Planet Sakai

October 17, 2018

Apereo Foundation

Gearing up for HAX'ing Apereo

Gearing up for HAX'ing Apereo

It's been several months since the ELMS:LN team started talking to anyone who would listen about our new project called HAX (Headless Authoring eXperience). We've been refining the message, improving its capabilities, and presenting about it anywhere we can. Our latest video video consolidates everything about HAX, including why it's needed and what the current, terrible state of the technology experience for designers, educators, and students.

by Michelle Hall at October 17, 2018 05:20 PM

October 16, 2018

Dr. Chuck

Sakai-19 has MVP support for LTI 1.3 and LTI Advantage – Certification is coming soon

I am happy to announce today that Sakai’s master branch has minimum viable product (MVP) for all of the aspects of IMS LTI Advantage.  

We have this code in our code base before the specs are completed and before certification tests are available for LTI Advantage.  Because of the specs and certifications are not available/final, we cannot claim compliance to the specs at this time (October 2018) – all I am announcing at this time is that we have an initial, complete implementation that we will move into certification.

Sakai (and Tsugi) will help IMS test their certifications and reference implementations as they are rolled out and I expect we wil be certified as soon as the certifications are available.

http://www.imsglobal.org/lti-advantage-overview

In short LTI Advantage includes an OAuth 2.0 / JWT security model for launches and services, a names and roles service, and the ability for a tool to make create and manage their own grade book columns.

The LTI Advantage code is already included in Sakai-19.   Any issues identified during certification and interoperability testing with other vendors will be fixed using our normal fix-merge-and-minor-release process – so we will be able to field a 100% certified LTI Advantage implementation in Sakai-19 once IMS finalizes the specs and provides the certifications.

I am excited.   My feeling is the LTI Advantage will be as revolutionary as the initial LTI 1.1 was nearly a decade ago.

https://www.youtube.com/watch?v=akDUM1SXMxE

All the other major LMS systems in the market are making good progress towards LTI Advantage by the end of the year and Sakai will have LTI advantage in the same timeframe as the rest of the market.

This will be a great development for Sakai – since the Advantage APIs cover such a broad scope and all major vendors will be implementing the full range of the APIs, it means that far richer LTI tools can be built without using proprietary LMS-specific extensions.   Other LMS vendors will push tools towards LTI 1.3 / Advantage by making it so that switching to LTI 1.3 is the only way to get access to certain capabilities.

Technical Details

If you are interested in the nerdy details of what it took to make it happen, you can look at the Sakai issue tracker:

https://jira.sakaiproject.org/browse/SAK-40533

The short summary is that while it took me four months to build LTI Advantage for Sakai, the new code is simpler and cleaner than the LTI 1.1 code and far simpler than the LTI 2.0 support in Sakai. As a comparison, I worked on LTI 2.0 in Sakai off and on for three years before it was completed.

Acknowledgements

It is important that I acknowledge the help, support and guidance by the other participants in the LTI Advantage process.   They know much more about this spec than I do and I was able to lean on them as I raced through my implementation and for that I am very thankful.

Thanks to: Claude Vervort / Cengage, Nathan Mills / Canvas, Karl Lloyd / Canvas, Eric Preston / Blackboard, Derek Haskins / IMS, James Risler / IMS, Martin Leonord / TurnItIn, Paul Gray / Learning Objects, and many others.

Making LTI Advantage work on a tight time schedule required an unprecedented trust and sharing of code and best practices between participants.

We knew we were all going to succeed together or fail separately and the the effort was large but also important and transformational.  I for one know I could never have done this without the help I received from the rest of the working group.   So my heartfelt thanks is in order.

by Charles Severance at October 16, 2018 02:03 PM

October 15, 2018

Michael Feldstein

e-Literate Sightings in the Fall 2018 Conference Season

We should have posted this a week ago, but we at e-Literate are in the midst of Fall 2018 conference season, and we'd love to connect with people at the various conferences we're attending. We're going for the divide-and-conquer strategy this year.

We're looking forward to connecting in person and scouring for tasteful tchotchkes we can put in new conference bags.

The post e-Literate Sightings in the Fall 2018 Conference Season appeared first on e-Literate.

by Phil Hill at October 15, 2018 01:59 AM

October 08, 2018

Adam Marshall

WebLearn and Turnitin Courses and User Group meetings: Michaelmas term 2018

IT Services offers a variety of taught courses to support the use of WebLearn and the plagiarism awareness software Turnitin. Course books for the WebLearn Fundamentals course (3 hours) can be downloaded for self study. Places are limited and bookings are required. All courses are free of charge.

Click on the links provided for further information and to book a place.

WebLearn 3-hour course:

Plagiarism awareness courses (Turnitin):

User Group meetings:

by Jill Fresen at October 08, 2018 03:44 PM

October 05, 2018

Dr. Chuck

Open Apereo 2019 – the Premier Conference for Open Source in Education

Open Apereo 2019 will take place at the Omni Los Angeles Hotel at California Plaza ( http://bit.ly/OpenApereo2019Hotel ) between Sunday June 2nd and Thursday June 6th 2019. Hold those dates!

Open Apereo has a growing reputation as a great conference for learning and networking around open source in education. What makes it great are the volunteers from the Apereo community that bring their priorities and vision into the planning process, ably supported by our outstanding conference planners, Concentra.

If you would like to participate in the planning of the conference, please contact Ian Dolphin of the Apereo Foundation (https://www.apereo.org/content/contact-and-mail-lists).

 

by Charles Severance at October 05, 2018 12:06 AM

October 04, 2018

Dr. Chuck

Register now for the Sakai Virtual Conference Nov 7, 2018

Sakai Virtual Conference 2018
Sakai – Enabling Educators and Engaging Learners
November 7, 2018 – Online
http://virtconf.apereo.org/   #SakaiVC18

Register now! Registration is open for the Sakai Virtual Conference. Registration is $50 per person, or $500 for group/institution registration, with all proceeds going toward Sakai feature development.

The Sakai Virtual Conference will take place entirely online on Wednesday, November 7, 2018.  You’ll attend presentations in virtual meeting rooms, ask the presenters live questions, participate in interactive activities and contests, and get the conference experience without the expense of travel. The “conference location” will be in Sakai, and we will be using Sakai tools to facilitate interaction among attendees. If you are comfortable in Sakai, you will easily engage in this virtual experience.

Find out how your peers are using Sakai at their institutions! Learn about new features in the upcoming release! Presentations will focus on effective teaching and learning practices, online pedagogy, and engaging students using technology.

The Sakai Virtual Conference is a unique opportunity to network with your peers and share stories and best practices in an online venue.

Register today and stay tuned for publication of the full program!

by Charles Severance at October 04, 2018 10:35 PM

October 03, 2018

Apereo Foundation

Save the Date: Open Apereo 2019

Save the Date: Open Apereo 2019

Open Apereo 2019 will take place at the Omni Los Angeles Hotel at California Plaza between June 2nd to June 6th, 2019.

by Michelle Hall at October 03, 2018 05:14 PM

Michael Feldstein

North American Higher Ed LMS Market Share by Enrollments: A consolidating market

We have published market share data measured by total institutional enrollment instead of institutional count in several posts at e-Literate over the years, within the twice-annual reports of our LMS Market Analysis service, and for several of our premium subscribers of the same service. In July of this year we reported that Canvas had overtaken Blackboard as the market leader in US higher education in terms of institutional adoptions as well as scaled by enrollment. These last two posts got a fair amount of media and vendor attention.

What we have realized, however, is that we have not made this information on market share by enrollment easy to access in one place. LMS company revenue tends to be based on the total enrollment of adopting institutions, thus this enrollment-based measure provides a more direct connection to company finances. Given the increased importance of LMS provider business models and revenue to the future trends of the market, we are sharing the information more broadly.

In this view below we share North American (US and Canada combined) total enrollment for LMSs that are primary - that is, available for the entire institution. Total enrollment in this case means the institutional student count, but it does not imply that all students at that institution actually have courses using the LMS (see comment below from John Fritz). It is important to note that during an LMS transition there is often a period of time (6 - 18 months) where two systems overlap, with both available to the school. Therefore the total market share enrollments will be somewhat higher than actual total enrollments, as a subset of LMS-transitioning institutions will be counted twice.

You can download a spreadsheet version here.

LMS Market Share by Enrollment NA HE

Some notes on the data worth considering:

  • Canvas has not just surpassed Blackboard Learn in this updated view, 35% to 33% - it has also expanded its lead as the most-adopted LMS in North American higher ed markets (while Moodle has clear lead worldwide in total installed base).
  • D2L Brightspace has been in third place for NA HE markets since 2016 when viewing by enrollments.
  • Moodle is fourth and has been dropping in recent years.
  • The top view of total enrollments adds in the effect of changing enrollments - both at a national level and an institutional level.
  • In the past five years, the LMS Market for North American higher ed has become increasingly dominated by "the Big Four" (Instructure Canvas, Blackboard Learn, D2L Brightspace, Moodle) for institution-wide adoptions; the aggregate market share of year's top four systems moving from 80% to 95% in past five years.

This last point deserves more analysis. There are other systems gaining new institutional clients (think Schoology here, or think CBE-specific platforms like Motivis), but they are mostly picking up either small schools or being adopted for specific programs and not for the entire institution.

Consolidation of NA HE LMS Market

Expect more coverage as we enter ed tech fall conference season.

Update 8/3: Added sentence in third paragraph to clarify usage of total enrollment terminology.

The post North American Higher Ed LMS Market Share by Enrollments: A consolidating market appeared first on e-Literate.

by Phil Hill at October 03, 2018 01:22 AM

October 01, 2018

Apereo Foundation

UniTime Team Update: International Timetabling Competition 2019

UniTime Team Update: International Timetabling Competition 2019

We would like to announce a new university course timetabling competition. Building on the success of the earlier timetabling competitions, the International Timetabling Competition 2019 is aimed to motivate further research on complex university course timetabling problems coming from practice.

by Michelle Hall at October 01, 2018 06:40 PM

September 27, 2018

Sakai Project

Sakai 12.4 maintenance is released!

Dear Community,

I'm pleased to announce on behalf of the worldwide community that Sakai 12.4 is released and available for downloading! 

Sakai 12.4 has 88 improvements including: 

  • 22 fixes in Assignments
  • 14 fixes in Gradebook
  • 9 fixes in Tests & Quizzes (Samigo)
  • 7 fixes in Lessons
  • 6 fixes in Roster
  • 5 fixes in Portal

For more information, visit 12.4 Fixes by Tool

by WHodges at September 27, 2018 06:11 PM

September 26, 2018

Michael Feldstein

Chegg Data Breach May Affect Up To 40 Million Users

Chegg - a publicly-traded provider of digital textbooks, tutoring and study guides - notified the SEC yesterday that they learned a week ago about a security breach dating back to April 2018. In their 8-K filing:

On September 19, 2018, Chegg learned that on or around April 29, 2018, an unauthorized party gained access to a Company database that hosts user data for chegg.com and certain of the Company’s family of brands such as EasyBib. The Company understands that the information that may have been obtained could include a Chegg user’s name, email address, shipping address, Chegg username, and hashed Chegg password. The investigation into the incident, which is supported by third-party forensics, is ongoing. To date, the Company understands that no social security numbers or financial information such as users’ credit card numbers or bank account information were obtained. The Company expects to start notifying approximately 40 million active and inactive registered users and certain regulatory authorities on September 26, 2018.

Chegg takes the security of its users’ information seriously and will be initiating a password reset process for all user accounts.

Note that the company learned of the data breach a week ago, and the notifications appear to be centered on calming investors (their stock price dropped 12% based on the news). The only way that I discovered this news was through financial market notifications and their 8-K filing:

In connection with the disclosure of the security incident discussed in Item 8.01 below, on September 25, 2018, Chegg, Inc. (the “Company” or “Chegg”) reaffirmed its previous guidance for the third quarter of 2018 as most recently stated in the press release issued on July 30, 2018 and furnished as an exhibit to a Current Report on Form 8-K filed that day with the Securities and Exchange Commission (the “SEC”) (the “July Guidance”). Chegg also announced that it currently believes that the security incident discussed in Item 8.01 below will not have a material impact on its financial results for the full year ending December 31, 2018.

According to their filing, Chegg is notifying current and former users starting today, but as yet there has been no public notification. I do not know why it took the company a full week for notifications to begin, but I suspect it is due to internal investigations to fully understand the nature of the breach - what was compromised and what was not.

For reference, California privacy laws do not stipulate exactly how quickly companies must notify users of a data breach. The law stipulates:

The disclosure shall be made in the most expedient time possible and without unreasonable delay, consistent with the legitimate needs of law enforcement, as provided in subdivision (c) [ed. section on cooperation with law enforcement], or any measures necessary to determine the scope of the breach and restore the reasonable integrity of the data system.>

What is missing thus far is useful information for the public. What happened, how did this happen, what steps Chegg has taken to mitigate the risk, whether there remains a security vulnerability. I suspect it was wise to only disclose this breach to public equity markets based on guidance for financial losses, and not to the general public.

Chegg needs to more fully disclose the details of the incident to the general public, and do this very soon.

Update 1: I have modified post title to more accurately reflect that it is unknown how many user accounts were accessed. Here is a ZDNet article with additional descriptions.

Update 2: I contacted Chegg for additional information. Their spokesperson said the company "a lot of obligations of how and when disclosures of non-public information can be made", and that a public post is now available with further descriptions.

We recently discovered that some user account data from Chegg.com, or of one of its family of student services, may have been acquired by an unauthorized party. Our understanding is that the data that may have been obtained could include names, email addresses, shipping addresses, Chegg usernames, and hashed Chegg passwords. Our current understanding is that no financial information such as credit card numbers, bank account information, or social security numbers was obtained. As a result, we are prompting users to change their Chegg.com or Chegg affiliate passwords upon login.

[snip]
For more information, please review the FAQs below.

FAQ:

  1. What happened?
    • We recently discovered that some user account data from Chegg.com, or of one of its family of student services, may have been acquired by an unauthorized party.
    • While our investigation into this matter continues, we are letting users know what we know now because we value our relationship with them.
    • An investigation, supported by a third-party forensics firm, was commenced.
  2. What information was affected?
    • Our understanding is that the names, email addresses, shipping addresses, Chegg usernames, and hashed Chegg passwords of some of our users may have been obtained as a result of this incident.
    • Our current understanding also is that no financial information such as credit card numbers, bank account information, or social security numbers was obtained.

There are six additional questions addressed in the FAQ section. This post is a good step forward in transparency, although I believe it was a mistake not to have this available at the same time as notifications to the SEC and financial markets. We will update as we get new information.

The post Chegg Data Breach May Affect Up To 40 Million Users appeared first on e-Literate.

by Phil Hill at September 26, 2018 07:44 PM

September 25, 2018

Adam Marshall

Accessibility and WebLearn

The University’s Disability Advisory Service brought to my attention that Policy Connect, (who describe themselves as “a cross-party think tank improving people’s lives by influencing policy”,) have recently published a report on Accessible VLEs (Twit: #AccessibleVLEs). Apparently there has been lots of interest in the findings and recommendations, from both education providers and government.

In case you had missed the announcement, new accessibility regulations came into force last Sunday (23 September 2018). The headline of the new regulations is:

The new legal requirements build on your existing obligations to disabled people under the Equality Act 2010 (or the Disability Discrimination Act 1995 in Northern Ireland). These say that all UK service providers must make ‘reasonable adjustments’ for disabled people.

WebLearn’s WYSIWYG HTML page editor has a built-in accessibility checker. We strongly recommend that you use it so you can be confident that web pages authored within WebLearn are accessible to all users.

Summary of the Accessible VLEs Report

Here’s what Policy Connect say about their Accessible VLEs report

This report has been produced in advance of the new digital accessibility regulations becoming law in September 2018, to help the Government and FE/HE providers put in place the necessary guidance and practical provisions to turn the regulations into reality.

The new regulations, in improving equal access to higher and further education, can – if implemented well – make an important contribution to meeting the Government’s ambition to create a more prosperous and equal Britain by growing our domestic talent pool and closing the disability employment and attainment gaps.

The report’s recommendations are aimed at doing much more than simply achieving compliance with the regulations. They set out how the requirements can be met in such a way as to improve learning and education for all students whether disabled or not.

The report begins with with the context of why digital accessibility is important in education. It starts with the recent history of inclusion and sets out how digital accessibility can make virtual learning environments (VLEs) a key learning tool for all users. Chapter 2 sets out what the new regulations will mean for educational leaders, lecturers and teachers, and what kind of information and data is included or exempt. Chapter 3 describes how the Government and sector bodies can help higher and further education institutions deliver on their obligations under the regulations – implementing these recommendations will be cost-effective and help consistency of application across the sector. Chapter 4 is targeted at the higher and further education institutions themselves and provides a strategic ‘how-to’ guide to implementation, with the objective of using the requirement for digital improvements to make education and learning better for all students.

Free Booklets About Accessibility!

Contact the WebLearn team if you would like hard copies of the following JISC Tech-Dis books about accessibility and particular electronic formats:

  • Access all areas: disability, technology and learning
  • Making electronic documents more readable
  • Writing accessible electronic documents with Microsoft Word
  • Creating accessible presentations
  • Making the most of PDFs

Related Links

by Adam Marshall at September 25, 2018 10:49 AM

September 11, 2018

Adam Marshall

Turnitin Maintenance: Sept 22 4pm – 12:30am (Sept 23)

A message from Turnitin.

To clarify, during the maintenance period (Sept 22 4pm – 12:30am (Sept 23))

  • it will not be possible to create or submit assignments via the Turnitin website
  • it will not be possible to create a new Turnitin-enabled assignment in WebLearn (although you can create a regular assignment and then enable Turnitin checking at a later date)
  • all submissions to Turnitin-enabled assignments made via WebLearn will be queued and checked once the maintenance has run its course

Dear Customers,

You may have noticed that some Turnitin customers recently experienced intermittent service interruptions or degradations. We apologize if you were one of the customers affected, and we are happy to report that our services are currently stable.

To prevent further issues of this nature, we will be performing some proactive emergency maintenance that will temporarily disrupt our services including:

  • Turnitin and TurnitinUK (including all integrations)
  • SimCheckOEM (TCA API)
  • Feedback Studio for iOS
  • iThenticate (including iThenticate via API)
  • WriteCheck

When will services be unavailable?

PDT Sept 22 8am – 4:30pm

BST Sept 22 4pm – 12:30am (Sept 23)

AEST Sept 23 1am – 9:30am

Is your time zone not listed? Click here to find out when you’ll be affected.

How will you be affected?

Users will be unable to submit and grade during this maintenance window, so please ensure that any submission deadlines are adjusted to fall outside of the window.

Thanks for your understanding and continued support of Turnitin.

Stay up to date with Turnitin system status by following @TurnitinStatus on Twitter.

Follow @TurnitinStatus

 

 

by Adam Marshall at September 11, 2018 09:16 AM

August 15, 2018

Sakai Project

Now Open! Call for Proposals for the Sakai Virtual Conference 2018

Sakai Project Logo

We are actively seeking presenters who are knowledgeable about teaching with Sakai. You don’t need to be a technical expert to share your experiences! Submit your proposal today! The deadline for submissions is September 21st, 2018.

Save the Date: The Sakai Virtual Conference will take place entirely online on Wednesday, November 7th.

by MHall at August 15, 2018 06:58 PM

August 13, 2018

Sakai Project

Sakai Community Survey - Number of Users at Your Institution

We would like your help in tallying up the total number of Sakai users worldwide.

by MHall at August 13, 2018 04:33 PM

July 04, 2018

Sakai@JU

F2F Course Site Content Import

If you’re tasked with teaching an upcoming course that you’ve taught in the past with the University – there’s no need to rebuild everything from scratch – unless you want to.

Faculty teaching face to face (F2F) courses can benefit from the course content import process in Site Info. This process allows you to pull in all your assignments, syllabus, gradebook, handouts and other files associated with the course – as used in a previous offering of the course.

To do this, you need to be an instructor in both course sites (the former and the upcoming). Go to the upcoming course site, and select Site Info>Import from Site:

importfromsite

Next, select the kind of import you wish to perform. I typically suggest using the replacement option “I would like to replace my data”. On the next screen select which course you’d like to pull content in FROM.  Be careful here making sure you select the SOURCE of the content you’ll import. Next click Continue.

On the next screen select the tools/areas of content you wish to import. Keep in mind it’s always a good idea to import the Resources, because files referred to in Assignments, Quizzes, Lessons or Announcements could refer to those files, and in order for those links to work properly the corresponding resources must be likewise imported.

Finally complete the import process and watch for the email to be sent to you – notifying you of the import process being completed. You can find out more information about the process here.

Want to watch the whole process in real time? Take a gander here:

by Dave E. at July 04, 2018 06:56 PM

June 11, 2018

Apereo OAE

Strategic re-positioning: OAE in the world of NGDLE

The experience of the Open Academic Environment Project (OAE) forms a significant practical contribution to the emerging vision of the ‘Next Generation Digital Learning Environment’, or NGDLE. Specifically, OAE contributes core collaboration tools and services that can be used in the context of a class, of a formal or informal group outside a class, and indeed of such a group outside an institution. This set of tools and services leverages academic infrastructure, such as Access Management Federations, or widely used commercial infrastructure for authentication, open APIs for popular third-party software (e.g. video conference) and open standards such as LTI and xAPI.

Beyond the LMS/VLE

OAE is widely used by staff in French higher education in the context of research and other inter-institutional collaboration. The project is now examining future directions which bring OAE closer to students – and to learning. This is driven by a groundswell among learners. There is strong anecdotal evidence that students in France are chafing at the constraints of the LMS/VLE. They are beginning to use social media – not necessarily with adequate data or other safeguards – to overcome the perceived limitations of the LMS/VLE. The core functionality of OAE – people forming groups to collaborate around content – provides a means of circumventing the LMS’s limitations without selling one’s soul – or one’s data – to the social media giants. OAE embodies key capabilities supporting social and unstructured learning, and indeed could be adapted and configured as a ‘student owned environment’: a safe space for sharing and discussion of ideas leading to organic group activities. The desires and requirements of students have not featured strongly in NGDLE conversations to this point: The OAE project, beginning with work in France, will explore student discontent with the LMS, and seek to work together with LMS solution providers and software communities to provide a richer and more engaging experience for learners.

Integration points and data flows

OAE has three principal objectives in this area:

  1. OAE has a basic (uncertified) implementation of the IMSGlobal Learning Tools Interoperability specification. This will be enriched to further effect integration with the LMS/VLE where it is required. OAE will not assume such integration is required without evidence. It will not drive such integration on the basis of technical feasibility, but by needs expressed by learners and educators.
  2. Driven by the significant growth of usage of the Karuta ePortfolio software in France, OAE will explore how student-selected evidence of competency can easily be provided for Karuta, and what other connections might be required or desirable between the two systems.
  3. Given the growth of interest in learning analytics in France and globally, OAE will become an exemplary emitter of learning analytics data and will act wherever possible to analyse each new or old feature from a designed analytics perspective. Learning analytics data will flow from learning designs embedded in OAE, not simply be the accidental output that constitutes a technical log file.

OAE is continuing to develop and transform its sustainability model. The change is essentially from a model based primarily on financially-based contributions to that of a mixed mode community-based model, where financial contributions are encouraged alongside individual, institutional and organisational volunteered contributions of code, documentation and other non-code artefacts. There are two preconditions for accomplishing this. The first, which applies specifically to code, is clearing a layer of technical debt in order to more easily encourage and facilitate contributions around modern software frameworks and tools. OAE is committed to paying down this debt and encouraging contributions from developers outside the project.

The second is both more complex and more straightforward; straightforward to describe, but complex to realise. Put simply, answers to questions around wasteful duplication of resources in deploying software in education have fallen out of balance with reality. The pendulum has swung from “local” through “cloud first” to “cloud only”. Innovation around learning, which by its very nature often begins locally, is often stifled by the industrial-style massification of ‘the hosted LMS’ which emphasises conformity with a single model. As a result of this strategy, institutions have switched from software development and maintenance to contract management. In many cases, this means that they have tended to swap creative, problem-solving capability for an administrative capability. It is almost as though e-learning has entered a “Fordist” phase, with only the green shoots of LTI enabled niche applications and individual institutional initiatives providing hope of a rather more postmodern – and flexible - future.

OAE retains its desire and ambition to provide a scalable solution that remains “cloud ready”. The project believes, however, that the future is federated. Patchworks of juridical and legal frameworks across national and regional boundaries alone – particularly around privacy - should drive a reconsideration of “cloud only” as a strategy for institutions with global appetites. Institutions with such appetites – and there are few now which do not have them – will distribute, federate and firewall systems to work around legislative roadblocks, bumps in the road, and brick walls. OAE will, then, begin to consider and work on inter-host federation of content and other services. This will, of necessity, begin small. It will, however, remain the principled grit in the strategic oyster. As more partners join the project, OAE will start designing a federation architectural layer that will lay the foundation to a scenario where OAE instances dynamically exchange data among themselves in a seamless and efficient way according to a variety of use cases.

ID 22-MAY-18 Amended 23-MAY-18

June 11, 2018 12:00 PM

May 01, 2018

Sakai@JU

Will Sakai look different following the upgrade?

While there are some improvements to accessibility and some on-going tweaks to improve color contrast issues, the upgrade to Sakai will not affect the overall appearance that much.  For mobile users – the difference in course navigation will be much-improved.

Desktop/Laptop view:

Sakai 11
Sakai - Pre Upgrade Desktop View

Following Upgrade:
Sakai - Post Upgrade Desktop View

Mobile view (Sakai 11/Post-Upgrade):
Sakai - Pre Upgrade Mobile View  Sakai - Post Upgrade Mobile View

More detail will be distributed in the coming weeks and those following the upgrade.

by Dave E. at May 01, 2018 07:53 PM

Gradebook Calculation Anomoly

In what appears to be a gradebook calculation anomaly, be sure items are categorized appropriately even if you course is only using categories for organization – otherwise final course grade calculations may be inaccurate – as the following video explains.

 

To address categorization of an item, check the Gradebook>Settings>Categories and Weighting to insure you’ve setup the gradebook correctly (specific to each course).  Next insure all items which have bearing on the overall grade are INCLUDED in the course grade calculation – making sure they DO NOT have a calculator with a slash through it AND that they are not in an uncategorized category:

edititemdetailsgradebookuncategorized

by Dave E. at May 01, 2018 06:23 PM

April 01, 2018

Aaron Zeckoski