Author Archives: Joseph Antonioli

About Joseph Antonioli

Senior Curricular Innovation Specialist

Notes: Moodle Archving

Guest – Billy Sneed

  • We’re transitioning away from Moodle, but we’re still somewhat reliant on it, even though we’ve migrated to Canvas.
    • We can’t totally turn Moodle off. Need to think thoughtfully about what we still need access to in Moodle and for how long?
    • How do we keep from disrupting policy and practices?
  • Project request was submitted (Billy S. here to speak more to that)
  • What do we still rely on Moodle for?
    • Faculty need to offer course content evidence up to 7 years back, specifically class activity online. They are being evaluated on how they interact with students online and what students get out of the course.
    • No one in the public needs to see any Moodle content, students shouldn’t need access either.
    • Content backups (MIIS). Not student data, just faculty content.
    • We’re still in transition, migration of course sites is not complete. Faculty need to have access to all their Moodle content so they can migrate it over in the future if they need it
    • Tenure review process
    • User access management: tenure review committee and faculty would need access
    • MIIS doesn’t have tenure review, we have contract review.
    • Relatively small group of faculty get reviewed for tenure at Midd.
    • Could we use some sort of non-public archival tool?
  • There are challenges in moving content from Moodle to Canvas.
    • Process strips out user data.
    • We may not be able to do this with future versions of Moodle, either. So even if we maintain a Moodle instance, that may not solve the problem.
  • Why did we decide to have Moodle be a hosted service?
    • We have the resources for this, $ or otherwise
    • What’s the cost benefit analysis of a hosted instance or an internally maintained instance?
    • It was a political decision – maintaining an instance of Moodle for archival purposes would also be a political decision
  • We can’t just export it and keep the data because we need to be able to see how the interaction with students played out
  • Another solution: desktop virtualization system
    • Adjust authentication settings
    • One administrator account
    • If anyone needs to review anything, they can pull up the Moodle instance ONLY via that local computer
    • If there is only one machine and it’s physically located on the College campus, this wouldn’t serve Monterey
  • We need to comply with the policy and keep Moodle pages with student data available for 2 years, the need changes for years 3-7
    • December 2018 is when we’ve told the community Moodle archives will no longer be accessible
    • Beyond that point, Moodle instance does not need to be accessible to more than 2 or 3 people (Joe, Bob, Amy S). Then we can just add people when they need access for review process.
  • We like the idea of a phased approach. One plan for years 1-2 and then emergency/auxiliary access beyond that
    • Not sure, but it will be difficult at best to maintain a piece of software like this on a virtual machine for this extended amount of time
    • Could AWS host this and handle the patches? Is there a way to fire things up in a hosted environment as needed?
  • Moodle is a PHP application
    • That’s a lot of data…
    • This is why promoting services like Panopto/Google Apps is going to be super important going forward
    • Not an obvious win, but could be doable
    • Reticent to commit to 7 years, chances are it’s going to break. The more time, the greater the fragility
    • Can it be kept up to date for 2 years? 7 years? It’s going to break, then what happens?
    • From the web applications side of things, it would be yet another application to maintain, but after initial setup, it won’t need much network. While it’s live, we’ll need to monitor for Moodle security issues that come up and apply patches in a timely manner. Not hard, more of the same, low usage. Probably easier to maintain than most of our other services. Would be a couple days work to get a new VM set up. Then monitoring the mailing list and setting up security patches.
    • How much data are we talking about, storage wise? 590GB
    • Annual maintenance as of 2015 for 1 TB was $1800 – just for storage (licensing, support, maintenance) doesn’t include staff time or other support pieces
  • Immediate needs…
    • We need to make sure we are covered for when the “no” gets vetoed.
    • How can we treat this as an education opportunity? Can we direct faculty make screencaptures of their courses? No administrator actually wants to go digging around in a Moodle page
    • Anyone can install their own Moodle instance on Middcreate
    • Faculty need to be more accountable for their data, but they have an expectation that everything will be available.
    • There needs to be some shift of ownership to faculty who will need this information, but it’s going to be a slow shift. Policy says the data will be accessible for two years, not beyond that.
  • Technology changes – we have no guarantee of what’s going to happen/Canvas’ longevity
  • How do we change the culture? Use these two years (until Dec 2018) to work with faculty to move their Moodle data where they need it to go
    • About 35-50 faculty at Midd
    • To change the culture, we have to constantly keep to policy
    • Ties into the growing need for education around how people interact with and take ownership of their data (digital literacies)
    • A lot of the time, we don’t take threats seriously until we have to
    • Set clear expectations and timeline
    • Communicate with list of relevant faculty
    • We would need to look at faculty over the past 5 years who are going through the tenure process
  • Would still advocate for paying remote learner to host the service through Dec 2018
  • Service availability is what makes things complicated – just downloading and storing static data would not be a problem.
    • Maybe that’s what we do after 2 years? We’ll export and keep the data, but faculty won’t be able to interact with it via a live service
    • In those 2 years, there needs to be good and repetitive communication with faculty about what they might to do to maintain access to the course interaction beyond those 2 years (Moodle hosted on Middcreate, screencapture of course pages, etc)
  • Time frame for moving content out of remote learner to wherever it will go?
    • Our RL contract is up in August – we’d need to have the new location up and ready to go in August – that’s our deadline
    • How long does web team need to make this happen?
      • Theoretically, it would take 1 person 1 week to get things up and running. But, web team is going to be short-staffed and has a substantive project pipeline. Other projects and staffing could make things take much longer.
    • Push for us to reach a decision by April 1 – this is not a joke (Joe)
    • Joe commits to getting the numbers to the group by the end of this week or next week. Joe will work with Billy on the numbers.

 

Notes: Moodle Archving

Guest – Billy Sneed

  • We’re transitioning away from Moodle, but we’re still somewhat reliant on it, even though we’ve migrated to Canvas.
    • We can’t totally turn Moodle off. Need to think thoughtfully about what we still need access to in Moodle and for how long?
    • How do we keep from disrupting policy and practices?
  • Project request was submitted (Billy S. here to speak more to that)
  • What do we still rely on Moodle for?
    • Faculty need to offer course content evidence up to 7 years back, specifically class activity online. They are being evaluated on how they interact with students online and what students get out of the course.
    • No one in the public needs to see any Moodle content, students shouldn’t need access either.
    • Content backups (MIIS). Not student data, just faculty content.
    • We’re still in transition, migration of course sites is not complete. Faculty need to have access to all their Moodle content so they can migrate it over in the future if they need it
    • Tenure review process
    • User access management: tenure review committee and faculty would need access
    • MIIS doesn’t have tenure review, we have contract review.
    • Relatively small group of faculty get reviewed for tenure at Midd.
    • Could we use some sort of non-public archival tool?
  • There are challenges in moving content from Moodle to Canvas.
    • Process strips out user data.
    • We may not be able to do this with future versions of Moodle, either. So even if we maintain a Moodle instance, that may not solve the problem.
  • Why did we decide to have Moodle be a hosted service?
    • We have the resources for this, $ or otherwise
    • What’s the cost benefit analysis of a hosted instance or an internally maintained instance?
    • It was a political decision – maintaining an instance of Moodle for archival purposes would also be a political decision
  • We can’t just export it and keep the data because we need to be able to see how the interaction with students played out
  • Another solution: desktop virtualization system
    • Adjust authentication settings
    • One administrator account
    • If anyone needs to review anything, they can pull up the Moodle instance ONLY via that local computer
    • If there is only one machine and it’s physically located on the College campus, this wouldn’t serve Monterey
  • We need to comply with the policy and keep Moodle pages with student data available for 2 years, the need changes for years 3-7
    • December 2018 is when we’ve told the community Moodle archives will no longer be accessible
    • Beyond that point, Moodle instance does not need to be accessible to more than 2 or 3 people (Joe, Bob, Amy S). Then we can just add people when they need access for review process.
  • We like the idea of a phased approach. One plan for years 1-2 and then emergency/auxiliary access beyond that
    • Not sure, but it will be difficult at best to maintain a piece of software like this on a virtual machine for this extended amount of time
    • Could AWS host this and handle the patches? Is there a way to fire things up in a hosted environment as needed?
  • Moodle is a PHP application
    • That’s a lot of data…
    • This is why promoting services like Panopto/Google Apps is going to be super important going forward
    • Not an obvious win, but could be doable
    • Reticent to commit to 7 years, chances are it’s going to break. The more time, the greater the fragility
    • Can it be kept up to date for 2 years? 7 years? It’s going to break, then what happens?
    • From the web applications side of things, it would be yet another application to maintain, but after initial setup, it won’t need much network. While it’s live, we’ll need to monitor for Moodle security issues that come up and apply patches in a timely manner. Not hard, more of the same, low usage. Probably easier to maintain than most of our other services. Would be a couple days work to get a new VM set up. Then monitoring the mailing list and setting up security patches.
    • How much data are we talking about, storage wise? 590GB
    • Annual maintenance as of 2015 for 1 TB was $1800 – just for storage (licensing, support, maintenance) doesn’t include staff time or other support pieces
  • Immediate needs…
    • We need to make sure we are covered for when the “no” gets vetoed.
    • How can we treat this as an education opportunity? Can we direct faculty make screencaptures of their courses? No administrator actually wants to go digging around in a Moodle page
    • Anyone can install their own Moodle instance on Middcreate
    • Faculty need to be more accountable for their data, but they have an expectation that everything will be available.
    • There needs to be some shift of ownership to faculty who will need this information, but it’s going to be a slow shift. Policy says the data will be accessible for two years, not beyond that.
  • Technology changes – we have no guarantee of what’s going to happen/Canvas’ longevity
  • How do we change the culture? Use these two years (until Dec 2018) to work with faculty to move their Moodle data where they need it to go
    • About 35-50 faculty at Midd
    • To change the culture, we have to constantly keep to policy
    • Ties into the growing need for education around how people interact with and take ownership of their data (digital literacies)
    • A lot of the time, we don’t take threats seriously until we have to
    • Set clear expectations and timeline
    • Communicate with list of relevant faculty
    • We would need to look at faculty over the past 5 years who are going through the tenure process
  • Would still advocate for paying remote learner to host the service through Dec 2018
  • Service availability is what makes things complicated – just downloading and storing static data would not be a problem.
    • Maybe that’s what we do after 2 years? We’ll export and keep the data, but faculty won’t be able to interact with it via a live service
    • In those 2 years, there needs to be good and repetitive communication with faculty about what they might to do to maintain access to the course interaction beyond those 2 years (Moodle hosted on Middcreate, screencapture of course pages, etc)
  • Time frame for moving content out of remote learner to wherever it will go?
    • Our RL contract is up in August – we’d need to have the new location up and ready to go in August – that’s our deadline
    • How long does web team need to make this happen?
      • Theoretically, it would take 1 person 1 week to get things up and running. But, web team is going to be short-staffed and has a substantive project pipeline. Other projects and staffing could make things take much longer.
    • Push for us to reach a decision by April 1 – this is not a joke (Joe)
    • Joe commits to getting the numbers to the group by the end of this week or next week. Joe will work with Billy on the numbers.

 

Notes for Core Team Meeting: Hypothes.is

February 28, 2017

Guests: Jeremy Dean and Nate Angell

The ACTT Core Team met with Jeremy (Director of Education) and Nate (Director of Marketing) from Hypothes.is ( https://hypothes.is ). This followed A two-week “facilitated online experience” using Hypothes.is was led by Sean and Jeremy from late January to early February, and Joe, Sean, and Jeremy had a previous conversation about Middlebury adopting Hypothes.is.

What is Hypothes.is?

  • All-purpose annotation tool.
  • Can be used for fact-checking.
  • Non-profit, open model.
  • Brings back the idea of an annotated web, dropped in early Mozilla projects.
  • Text is highlighted and links to annotations, which can be text, urls, audio, and video.
  • Uses the W3C adopted standards for online annotation.
  • Groups can be created to filter annotations. Ex. MiddAnnotate
  • Can be used as a commenting feature in a document.
  • Adding annotations requires an account.
  • Can be installed as a Chrome browser plugin.

Plugins and Integrations

  • There is a plugin for WordPress
    • Creates an experience similar to CommentPress
    • Is not theme dependent.
  • Canvas plugin
    • Can be used within Canvas, inline with pdfs.
    • Can be an assignment submission type
      • Can be assessed in the SpeedGrader.
  • Plugins are not browser-dependent.
  • Can be self-hosted, not recommended.

Challenges and Questions

  • What happens when content changes?
    • Answer released next week.
    • All annotations are saved.
    • If content changes, annotations will appear in an “orphans” tab.
    • Annotations can be loaded using Internet Archive.
      • Robot.txt files can block archiving.
  • Diigo is similar, can you import content?
    • If it uses the W3C standards
    • Annotations can be exported.
    • Currently, import and export for Hypothesis are supported via API. John Udell has an export utility that uses API: https://jonudell.info/h/facet.html
  • Browser limitations.
  • Content behind a pay-wall has limitations.
  • Some answers are available in the FAQ ( https://hypothes.is/faq/ ).

Middlebury and Hypothes.is

  • Some faculty and programs are using Hypothes.is.
    • Accounts are not tied to Middlebury authentication.
  • Course use vs. Institutional adoption
    • Agreement is currently between the faculty and student for course use.
    • Institutional adoption would involve:
      • Integrating with existing systems (Canvas, WordPress, etc.).
      • Using Middlebury authentication credentials
      • Require adherence to security and data standards.

 

Next Steps

  • Jeremy will share Education Offering documentation with team (DONE).
  • Joe will share Data Classification Policy with Jeremy (DONE).
  • Team will have a follow up meeting to discuss.
  • Jeremy will keep the Team informed on Hypothes.is development.

ACI – The Academic Cyberinfrastructure Inventory

Last Spring we gathered information on all of the services that make up our academic cyberinfrastructure, services and innovations for teaching, learning, research and creativity. This resulted in a long list of services in various stages of adoption. Since collecting this information we have merged it with the ITS Services Catalog, creating one huge list. This long list became unwieldy as spreadsheets, so we have put it into an application form that allows users to filter the list.

The application is available here – http://act.middcreate.net/aci/

or you can reach it via GO-link – go/aci

Now, we need your help before we share the inventory with the world. Some of the information has changed since the inventory was gathered, and there may be some items that we missed. Also, the application may not filter the information in a way that is useful to you.

So please visit and browse the ACI and contact Joe if:

  • Any of the information you see is incorrect and needs updating.
  • Anything needs to be added to the inventory.
  • You have a use-case for the inventory.

Thank you, in advance, for helping us make this a useful service for Middlebury.

Notes for Extended Team Meeting: Panopto Training

Presenter: Rebecca Lessem, Director of Training

Training & support resources under training tab of homepage

    • Webinars (basic and advanced) plus Friday Q+A with Rebecca at noon eastern time

Overview of how recordings move through the Panopto system

  • All videos are “deeply searchable” via automatic speech recognition + OCR software
    • Special plugin to powerpoint makes slide text searchable, too!
    • Title, keywords, metadata
    • Searchability is only English language-based? (Petar)
      • Yes
      • For other languages, uploading captions is recommended for searchability.
  • Recording
    • You can record from any device (downloadable app)
    • Remote recorder functionality – start and stop times can be pre-set (not available for Macs, PC only)
    • You can also record outside of Panopto and upload to the platform
      • Will be processed and searchable the same as other videos
    • Quality of OCR? (Shel)
      • it depends – usually works well for printed text and/or stuff that’s on-screen for a while; handwriting is obviously trickier
    • Creators can add PDFs to their recordings as well as slides
  • Viewing Panopto content
    • Interactive web viewer
    • Accessible via any browser
    • Android and iOS apps
    • Display is automatically optimized for the device you are viewing from
    • Mp4, mp3, tablet, android, and iOS viewing formats are available for every recording made or uploaded to Panopto
    • Admins have brand customization options
    • Are there multiple quality versions for adaptive streaming, or just one encoding per device type? (Zach)
      • Panopto should adjust automatically as long as you are accessing via the web viewer; mobile apps have just one encoding each, but creators can specify

Roles in Panopto and their permissions (creator, viewer, administrator)

Folders

  • Course folder – shared with instructor and students
  • My folder – personal to every user
  • Assignment folder – allow for student recording
    • Everyone who is a viewer in the course would be able to record via this folder without technically being a creator
    • Can students easily download any videos they make for portfolio reasons? (Zach)
      • Yes – multiple output options can be selected and processed into a single mp4
  • Shared with me
    • Any content you’ve been added to
  • Bookmarked
  • Browse
  • Each folder has its own permissions which can be adjusted
    • Share – Google-esque options (specific people, organization wide, groups, public on the web, etc.)
      • Groups are not auto-synced from AD (too many); course groups synced on demand from the Hub, others must be (re-)created manually.
    • When you share a folder, you can assign read only, edit, or publish permissions
      • If enabled, “publisher” would have to give approval for content to become visible to viewers
  • Our folders are set up by Program -> Year -> Semester -> Course (Joe)
    • We could structure our Panopto folders to reflect this
  • Parent folder settings can be set to to apply to subfolders, or not
  • Is there a master file? (Petar)
    • Each file is a master file
      • A copy of a file would be it’s own master file and would have to be deleted/adjusted separately from the original

Panopto from the viewer perspective

  • Can adjust video speed
    • Fastforward
    • Slow motion
  • Can annotate videos
  • Can take notes
    • Private by default, can be adjusted
    • Notes can be taken in a group channel so everyone in the group can see/search each other’s notes
    • Saved as metadata so student can see/search later
    • Creator can delete notes
  • Can participate in discussion
    • Like a group chat, more public than notes
    • Saved as metadata so student can see/search later
    • Creator can delete discussions (if content is problematic or creator uses same video from semester to semester)
    • Cannot be exported, we can submit feature request

Canvas Integration

  • We don’t have it, but maybe we want it
  • When enabled, Panopto shows up as a tab in the course menu
    • Embedded, searchable Panopto iframe within Canvas
  • Instructor can make new recordings, adjust video settings, edit videos, share videos within Canvas via the integration
  • Panopto button will show up in Canvas rich text editor
    • Content can be directly embedded into discussions, assignments, etc
    • Recordings will live in Panopto
  • Permissions for Panopto files would carry over from semester to semester without having to copy the video. This can currently be done using the Course Hub.

Statistics

  • Counts live stream watching? (Petar)
    • Yes

Can a live webcast be embedded? (Mack)

  • When you prepare the link in advance, you can embed it, but it won’t show anything until the session begins.
    • Does it embed the live webcast or just the recording? Didn’t seem to work when we tested. (Mack)
      • Rebecca will follow up

ACTT Extended Team Meeting Agenda for October 25, 2016

The new ACT Team process includes Extended Team meetings. These closed meetings allow the Team to work with expert staff and focus on evaluating solutions that inform recommendations.

Agenda

We will be participating in a vendor led training on Panopto, the video management service we are piloting this fall. Proposed topics include:

  • Overview of how recordings move through the Panopto system
  • Logging in to Panopto from Blackboard/Canvas or directly
  • How Panopto appears in Blackboard/Canvas
  • How folders work in Panopto (hierarchy, subfolders, sharing)
  • Roles in Panopto and their permissions (creator, viewer, administrator)
  • Managing the Panopto Video Library: sharing, moving, copying videos and folders
  • Viewership analytics

Notes for Core Team October 18, 2016

Moodle Archiving

  • No courses using Moodle sites after December.
  • Q: What form does the Moodle archive need to take?
    • A: Read-only
  • Q: How long do we need to keep the sites?
    • Policy says 2 years, until December 2018
  • Q: Can Segue decommissioning be used as a model?
    • Q: Can Moodle sites be exported in a usable format?
      • A: They can be exported as .mbz files, we may be able to extract files and pages from them.
    • Q: Is that enough?
      • Review process may need to see student data, this is stripped on an import into Canvas
    • A: Segue model is probably not viable
  • Q: What hosting solutions are possible?
    • Local – considerations are that it needs to be set up the same way as the R-L hosted version. Adam will follow up.
    • Keep at R-L for a reduced cost. Joe will follow up.
    • MiddCreate – concern is the Moodle instance may be too big. Sean will follow up.
  • Q: How long do we have before an archive solution needs to be in place?
    • A: August 2017
  • Other considerations
    • Leng course content. Sean will follow up.
    • Chinese Placement Exam. ODL is working with the Chinese School to use the UNC hosted version of the adaptive placement exam for the near term.
  • This is the start of the conversation, please be prepared to discuss in the future.

 

ACI (Academic Cyberinfrastructure Inventory)

  • Doreen has been adding inventory items (THANK YOU!!!). She is currently working on the items in the ITS Service Catalog.
  • Joe will present the inventory at an all-Library meeting. Please share with people you feel are interested in the inventory, we would like to know how it can be useful. We also need to update the information and make additions.
  • Most of the dependencies are in the ITS list, these will be added.
    • Q: Should dependencies be a cascading or a flat list?
      • A: TBD these are the kinds of questions and discussions we want to have.
  • Needs taxonomy definitions.
  • Extended Team will be asked to review items from their area on a 2-4 times per year. The ACTT will update based on the progress of our evaluations.
  • Inventory is available at http://go.middlebury.edu/aci or http://act.middcreate.net/aci

Values

The Team sorted values collected in Padlet, then each member summarized the values in a category. The results are below.

From https://padlet.com/bcole8/n30ltevlwnfd

Collaborative Partnerships

We engage in our work with Middlebury community partners, colleagues, and amongst ourselves with a collaborative spirit and a commitment to fostering and supporting agency, empathy, and curiosity on all sides.

Critical Thinking

We approach our work from a critical lens, taking into consideration the technical, administrative, as well as pedagogical sides of each recommendation to ensure that solutions truly address underlying needs.

Inclusivity

We strive to serve all our constituents equitably across campuses. This necessitates intentional and mindful communication internally, as well as with the parties represented/impacted by our recommendations and decisions.

Leadership

We lead and participate in complex evaluations, balancing the current needs of the institution with the need to change and innovate. We encourage exploration of what is possible, and inspire others to do the same.

Openness & Growth

We are open to new ideas, suggestions, and ways of doing things; continually inquiring and learning as individuals and a team.

Transparency

ACTT activities are accessible, discoverable and visible to the Middlebury community. Secrecy is utilized as little as necessary.

Notes for Core Team September 20, 2016

LTI Report:

  • What does ‘public’ actually mean?
  • Partial list of installed LTI’s
  • Adobe Connect, Lib Guides, Chat Room, Course Load, Andover Fulcrum
  • Khan Academy
  • Ted Ed App
  • 3D game lab
  • Amy S. noticed some were added to course she and Bob are working, but they didn’t add them.
  • Didn’t know we already had so many already installed, many related to Adobe Connect.
  • What is Ref Me? Something of Stacy’s, American Studies? Likely research guide tool.
  • Need more info on the difference between public, name only and anonymous?

 

What do we do with this info?

  • -Most are LTI’s been installed by faculty
  • Contact Faculty, let them know they are sharing roster info with third party service via LTI? Who should take on that notification, ODL, GLC…? Discussion.
  • We now have LTI governance and use that to work through the existing LTI’s(Sean)
  • (Joe) most concerned with the LTI’s that are public.
  • Research to see if the publics are actually sharing information.
  • Name only, Arc(Canvas internal) and Ref Me(helps with Apa citations).
  • Is Ref Me legacy? Amy F. has looked in the course and isn’t sure what is creating it. May want to check with Brian Carson.

Amy F. will check with Brian about Ref Me

Joe will inquire with Instructure (Libby) about different categories; public, name only and anonymous. Are LTI’s auto enabled when using contact YouTube, Vimeo

  • Public FERPA violation? Joe believes students need to be notified and offered option to opt out of the service.
  • Concerns about how we are going to be able to police this.
  • Many may be activated based upon content being added, not deliberately installed.
  • Joe A. concern about public and name only.
  • Do we want to be gatekeeper or turn off faculties ability to turn on LTI?
  • Faculty have agreements when doing blog posts, that informs student that work will be available for world to see. Frequently used in writing program.

Dashboard for LTI’s in evaluation process. Old Project Academic Cyberinfrastructure Project, being reengaged to take on LTI’s we don’t want multiple inventories.

Joe A. will work on it and report back in about a month.

Had used Google Fusion tables and reached limits, going to make prototype, make searchable and we will try and evaluate.

Adam had gotten inquiry about the inventory and if their were any deliverables available to share. Joe A. said Fusion tables and spreadsheet are available. People can be pointed to spreadsheet for immediate future. https://docs.google.com/a/middlebury.edu/spreadsheets/d/1E97qVa22IviurL2NtRsgdWey05IkEntlaKNVj8ttUVk/edit?usp=sharing

 

ACTT Shared Values:

  • Sean, Joe and Bob had meeting with people who had been through process.
  • How do we go about creating our shared value as a group.
  • Values need to apply to work the group does.
  • Does Core Group know the work of the ACTT. If we don’t have clarity on the work, creating values will be more challenging.
  • What work, core team? Extended team? Touching work?
  • Amy S. start narrow, with recommendation process.
  • Part of work in evaluations, hard to evaluate without values.
  • Begin with core team?
  • Adequate Excellence, Legum(swedish for just enough)?
  • Adam? What is the point of exercise? Checklist for evaluations?
  • -originally context of class where working with clients, researching clients. Research context? How to do approach research ethically.
  • -Ethics for how you develop relationship with those you serve.
  • Project by project, or have overall values and apply overall to project?
  • ODL started to draft some values. For customers to know our approach. Ethics can become part of core message outward facing, can also help when doing the work.
  • Important to discuss how we would use this in our work. Perhaps each time we took on a project. And as recommendation is being finalized.
  • Bob C. having values informs the work and makes review less ad hoc.
  • Values could be part of the outward facing portion of the group. When working with us, this is how we would work.
  • Client’s values could be taken into consideration.

 

Next Steps:

 

  • Each team member identified 5 values and definitions for ACTT work
  • Focus on evaluation and recommendation work

 

  • Shared Google Doc for submission of values
    • Wordsmithing will occur during meeting discussion

 

Updates:

Bob hosting Panopto intro

Four courses including Panopto, including ‘Batman unlimited’

Jamie Cloud Storage

Home directory ITS project group reshuffled. Timeline laid out December, liscense renewal for backup software due in February with monitor implications.