e-Literate

Present is Prologue

Category: Ed Tech

The “Ed Tech” category includes posts about educational technology products themselves, including LMSs and other learning platforms, adaptive learning and other digital curricular materials products, learning analytics, and educational apps of all types. It also includes technical aspects of ed tech products, especially interoperability.

  • UC Davis, Sakai, and Open Source

    Phil has been a busy boy, putting out two pieces about some Blackboard research that had gotten some negative responses and two more on a horrifically bad LMS outage for UC Davis and other universities using support vendor Scriba.

    Our main schtick here at e-Literate is to get beyond the headlines. We try to explain what is actually happening and why it is important. Often, this involves puncturing hype like “robot tutors in the sky,” not by heaping them with scorn but by showing the gap between the hype and reality. But there are also times when we do the same for anti-hype. For example, there is a popular narrative that Blackboard is evil and bad and stupid, partly based on the massive brand damage the company did to itself a decade ago (and two CEOs ago). As a result, when they do…well…anything, it tends to be interpreted in the worst possible light. Personally, I’m glad that Blackboard is sharing the findings of their product research. I don’t know of many ed tech companies that are doing that. This is different than putting out a white paper about some study the company did showing how awesome their product is. Rather, it shows us how they are trying to understand their customers’ needs. Sharing that back with the world helps us, in turn, understand how Blackboard thinks. It is an important kind of transparency. As Phil’s second post on the topic highlights, we do have to understand that this kind of study is different than an academic study in order to draw the right conclusions from it. But that’s fine.

    Likewise, the Scriba outage story plays into a “Sakai is dying” narrative. As it happens, I was at conference for the foundation that hosts Sakai last week and got something of a rundown on what was going on, including a preview of the release scheduled to come out this summer. (Oddly, nobody mentioned the outage, which must have been in its early stages at that point.) The Sakai sustainability story is complicated enough to merit a separate post, which I will get to later this week. In the meantime, I’d like to put the Scriba outage in context of how open source works in general and how the Sakai ecosystem works in particular. Because it is very easy for this story to reinforce preconceptions rather than looking at it carefully on its own merits.

    Phil wrote,

    There is an interesting angle here in that Sakai is open source yet data is not easily recoverable.

    Right. Open source can help with problems like the Scriba outage. As far as I can tell, it did help UC Davis. But it’s not that simple. There is a lesson to be learned here for all LMS-using schools, but it’s not “open source doesn’t provide the flexibility that it is supposed to provide”; nor is it “Sakai is dying.”

    (more…)

  • UC Davis LMS Back Online: Update on what we know about Scriba Sakai outage

    I’ve been told by two sources that the UC Davis LMS outage I described in this post may be over, and the SmartSite LMS is back online (SmartSite is UC Davis’ implementation of Sakai, hosted by Scriba). I would like to update what we know about the overall situation while we wait for additional confirmation. The following is based on my conversations with a Scriba inside source who asked to remain anonymous, a student at UC Davis, the LISTedTECH team whose database powers our new LMS subscription service, some commenters from the blog post, and a more thorough review of the UC Davis IT status site. And I should point out that UC Davis team has done an excellent job in communications – timely messages with no defensiveness, and full transparency.

    The Outage

    On Thursday, May 19, Scriba notified UC Davis and several other schools that it would perform emergency maintenance starting Friday, May 20 at 9pm PDT and ending Monday, May 23 at 11am PDT. The outage was not caused by software applications but data center issues. I’ve asked what this means, and I’ve been told that Scriba will describe the outage in the next week. (more…)

  • Scriba Disaster: Sakai-based LMS for UC Davis is down with no plans for recovery

    In what might shape up as one of the worst LMS outages in recent history, UC Davis has been working without an LMS for the past week and does not expect their vendor to fix the problems before the end of the term. UC Davis uses a version of Sakai hosted by the LMS remnants of rSmart. In 2013 rSmart sold it’s Sakai-supporting LMS business to Asahi Net International, and in 2015 a private equity firm – Vert Capital – bought ANI and renamed it Scriba. Scriba hosts the Sakai LMS for UC Davis which has branded it as SmartSite.

    UC Davis is on the quarter system, with the last week of class next week (May 31) and finals the week of June 6. A few months ago UC Davis announced their intention to migrate to Canvas as their LMS. SmartSite subsequently went down on May 19th, and all signs are pointed to a complete and final outage. Scriba will not answer the phones (you get a message that the mailbox is full), and UC Davis staff are making a heroic attempt to in-house recreate LMS tools and even to recover grades that had been entered on SmartSite.

    UC Davis staff have replaced the smartsite.ucdavis.edu portal with a page telling faculty some methods to replace the LMS or go to Canvas early.

    UC_Davis_Smartsite

    There is no expectation for a repair by the vendor.

    On May 24th the UC Davis internal team sent this message to faculty and staff:

    We are working on extracting data from the SmartSite database. Our priority is to retrieve gradebook data for this quarter, and to make that information available to instructors as soon as possible. We are providing support for faculty to use alternatives to manage course materials for the rest of the quarter.

    This, folks, is a disaster. There is an interesting angle here in that Sakai is open source yet data is not easily recoverable. We will share more here at e-Literate as we find out new information.

    Update: Removed Buzzfeed post as unverified and not necessary for story.

    Update: Clarified that no expectation of repair by the vendor and that branding comes from UCD. Also adding the update from evening of May 26th.

    Progress continues on the Web interface to access grades. We expect that it will be available Friday (May 27).

    In addition, we have had a team working to build a local instance of SmartSite. This evening, the campus is completing internal testing on this limited version. A small group of selected faculty members will begin testing this version Friday morning. Depending on their results, we anticipate having this version available to spring 2016 instructors of record over the weekend. All of the content faculty have in SmartSite should be available to them.

    Please note that students will not have SmartSite access. While our goal remains to restore full access, this initial limited, local instance will only have capacity to support faculty access.

    Update: See this post for update on what happened and unconfirmed restoration of the system.

    I’ve been told by two sources that the UC Davis LMS outage I described in this post may be over, and the SmartSite LMS is back online (SmartSite is UC Davis’ implementation of Sakai, hosted by Scriba). I would like to update what we know about the overall situation while we wait for additional confirmation. The following is based on my conversations with a Scriba inside source who asked to remain anonymous, a student at UC Davis, the LISTedTECH team whose database powers our new LMS subscription service, some commenters from the blog post, and a more thorough review of the UC Davis IT status site. And I should point out that UC Davis team has done an excellent job in communications – timely messages with no defensiveness, and full transparency.

  • No, Blackboard Report Did Not Conclude That Online Classes Are “A Poorer Experience”

    I’m seeing a lot of chatter online about the recently-released Blackboard report and this slide in particular:

    Bb Insights

    Foundational Insights

    1. When students take a class online, they make a tacit agreement to a poorer experience which undermines their educational self worth.
    2. Students perceive online classes as a loophole they can exploit that also shortcuts the “real” college experience.
    3. Online classes don’t have the familiar reference points of in-person classes which can make the courses feel like a minefield of unexpected difficulties.
    4. Online students don’t experience social recognition or mutual accountability, so online classes end up low priority by default.
    5. Students take more pride in the skills they develop to cope with an online class than what they learn from it.
    6. Online classes neglect the aspects of college that create a lasting perception of value.

    To make matters more interesting, the next slide elaborated on insight 1), stating:

    Most students who enroll in an online class recognize and express that they are agreeing to a lesser experience.

    Did Blackboard just commit an act of unintentional honesty acknowledging that students don’t like online courses in general? That would be quite the headline. But it would not be accurate. (more…)

  • Comparing Fully-Online vs Mixed-Course Enrollment Data

    Mike Caulfield wrote a post yesterday about a new Blackboard report on design findings regarding online students. The focus of Mike’s post was that people often assume that the norm for an “online” student is taking all courses online, when in fact it is more common for students to take some courses online and some face-to-face (what Mike calls “Mixed-Course”). This distinction is important:

    What shocks some people reading this, I think, is that online students would have face-to-face courses as a comparison or option, or that they would be consciously choosing between online and face-to-face in the course of a semester. But this is the norm now at state universities and community colleges; it’s only a secret to people not in those sorts of environments.

    I agree that this is an important topic, so let’s look at the data in more detail (and for those wondering if you can connect to Tableau Public to edit online data visualizations while flying, the answer is yes if you’re patient). The best source of information is the IPEDS database, with the most recent data for Fall 2014. WCET put out an excellent report analyzing the distance education data in IPEDS – more on that later. Both IPEDS and WCET use the term “Some but not all” in the same manner as “Mixed-Course”. Based on overall data combining undergraduate and graduate students, Mike is right that more students are Mixed-Course than they are Fully-Online – 2.926 million vs. 2.824 million. (more…)

  • Previous LMS For Schools Moving to Canvas in US and Canada

    During the most recent quarterly earnings call for Instructure, an analyst asked an interesting question (despite starting off from the Chris Farley Show format).

    Corey Greendale (First Analysis Securities Corporation):  Awesome. A couple of other things on the, primarily on the Higher Ed space but I guess on education space, there’s a whole lot of couple questions about the competitive environment. When you’re and I don’t know if you will ever get into this level of granularity but when you got competitive wins against the Blackboard, are those predominantly from legacy ANGEL, are you getting those wins as much from Learn as well.

    Josh Coates (CEO of Instructure):  A lot of them are from Learn. Most, you know I don’t have the stats right off the top of my head. A lot of the ANGEL and WebCT stuff is been mopped up in the previous years and so, what’s left the majority of what’s left is Learn and our win rate against Blackboard it continues to be incredibly high, not just domestically but internationally as well.

    In fact, I think most of three out of the four international schools that we announced in this earnings where Blackboard Learn replacements, so yes Learn’s getting it.

    The question gets to the issue of whether Canvas is just picking up higher education clients coming off of discontinued LMSs (Angel, WebCT, etc) or if they are picking up clients from ongoing platforms such as Blackboard Learn. Beyond the obvious interest of investors and other ed tech vendors, this issue in general affects higher education institutions going through a vendor selection – for the system in consideration, are there many other schools considering the same migration path?

    Thanks to the work we’ve been doing with LISTedTECH and our new subscription service, we can answer this question in a little more detail. One of the charts we share shows higher education migrations over the past five years in the US and Canada. (more…)

  • What Homework and Adaptive Platforms Are (and Aren’t) Good For

    I was delighted that we are able to publish Mike Caulfield’s post on how ed tech gets personalization backwards, partly because Mike is such a unique and inventive thinker, but also because he provided such a great example of how “personalized learning” teaching techniques are different than adaptive content and other product capabilities.

    The heart of his post is two stories about teachable moments he had with his daughters. In one, he helped his middle school-aged daughter understand why an Iranian author was worried that people in the Western world have harmful stereotypes of Iranians. In the other, he helped his high school aged-daughter see how her knowledge of the history of rocket science could be useful in answering a question she was asked about Churchill’s Iron Curtain speech. Mike’s stories show truly significant learning of the kind that changes students’ perspectives and, if we’re lucky, their lives. It is not just personalized but deeply personal. He was able to reach his daughters because he understood them as humans, well beyond the boundaries of a list of competencies they had or had not mastered within the disciplines they were studying.

    For now and the foreseeable future, no robot tutor in the sky is going to be able to take Mike’s place in those conversations. This is the kind of personal teaching that humans are good at and robots are not. But neither are the tools we have today useless for this sort of teaching. Vendors, administrators, and faculty alike have broadly misunderstood their role and potential. In this post, I’m going to talk about both how these tools are useful for the kind of education that Mike cares about (and I care about) as well as, perhaps more importantly, why we are so prone to getting that role wrong.

    (more…)