Configuration
23. Had a back-up of Bb archives available of all courses from
last 18 months (over 18,000 courses total!) Keep in mind, System
Administration had two tasks: Shut down Blackboard and Bring up
production of Sakai for start of summer 2012 Good vendor
relationships were important with both hosts of our LMS systems
Blackboard redid the batch archives of Spring 2013 even after our
contract had expired Our success with system administration to meet
goals due in part to having developed best practices that we were
to use with this task System Configuration
24. Integrations Integrations in Place: Adobe Connect iTunes U
Turnitin LTI Integrations: Piazza VoiceThread i-Clicker Panopto
(came later)
25. It IS possible for a large university to move to Sakai in a
short amount of time, with a third-party vendor We recommend
hosting initially, or at least have someone come in to help
establish the system Start course migration as soon as possible to
allow enough time to identify issues and fixes as needed, as well
as communicate changes to faculty Faculty and students found Sakai
self-explanatory and easier to navigate than expected which allowed
for simplified training Determine if course migration is really
necessary? - How much will actually be used? (approx. only 10% of
our migrated courses were used!) Lessons Learned
26. QUESTIONS? THANK YOU! Contact Us Loyola University Chicago
Instructional Technology and Research Support (ITRS), [email protected]
Jack Corliss Senior Analyst, [email protected] Lauree Garvin Senior
Educational Technologist, [email protected] Sean Ohlinger Technology
Coordinator, [email protected] Jennifer Tyler Online Educational
Technologist, [email protected]