Planet Sakai

October 22, 2016

Michael Feldstein

The Great Unbundling of Textbook Publishers

When we hear the phrase “unbundling” in education, it usually refers to one of two things. Either it’s about unbundling the university into component parts like separating courses from certification or it’s about unbundling content from textbooks or courses into discrete learning objects. On the spectrum from “figment of the imagination” to “the one and only future,” both of these types of unbundling fall closer to the figment side into some version of “real in some significant sense but highly overrated.” But there is a different kind of unbundling that is beginning to happen that I feel confident is going to be very real: The unbundling of textbook publishers from content.

For most of their existence, the center of the universe for textbook publishers has understandibly been the book. Selling textbooks was a very profitable business for a very long time. Everything else that a publisher produced was called an “ancillary.” Slides? Flash cards? Digital resources? All ancillary to the dead tree product. Even when publishers figured out that they could charge money for some related products and services, they typically thought about them in terms of enhancing their book business. Homework platforms were “aligned” with particular textbooks. “Custom” publishing, where the publisher cobbles together different book sections and other resources for an individual instructor, department or institution, was seen as a means of selling more content to people who wouldn’t select the company’s book off-the-shelf.

All of that is changing. In fact, it has been changing slowly for a while now. Homework platforms have been big business since Pearson scored major success with MyMathLab. As the homework market matured, publishers have, through long process of trial and error, finally begun to hit on general-purpose digital products for disciplines that aren’t heavy in traditional homework. These products move up the value chain, solving both class management and genuine teaching problems that paper textbooks can’t. And publishers are starting to see real business success with them. For example, McGraw-Hill Education announced this year that their unit sales of digital products have overtaken print products. Cengage told IHE in the spring that they are “on track this fiscal year to see digital sales surpass print sales, both in terms of unit sales and revenue.”

Meanwhile, publishers have also begun to discover that there is real money in some services. They started in Online Program Management (OPM), helping schools develop online degree and certificate programs. These services often include course design, which you can think of as a few steps beyond the custom publishing business into actual instructional design, and they also often include services that are more oriented to the business and management aspects of online programs, from marketing to managing registrations. They even include financing in many cases. Just like General Electric started its own bank so that it could help customers buy appliances on credit, many of the OPMs, whether or not they are associated with textbook publishers, pay for a lot of the up-front costs of program development in return for a share of the program revenues. This is all big business. Pearson spent $650 million to acquire OPM company EmbanetCompass in 2012. And while they probably overpaid, that’s still a big chunk of change. That same year, Wiley only paid a paltrey $220 million for OPM company Deltak.

So the textbook publishers have been diversifying out of print in higher education for some time, even though it has been a slow process and even though many of them are still pretty book-centric in their thinking. But that process is going to accelerate because we are reaching an inflection point in the commodification of content. Students are getting better and better all the time at avoiding buying the textbook. Meanwhile, market options proliferate and improve. Textbook rental companies are getting four or five semesters of rental out of one book, which is four or five semesters’ worth of sales that publishers are missing. Publishers have responded by offering their own rental services and low-priced options, but these are all defensive actions.

The straw that breaks the camel’s back may turn out to be OER. One recent survey found that 5.3% of courses are using open textbooks, while another found nearly identical results. That may not sound like much, but as profit margins for the print business continue to come under pressure, every sale matters more. If OER adoption were to reach double digits—which seems plausible—it could put publishers’ print business into a financial crisis.

Keep in mind, too, that “print” is really a misnomer given that straight ebook conversions of textbooks have never sold very well. What we’re really talking about is not analog versus digital but flat content versus interactive educational support.

If current trends continue, then textbook publishers will soon find that it no longer makes sense for them to be selling products based on the value of the content. The real money will be in a few areas:

  • High-end digital products that directly or indirectly improve student outcomes
  • Related services that help colleges improve student outcomes
  • Services that help colleges improve the unsexy but critical aspects staying viable, from marketing to administration
  • Loans to schools looking to make changes that will (theoretically) make them more sustainable in the long run but require significant up-front investment—preferably in the products and services of the company offering the loan

While good content will be necessary for some of these offerings, it will no longer be the primary value of the thing being bought. Meanwhile, the use of pure content (in either paper or digital form) will continue to be substantial. But it will no longer be profitable enough for the textbook publishers given the margins that they and their shareholders have grown accustomed to. These companies won’t be able to afford to just kill off their content businesses because they will still account for a very significant portion of their revenues. But they won’t be able to afford the expense of maintaining them either. They will have to find ways of unloading large portions of their catalogs through sales or licensing deals.

How this ultimately works is anybody’s guess. It will be tricky for the publishers, both because they can’t afford to have those revenues collapse until their transition to other business models is complete and because they can’t afford to lose all control over the content that they need for their high-end digital products. But something along these lines is going to have to happen in the next few years. And OER development and adoption will likely accelerate as a result. Once publishers exit the steel-making industry and enter the automobile-making industry, their interest will switch from wanting steel prices to be high to wanting steel prices to be low.

The post The Great Unbundling of Textbook Publishers appeared first on e-Literate.

by Michael Feldstein at October 22, 2016 03:33 PM

October 21, 2016

Michael Feldstein

Recommended Viewing: Learning Analytics Webinar on Caliper and xAPI

If you follow learning analytics closely, you may be aware that there are two learning analytics standards—Caliper and xAPI—that appear competitive with each other at a casual glance. A webinar hosted by the Apereo Foundation between Anthony White, who is deeply involved with Caliper in the IMS working group on behalf of the University of Michigan, and Aaron Silvers, who works on xAPI through the Data Interoperability Standards Consortium (DISC), had an hour-long conversation about how the two standards relate to each other.

The Apereo news page where I found the video gives a disclaimer about the views of the presenters being solely their own, which sounds like a standard thing but leapt out at me as being a little odd in this context. I’ve heard second-hand rumblings that the growth of these two standards has re-envigorated the periodic diplomatic negotiations between the two standards bodies about how they should be working together (some of which is actually confirmed in the video), so I suspect that more than the usual care is being taken to make the conversation officially unofficial. Still, it’s really helpful to hear two practitioners who are familiar with the respective specifications talk about the details, if you’re into that sort of thing.

The post Recommended Viewing: Learning Analytics Webinar on Caliper and xAPI appeared first on e-Literate.

by Michael Feldstein at October 21, 2016 03:26 PM

Adam Marshall

WebLearn unavailable Tuesday 25 October 7-9am

cisco-routerWebLearn will be unavailable between 7-9am on Tuesday 25 October 2016, there will be no service
during this period.

This action is necessary to allow IT Services staff to apply essential security fixes to the underlying Linux servers.

Please accept our apologies for any inconvenience that this essential work may cause.

by Adam Marshall at October 21, 2016 02:36 PM

October 20, 2016

Apereo Foundation

Learning Analytics Webinar: The State of xAPI and IMSGlobal Caliper

Learning Analytics Webinar: The State of xAPI and IMSGlobal Caliper

Apereo webinar examining two critical standards in learning analytics space - xAPI, and IMSGlobal Caliper originally aired on October 19, 2016.

by Michelle Hall at October 20, 2016 03:44 PM

Learning Analytics Webinar: The State of xAPI and IMSGlobal Caliper

Learning Analytics Webinar: The State of xAPI and IMSGlobal Caliper

Apereo webinar examining two critical standards in learning analytics space - xAPI, and IMSGlobal Caliper originally aired on October 19, 2016.

by Michelle Hall at October 20, 2016 03:44 PM

Learning Analytics Webinar: The State of xAPI and IMSGlobal Caliper

Learning Analytics Webinar: The State of xAPI and IMSGlobal Caliper

Apereo webinar examining two critical standards in learning analytics space - xAPI, and IMSGlobal Caliper originally aired on October 19, 2016.

by Michelle Hall at October 20, 2016 03:44 PM

Michael Feldstein

Recommended Reading: Article in Chronicle on Measuring Learning

Dan Barrett’s piece over the weekend in The Chronicle, “The Next Great Hope for Measuring Learning,” deserves a close read. He describes in some detail a ground up effort by faculty and administrators across several institutions to define and measure what it is that students are learning and why it’s important. In doing so, these faculty and administrators are moving beyond looking simply at content mastery and focusing on broader skills of quantitative reasoning, writing and critical thinking. It’s forcing them to develop new approaches to reviewing student work, moving away from the idea of “grading” and toward “scoring” against a rubric that looks more sophisticated learning outcomes.

The effort, directed by the Association of American Colleges and Universities (AAC&U) – an active advocate in this space (see Michael’s earlier blog post, “Outcomes-Based Education and the Conservative Radicalism of the AAC&U”), is not without its skeptics, including many participants in the actual project. That said, the approach is being watched closely as a way for higher education to define and measure appropriate criteria that lead to improvements in teaching and learning while simultaneously speaking to accountability issues around which there is so much attention.

Like many promising initiatives in higher education recently highlighted by e-Literate, well thought out, collaboratively developed homegrown solutions usually trump those imposed by third parties working in isolation.

Note: For those without a Chronicle subscription, use this link to get behind the firewall for 24 hours after this post publishes.

The post Recommended Reading: Article in Chronicle on Measuring Learning appeared first on e-Literate.

by O'Neal Spicer at October 20, 2016 02:22 PM

October 19, 2016

Dr. Chuck

Student Programmer Position: Working on Sakai – Open Source

I would like to fill a student programmer position (at the University of Michigan) to help me work on the Sakai open source Learning Management System. Sakai is the most popular open source learning management system for top-level research schools around the world like NYU, Oxford, University of Capetown, Notre Dame, Duke, University of North Carolina and many others. There are well over 200 schools that use Sakai as their primary learning management system and there are millions of daily users of the product.

I am currently working on defining and building the next generation of interoperability standards that allow learning systems to share and exchange data via standard, open protocols. I am also working on making Sakai certified against standards for accessibility like WCAG.

Skills Required

In the position you will make direct contributions to the open source Sakai project in your own name as well as work with me as I develop new and expanded functionality for Sakai.

This will require a pretty significant set of solid programming skills:

– Java
– Java Servlets
– Structured Query Language (SQL)
– Accessibility
– JavaScript
– Git / github

This is not a position where you will learn those skills – you must already have them. Sakai is a million lines of code – much of which is a decade old. Working with real, mature, production code that was developed over time by a team of >100 programmers is both a technical challenge and very gratifying at the same time.

In addition to your skills, you will need solid hardware to do Sakai development. My own laptop is a quad-core-i7 macintosh, 16GB RAM, and 500GB SSD. When you are building and testing a million lines of code – it takes some resources.


You will work with a highly talented and deeply committed team of software designers, end-users, and software developers to tackle the most advanced issues in building software for teaching and learning. I would work as your mentor to bring you into this community. The community is very active. We have several teleconferences per week that are attended by people around the world where we work on topics like development, accessibility, marketing, and teaching and learning with Sakai. I will encourage you to attend these teleconferences to make sure that your work fits well into the community and product. I am not the expert in all things Sakai – much of what you learn about Sakai will come from many others in the Sakai community.

There may be travel to Sakai meetings and/or standards meetings where you will met engineers from all of the major learning management systems like Moodle, Blackboard, Canvas, Desire2Learn, Schoology and others. If you have an interest in working in the educational technology space there is potential to make many good contacts that might lead to an internship or a job. My goal is to be your mentor rather than your boss and in time for you to be a respected contributor in your own right.

When you have mastered the Sakai code base – you will know what it takes to understand a million lines of code and develop in a professional manner. You also will know that your contributions have advanced the cause of teaching and learning with technology worldwide.

This is a student programming position – not a full time professional position but the work you do will be at a professional level.

Getting Started

The best way for you to figure out if you have the skills and development environment to handle Sakai is to download it and get it up and running in your development environment. You can follow the official installation instructions at:

(Start with the git repository)

I have built a set of scripts that allow me to check out and set up an instance of Sakai with a few scripts. They work on Mac or Linux and make things easier:

Please feel free to send me a resume or ask a clarifying question.

by Charles Severance at October 19, 2016 05:20 PM

October 18, 2016

Dr. Chuck

What is static, double colon (::), $this, and arrow(->) in PHP OO

I wrote this code to answer some PHP Object Oriented questions during office hours.

function plus($x, $y) {
    return $x + $y;

class Thing {
    public $value;
    private $a;
    protected $b;

    function __construct($start=0) {
        $this->value = $start;
        $value = 12345;

    public static function add($x, $y) {
        // Cannot use $this
        echo("Adding $x $y \n");
        return $x + $y;

    public function increment($x) {
        $this->value += $x;
        echo("New:" . $this->value . "\n");

    public function inc2($x, $y) {

    public function add10() {
        $this->value = self::add($this->value, 10);
        $this->value = $this->add($this->value, 10);

    function __destruct() {


$y = plus(3,4);

$y = Thing::add(3,4);

$z = new Thing(7);
$a = new Thing(10);



$y = $z->add(5,6);

echo("The last line\n");

by Charles Severance at October 18, 2016 08:05 PM

October 13, 2016

Adam Marshall

How to upload files into WebLearn via WebDAV using WinSCP

You will need to use WebDAV when uploading multiple files, or a large file (> 60MB) into WebLearn. However, we have had reports of users experiencing problems with Microsoft Windows when trying to connect to WebLearn via WebDAV; people are seeing reports of a “Network Error”. Most of these reports seem to be with Windows 10 but we’ve also heard the same complaint about Windows 7.

Because of this, we strongly recommend that staff and students use a dedicated third-party WebDAV client such as Cyberduck or WinSCP. Both are are available for free. In this article we concentrate on WinSCP which, unlike Cyberduck, does not need “administrator privileges” to install on one’s desktop. This may be a better option for people who have managed desktops (aka CONNECT machines).

At the time of writing (October 2016), “portable WinSCP” can be downloaded from We have not heard of any connection problems when using WinSCP.

(It is possible that there may now be a later version, to check, visit and check if a version later than 5.9.2 exits, if it does, visit the downloads page and choose the “portable executables”  link.)

A ZIP file containing WinSCP should be automatically downloaded when you visit the above URL, if it does not then click on the “Direct Download” link indicated in the screen shot.


Before running WinSCP it is absolutely essential to check that you are running up to date Anti-Virus software – you can never be too careful about running software downloaded from the web.

To run WinSCP you should double click on “WinSCP.exe”, elect to Run the file when asked. You should see a window that looks like this.


In oder to connect, you will need to copy the WebDAV URL from the WebLearn site that you wish to connect to, get this via Resources > Upload-Download Multiple Resources (WebDAV)

Select the file Protocol as “WebDAV” and Encryption as “TLS/SSL”. winscp-config1

Then copy the WebDAV URL from the target WebLearn site.


Paste this URL into the “Host name” box (note that it will only display in the field, but it does store the rest) and supply your Oxford SSO username and password, click “Login”.


Assuming you have entered the correct details you will see your desktop machine’s file store in the left-hand part of the window and your WebLearn site in the right-hand pane.


You may now drag and drop between your desktop and WebLearn

by Adam Marshall at October 13, 2016 02:30 PM

October 12, 2016

Adam Marshall

WebLearn upgraded to Version 11-ox2 on 7 October 2016

WebLearn was upgraded  to version 11-ox2 on 7th October 2016. This release addresses some minor issues with WebLearn 11 and introduces some new functionality.

If you would like to suggest improvements to WebLearn then please do so by contributing to the WebLearn User Voice feedback service.


  • The Lessons Tool
    • The Add Resources Folder page component now displays optimally
    • It is now possible to add sub-pages within student pages
    • The LB-CSS folder (which is used to store uploaded CSS) is now hidden by default
  • The Contact Us tool has been re-added to all sites
  • Assignmentsquick-links
    • the attached Marked file is now accessible to students
    • Anonymous submission has been enabled; please note that this is part of a project sponsored by the Exams Department which will eventually allow official Candidate IDs and Specific Learning Difficulty notices to be surfaced in WebLearn – more information will be available in due course
  • Navigation
    • The display of the Quick Links menu has been improved
    • The display of the LHS Tool Menu has been improved
  • Site Info 
    • Two new Participant Groups have been added; each colleges now has an “Undergraduate” group and each course has a “Graduand” group
    • One can now export a list of site participants
    • When editing the description of a site via Edit Site Information, the target=”_blank” attribute is now automatically added to all non-secure hyperlinks – this will ensure that links to external http websites will open correctly
  • Resourceseditor-templates
    • Explicit instructions are now provided for users who wish to upload files without using drag and drop
    • Hidden folder names can no longer be mistakenly seen in the “access view” of resources
  • WYSIWYG HTML editor
    • The frequency of auto-save has been decreased
    • The list of page templates has been reordered
    • Tables no longer ignore Cell Padding and Cell Spacing
  • Additional Verification (AV) sites: if appropriate, the Request SMS Code page is now displayed when one does not yet have permission to access a document
  • Surveys: the Assign This Survey page no longer has scroll bars

by Adam Marshall at October 12, 2016 04:37 PM

October 09, 2016

Dr. Chuck

Fixing when a jQuery UI Modal Shows Behind Fixed Bootstrap Navigation

I am blogging this because I searched stack overflow and Google and no one had the answer. Too bad I can’t just state something in StackOverflow after hours of research and a bunch of “close” questions and answers. But ah well – here it is.

I am working on my Tsugi OER site

What I am trying to do is use the modal capabilities of jQueryUI modal dialogs (mostly because I do not like the overblown markup of BootStrap modals) while the rest of the site is styled with BootStrap. All goes well until the modal is larger than the overall window vertically and the modal slides under the BootStrap fixed navigation bar.

Here are some images:

Navigation with enough vertical space (good): good_nav

Not enough vertical space, modal slides below the navigation (bad):bad_nav

Not enough vertical space, modal atop the navigation (good): better_nav


The key is to set the z-index of the *generated* markup created by the jQuery UI dialog call after the dialog was created:

function showModal(title, modalId) {
    console.log("showModal "+modalId);
        title: title,
        width: modalDialogWidth(),
        position: { my: "center top+30px", at: "center top+30px", of: window },
        modal: true,
        draggable: false

    // In order to float above the BootStrap navigation

    $(window).resize(function() {
        $("#"+modalId).dialog("option", "width", modalDialogWidth());

I figured out the generated elements and changed their z-index.

Working code: (Log in and go to “Use this service”, and press “Using Your Key”).

Code in github: tsugiscripts.js

by Charles Severance at October 09, 2016 07:41 PM

September 02, 2016

Sakai Project

Celebrate Sakai 11 on Twitter #turnitupto11

Between the dates of September 12 - 21, tweet away on Twitter with the hashtags #sakaiproject and #turnitupto11 to enter a fun contest. 

by NealC at September 02, 2016 07:16 PM

August 30, 2016

Sakai Project

Announcing the release of Sakai 11 !

Sakai 11 has had a facelift! The new version of Sakai supports a responsive design meaning that it can be used on any device with any screen size, any place, anytime, anywhere! The new release represents one of the biggest, if not the biggest, improvement in Sakai in years. Sakai 11 is, of course, still 100% open source and its redesign was informed by UX testing with real users and delivered by the worldwide Sakai community.  


by NealC at August 30, 2016 12:24 PM

August 25, 2016

Steve Swinsburg

Migrating to GradebookNG?

GradebookNG is now included in the recently released Sakai 11!

If you want to use the Import From Site feature to migrate content from previous sites to new sites, you need to have GradebookNG in the previous site.

You can do this in two ways:

  1. Add GradebookNG to the sites you are migrating FROM. You can do this manually, or via a database script or a web service.
  2. Convert all of the Gradebook Classic tools in the existing sites to GradebookNG.
    In the upgrade from Sakai 10 to Sakai 11 there is an optional database conversion that you can run that will do this:

    UPDATE SAKAI_SITE_TOOL SET REGISTRATION='sakai.gradebookng' WHERE REGISTRATION='sakai.gradebook.tool';

Note: If you don’t have GradebookNG in the site you are migrating content TO, you can add this to to have it added automatically when you use Import From Site.


by steveswinsburg at August 25, 2016 10:02 PM

August 24, 2016

Steve Swinsburg

Oracle 12c via Vagrant

I’ve just finished building a new Vagrant box for Oracle 12c. This one uses only Vagrant and a shell script.

Grab it from github:

During the course of this install I came up against several issues with the Oracle silent installer itself. There were files missing, an incomplete compilation of binaries (but Oracle reports a successful install!) and then problems running scripts that ship with the installer. The issues were buried in log files, and sometimes those log files pointed at other log files!

Oracle, if you are listening, you really need to work on your installer…

Check it out, I would love to know what you think.

N.B. For reference, the problems I encountered are here and here.


by steveswinsburg at August 24, 2016 11:59 AM

August 22, 2016

Sakai Project

Sakai Accessibility Ra11y Plan update

Phase 1 of the Ra11y plan [1] is complete!  We are one (big) step closer to WCAG2 Certification. 
What does this mean? It means that we completed a substantive review of the accessibility of the Sakai system by contracting out the assessment
to a reputable 3rd party, SSB Bart [2]. Improving Sakai's accessibility means making it easier for people of all abilities to use our system. Our aim, as it always has been, is to make the system genuinely as accessible as possible, which directly impacts students, instructors, and other users in a positive way with a better user experience. We also wish to achieve WCAG 2 certification, which validates the community's hard work in this area. A double win!
The good news is that Sakai, as it stands now, is assessed at 74% compliant, which is not a bad starting point. Also we have gone painstakingly through the 453 identified issues and consolidated them into 51 Jiras [3] .  We are off to a great start and we don't want to lose the momentum!

by NealC at August 22, 2016 02:04 PM

June 28, 2016

Ian Boston

Referendums are binary so should be advisory

If you ask the for the solution to the multi faceted question with a binary question you will get the wrong answer with a probability of 50%. Like a quantum bit, the general population can be in any state based on the last input or observation, and so a Referendum, like the EU Referendum just held in the UK should only ever be advisory.  In that Referendum there were several themes. Immigration, the economy and UK Sovereignty. The inputs the general population were given, by various politicians on both sides of the argument, were exaggerated or untrue. It was no real surprise to hear some promises retracted once the winning side had to commit to deliver on them. No £350m per week for the NHS. No free trade deal with the EU without the same rights for EU workers as before. Migration unchanged. The Economy was hit, we don’t know how much it will be hit over the coming years and we are all, globally, hoping that in spite of a shock more severe than Lehman Brothers in 2008, the central banks, have quietly taken their own experts advice and put in place sufficient plans to deal with the situation. Had the Bank of England not intervened on Friday morning, the sheer cliff the FTSE100 was falling off, would have continued to near 0.  When it did, the index did an impression of a base jumper, parachute open drifting gently upwards.

Screen Shot 2016-06-28 at 20.08.07

The remaining theme is UK Sovereignty. Geoffrey Robertson QC  makes an interesting argument in the Guardian Newspaper, that in order to exit the EU, the UK must under its unwritten constitution vote in parliament to enact Article 50 of the Lisbon Treaty. He argues that the Referendum was always advisory. It will be interesting, given that many of those who have voted now regret their decision, if they try and abandon the last theme that caused so many to want to leave. The one remaining thing so close to their heart that they were prepared to ignore all the experts, believe the most charismatic individuals willing to tell them what they wanted to hear. UK Sovereignty, enacted by parliament by grant of the Sovereign. I watched with interest not least because the characters involved have many of the characteristics of one of the US presidential candidates.

If you live in the UK, and have time to read the opinion, please make your own mind up how you will ask your MP to vote on your behalf. That is democracy and sovereignty in action. Something we all hold dear.

by Ian at June 28, 2016 07:09 PM

June 21, 2016


Upgrade Date Announced

Sakai has been scheduled to be upgraded on:

August 5, 2016 from 6am to 10am EST.

The upgrade should take about 4 hours. During this time Sakai will be completely inaccessible to you and to students.

A confirmation email will be sent following the upgrade, letting you know that you can again login to Sakai.

The upgrade will take Sakai from version 10 to version 11, and includes updates some new features and most of all a new look that’s meant to make accessing Sakai on mobile and tablet devices much easier. See this list for a full list of the new features and changes. You can track availability of Sakai using the Johnson University Internet Services page. Login credentials will not be affected.

The User Guide is a good place to start when you have immediate questions.

Contact the Help Desk if you have issues following the upgrade.

Why isn’t the upgrade happening sooner?

by Dave E. at June 21, 2016 03:36 PM

Upgrade Schedule Rationale

The most important aspect of the upgrade is to make it as smooth as possible and minimize frustration and headache for both faculty and students.

Sakai is a world class, open source learning management system providing a platform for tens of thousands of students in various educational settings and used by the likes of Duke, Standford, Oxford and others.  The global Sakai community is currently in the process of field testing Sakai 11 and making sure it’s ready for ‘prime time’.  This testing is critical to put Sakai 11 through it’s paces to insure quality assurance for every adopting institution and organization.

The Quality Assurance testing is done by faculty, students and administrators in institutions who are using Sakai currently.  This QA process in collaboration with Sakai Developers helps insure Sakai 11 is ready.

In order to insure a smooth upgrade and provide ample time for instructors to prepare for their upcoming fall courses, course sites for the Fall 2016 term will be made available July 5, 2016.  This provides faculty with course sites a full month prior to the upgrade and about three weeks of lead time before fall term courses begin on August 22, 2016. This is a change from the plan to wait until the after the Sakai upgrade to create fall term course sites.

Contact the Department of Online Education with questions.

by Dave E. at June 21, 2016 03:35 PM