ULCC Moodle User Group (HE) July 2014

@ulcc www.ulcc.ac.uk

Moodle User Group (HE)

Tuesday 22nd July 2014

@ulcc www.ulcc.ac.uk

Welcome

Richard Maccabee

@ulcc www.ulcc.ac.uk

Customer Portal Update

Frank Steiner

@ulcc www.ulcc.ac.uk

Customer Portal Update

• New theme currently undergoing testing

• Switch-over to happen by end of July

• Once live feedback via ulccportal@london.ac.uk

• Short demo

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Ways to log an incident - Recap

CustomerPortal

Subject:Your INC0010048 has been logged

020 7862 8111 service@london.ac.uk ulcc.service-now.com

@ulcc www.ulcc.ac.uk

Moodle Service - Upgrades

Emily Walker

@ulcc www.ulcc.ac.uk

Moodle Service - Reporting

Dave Kenworthy

@ulcc www.ulcc.ac.uk

Taxonomy

• Server Level Reporting

– CPU, disk, memory etc.

• Web Reporting – traffic analysis e.g. Google

Analytics Application reporting - transaction timing, database statistics

• Service Reporting – SLA related stats e.g.

Availability, incident response.

• VLE Reporting – courses, assignments, activity

types, etc.

• Analytics – e.g. data mining to improve

student retention.

@ulcc www.ulcc.ac.uk

Server Level Reporting

• Used for early warning of failures that may impact service availability and performance– Disk space– Data centre temperature– Network router failure– Etc.

• Currently use Nagios, SolarWinds etc.

@ulcc www.ulcc.ac.uk

Web Reporting

• Used for analysis of both traffic and performance of web site or application

• Currently use Google Analytics, New Relic, Statuscake, Panopta, and others

• Google Analytics available to customers upon request.

• Bloom will include service option to use New Relic.

@ulcc www.ulcc.ac.uk

Service Reporting

• Reporting on performance of ULCC against agreed service levels such as availability and incident resolution

• Currently more manual than is ideal

• Bonsai/Bloom will introduce regular monthly reporting (basic at first but improving regularly)

@ulcc www.ulcc.ac.uk

VLE Reporting

• Used for understanding what usage is being made of the VLE

• Reporting plugin is now included in standard build with limited set of reports

• Reporting service available which provides daily copy of Moodle data to run extended set of reports without impacting performance

@ulcc www.ulcc.ac.uk

Analytics

• Using sophisticated ‘intelligent’ software to extract meaning and predictions from large datasets.

• ULCC are currently working with IBM and others to develop a shared service focussed on improving retention through use of Analytics.

@ulcc www.ulcc.ac.uk

Moodle Service – Bloom/Bonsai

John Hilton

@ulcc www.ulcc.ac.uk

Context

• Ensuring our services are built on firm foundations

• Providing clarity

• Evolution of previous Bloom offerings

• Ensure we have an e-Learning service for all needs and all budgets

@ulcc www.ulcc.ac.uk

Common Features

• Standardised ULCC-Moodle Build

• Quarterly Updates

• Time-bounded support

• No access to infrastructure

• Monthly Service Reports

@ulcc www.ulcc.ac.uk

Key Features - Bonsai

• 99% Availability Target• Basic Performance Target• 1 day/year inclusive support time• Weekly backup retention• Other boundaries/restrictions

@ulcc www.ulcc.ac.uk

Key Features - Bloom

• 99.9% Availability (with service credits)• Performance SLA (with service credits)• Unlimited Storage• 3 days/year inclusive support time• Annual Health Check

@ulcc www.ulcc.ac.uk

Chargeable Options - Bonsai

• Support+• Additional Processing Power• Additional Storage

@ulcc www.ulcc.ac.uk

Chargeable Options - Bloom

• Support+ (Bronze/Silver/Gold/Platinum)• Enterprise Enhancements

– DR, SSL, OOH, Reporting etc.

• Customisation– Private Theme, Tailored, Leading Edge

• Moodle Spaces– Pre-Production, Dev/Test/LoadBox, CYA

• Bolt-On Services– Mahara, Equella, MediaSite, Echo360 etc.

@ulcc www.ulcc.ac.uk

Bonsai/Bloom Comparison

Standard Build

Quarterly Updates

Access to Infrastructure

Service Credits

Availability

Storage

Support Time

Options

Bonsai

99.0%

Quota + £

1 day/year

Limited

Bloom

99.9%

Unlimited

3 days/year

Full

@ulcc www.ulcc.ac.uk

Service Descriptions

Available Now• Bonsai

• Bloom

• Support+

• Enhanced Availability

• Private Theme

• Tailored

• Leading Edge

• Pre-Production

• Mahara

@ulcc www.ulcc.ac.uk

Service Descriptions – Coming Soon

End August 2014 End October 2014 End December 2014

TestBox Enhanced Security Disaster Recovery

DevBox Course Year Archive LoadBox

Enhanced Performance Monitoring

OOH Upgrade Equella

Enhanced Reporting OOH Call Centre MediaSite

Echo360

@ulcc www.ulcc.ac.uk

Bonsai

• Default replacement for all existing contracts at next annual renewal point– No change to price, excluding RPI adjustment– Existing contractual terms and conditions– Schedule 1 and 2 replaced with Bonsai Service

Definitions

• Harmonisation– Small variation on current pricing i.e. a reduction to

the standard– Some clients on incorrectly assigned service level

and/or using more than designated storage

@ulcc www.ulcc.ac.uk

Bloom

• Upgrade path for Bonsai and current standard contract clients– New contractual terms and conditions built

around SaaS provision– Not applicable to all clients

• Harmonisation– Some clients on incorrectly assigned service level

@ulcc www.ulcc.ac.uk

Next Steps

@ulcc www.ulcc.ac.uk

Service Outage

Frank Steiner

@ulcc www.ulcc.ac.uk

Service Outage – The Incident

11.00• Network management

system reported ‘flapping’ of MAC addresses

• Initial diagnosis identified software issue in one of the core switches

12.00• decision to isolate core

parts of the infrastructure• Establishment of

emergency response task force to manage resolution and communication of incident

12.45• First official

communication vie ULCC website

• Establishment of hourly progress meetings

@ulcc www.ulcc.ac.uk

Service Outage – The Incident

15.30• Access to Moodle

services is fully restored

• Hardware fault rather than software issue – as initially diagnosed – was identified as cause

18.35• Network maintenance

provider arrived on-site with replacement hardware

21.30• Replacement

backplane and management cards have been installed, network (external & internal) being fully restored

@ulcc www.ulcc.ac.uk

Service Outage – Actions

1. Core Network Replacement

2. Review of Critical Incident Response Plan

3. Review of Communications Plan

4. e-Learning Service Resilience Review

@ulcc www.ulcc.ac.uk

Critical Incident Comms Plan

ADSL

@ulcc www.ulcc.ac.uk

Critical Incident Comms Plan

1. Acknowledgement of critical incident, even if we don’t know the cause

2. Automated text message alert (Emergency contacts, record keeping!)

3. Customer portal / ULCC website & Service Desk Message

4. Social Media for incremental updates & responses

5. At least hourly updates throughout duration of any critical incident

6. Official closure of incident (Incident Report & Lessons Learnt)

@ulcc www.ulcc.ac.uk

Customer Showcase

Tim Neumann, IOE

Assessment Careers Reporting Tool

Assessment Careers: Enhancing Learning Pathwaysthrough Assessment

Tim Neumann

Assessment Careers

• 3 year project funded by JISC with the aim of using technology to enhance assessment and feedback

• www.ioe.ac.uk/assessmentcareers

• Project Director: Dr Gwyneth Hughes

35

Some current problems with feedback

• Lack of learner engagement with and understanding of feedback (Lizzio & Wilson, 2008).

• Feedback does not encourage dialogue

(Nicol & Macfarlane-Dick, 2005).• Inefficiency in terms of effort and impact.• Rarely scrutinised.• Inconsistent practice.

• Lack of information about progress – this could be motivating (Hughes, 2014).

• Critique and advice focused on the current assignment. Often too late to be helpful.

• Few feedback on generic and discipline skills. • Feedback is not stored and readily accessed over time.

37

Lack of continuity

Assessment Careers Project

• Year 1: Baseline reporting and feedback analysis• Year 2 (2012/13): Five programmes pilot a

Student Response form (cover sheet)• Year 3 ( 2013/14) Institutional implementation including a

Moodle feedback reporting tool

Assessment Careers: Institute of Education website:

www.ioe.ac.uk/assessmentcareers

Pilot programmes

Pilot 1 MA Education, Health Promotion and International Development

Pilot 2 MRes in Educational and Social Research

Pilot 3 MA Clinical Education 

Pilot 4 MA/MSc Psychology of Education

Pilot 5 PGCE Primary

Approx. 400 students and 30 staff in total.

Student Feedback Response Forms(pilot with ca 400 students & 40 staff)

 Thinking about the feedback on your draft or previous assignment:

Indicate what the key points were.

State what action you took to respond to previous feedback while preparing the current assignment.

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Your response will help your assessor identify the progress you have made and suggest further action to help you develop.

Student Feedback Response Forms

If you would like feedback on any particular aspects of your assignment, please make a note of what you would like the feedback to address.

41

Pilot reports on using Student Feedback Response Forms

Staff: • Generally positively received.• Concerns over increased workload.

Students:• Use of forms patchy, responses to them mixed. • Student response depends on ‘Assessment Literacy’,

ie the capacity of students to engage with the process.

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Tools to Support Assessment Careershttp://link.lkl.ac.uk/jisc-ac-techreport

Technology plays a role in the following areas:

1. Assessment and feedback MANAGEMENT:>> provide a holistic overview of a learner’s development

2. Assessment and feedback QUALITY:>> incorporate dialogue into feedback, improve assessment design through inspiration

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Related ProjectsJISC Assessment & Feedback Programme

• FASTECH: http://www.fastech.ac.uk

• InterAct: http://blog.dundee.ac.uk/interact

• Assessment Diaries: http://assessdiariesgrademark.wordpress.com

• Online Coursework Management: http://as.exeter.ac.uk/support/educationenhancementprojects/current_projects/ocme

• Making Assessment Count:http://sites.google.com/a/staff.westminster.ac.uk/mace/home

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Student Assignment Report

• Based on ULCC Reporting/Analytics Framework• Runs with light version of Reports Dashboard

• Provides access to a student’s full submission history for tutors, even if not enrolled in the same courses

• Currently captures Moodle Assignment & Turnitin

45

Screenshot

46

References

Hattie, J. & Timperley, H. 2007. The Power of Feedback. Review of Educational Research 77 no. 1: 81-112.

Hughes, G. (2014) Ipsative Assessment: Motivation through marking progress Basingstoke: Palgrave Macmillan.

 Lizzio, A. & Wilson, K. 2008. Feedback on assessment: student’s perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education 33 no.3:263-275.

Nicol, D. & Macfarlane,-Dick, D. 2006. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31 no. 2: 199-218.

47

@ulcc www.ulcc.ac.uk

Customer Showcase

Greg Crichton & Adrian Kent, Oxford Brookes

Outsourcing Journey

Oxford BrookesOur outsourcing journey

Why we started to outsource

E-learning agenda.

Academia wished to improve offerings for e-learning.

Little in house capacity and expertise for hosting.

Shared educational ethos with ULCC.

Programme to enhance student experience

Provided driver for move from Blackboard to Moodle.

● Features● Mobile● Community

No in house expertise in Moodle

Not just the hosting need;We had a knowledge need.

Hosting of Moodle

When & how long:

ITT issued 6 June 2011Contract signed with ULCC Oct 2011Still smiling

Who:

We have the following people supporting our ‘technology enhanced learning’:Built up to 3 FTE developers (not Moodle exclusive), 3 e-Learning Technologists, OCSLD, 8 Faculty e-Learning Technologists.

What we would do better?

Co-ordinating Incident management(Service Now)Change Management (ITIL)Community engagement

What else have we outsourced?

Alfresco – document management

Equella - RADAR

The Future….is uncertain

Any questions?

@ulcc www.ulcc.ac.uk

Customer Showcase

Steven Malikowski, SGUL

Simulations in Moodle

@ulcc www.ulcc.ac.uk

Customer Updates

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SAVE THE DATE

ULCC Moodle Xmas EventSenate House

Tuesday, 9th December 2014

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End