1. Sakai Overview July 13, 2005 Joseph Hardin Sakai Board Chair University of Michigan School of Information KYOU / sakai Boundary, Situation

2. 2 Genesis of Sakai – Through Michigan Eyes In the beginning there were two activities – Teaching & Research - “what faculty do” Online tools should support both But initial work was bifurcated 1) Work in building and analyzing Research Collaboratories – the online support of research and research teams 2) Work in building/analyzing Course Management Systems – online teaching support

3. 3 Over 42,000 users at the end of 2003, retired Fall 2005 CourseTools

4. 4 WorkTools Over 9000 users (2000 active) at the end of 2003. Migrated to Sakai Spring 2005.

5. 5 Sakai Concepts It is both research and teaching - it is all “collaboration” - many tools in common –Teaching: Courses, tools, drop-boxes –Research: Putting the user interface on the Grid and Virtual Organizations Teaching and Learning Collaborative Research Collaboration and Learning Environment

6. 6 So, Let’s Build a Single System Build a framework that can be easily added to – modular From the beginning – make it both 1)a powerful research support environment 2)A competitive learning management system We need a unified theory, and practice

7. 7 A 15-Year Mission @ UM 19981991 - 19971999200020012002200320042005 SPARC Science of Collaboratories Sakai Worktools (Notes Based) Coursetools (Notes Based) CTools CHEF OGCE Grid Portal NEESGrid CTNG

8. 8 SPARC 2/2001 600 users 800 data sources

9. 9 Digital libraries & documents groups-to- information groups-to- facilities people-to-people Communication, Collaboration Services Distributed, media-rich information technology Remote instruments http://www.scienceofcollaboratories.org/ Science of Collaboratories NSF Funded ITR

10. 10 Teaching and Learning Collaborative Research Collaboration and Learning Environment CourseTools WorkTools CHEF CHEF= CompreHensive collaborativE Framework This was the first run at the problem at UM

11. 11 But others were thinking like us Home grown CourseTools-like systems were reaching end of life at IndianaU, UMichigan, MIT, Stanford Standards and interoperability were hot topics The open source model was emerging as viable in the application space (or we could make it so) Resources could be mobilized

12. 12 CourseTools WorkTools CHEF So, CHEF -> Sakai CHEF Sakai The Research and Teaching Tool Project developed legs – built a community

13. 13 The Sakai Project - 2004 “The University of Michigan, Indiana University, MIT, Stanford, the uPortal Consortium, and the Open Knowledge Initiative (OKI) are joining forces to integrate and synchronize their considerable software into a pre-integrated collection of open source tools.” (January, 2004) Sakai Project receives $2.4 million grant from Mellon Foundation; support from Hewlett Foundation

14. 14 Sakai Funding Each of the 4 Core Universities Commits –5+ developers/architects, etc. under Sakai Board project direction for 2 years –Public commitment to implement Sakai –Open/Open licensing – “Community Source” So, overall project levels –$4.4M in institutional staff (27 FTE) –$2.4M Mellon, $300K Hewlett (first year) –Additional investment through partners

15. 15 Why: All the simple reasons These are core infrastructures at our Universities Economic advantages to core schools, partners Higher ed values – open, sharing, building the commons – core support for collaboration tech We should be good at this – teaching, research are our core competencies Maintains institutional capacity, independence Ability to rapidly innovate – move our tools within/among HE institutions rapidly Based on goals of interoperability - Desire to harvest research advances and faculty innovation in teaching quickly

16. 16 Online Collaboration and Learning Environments are Key Tools for our Faculty and Students Now Rapid, continuing growth in adoption and use. Just keeps growing.

17. 17 So, What is Sakai? Sakai is a project – an initial grant for two years Sakai is an extensible framework - provides basic capabilities to support a wide range of tools and services – teaching and research Sakai is a set of tools - written and supported by various groups and individuals Sakai is a product - a released bundle of the framework and a set of tools which have been tested and released as a unit Sakai is a community – an emerging group of people and resources supporting the code and each other, realizing large scale Open Source efficiencies in Higher Ed

18. 18 Supporting the Class Sakai as Course Management System (CMS)

19. 19 Supporting the Lab Sakai as collaboratories - support for online research teams

20. 20 Ctools – List of Worksites – Classes, Projects Both students and faculty can set up projects. In fact, we are seeing the rate of project creation surpass that of class creation. People like to work/learn together.

21. 21 Bringing the lab to the classroom Bringing the lab to the classroom

22. 22 Michigan CHEF Framework CourseTools WorkTools Indiana Navigo Assessment Eden Workflow OneStart Oncourse MIT Stellar Stanford CourseWork Assessment OKI OSIDs uPortal SAKAI 2.0 Release Tech Portability Profile Framework Services-based Portal SAKAI Tools Complete CMS Assessment Workflow Research Tools Authoring Tools Partner Tools… Primary SAKAI Activity Refining SAKAI Framework, Tool development to TPP. Intensive community building/training Jan 04 July 04May 05Dec 05 Activity: Maintenance & Transition from a project to a community SAKAI 1.0 Release Tech Portability Profile Framework Services-based Portal Refined OSIDs & implementations SAKAI Tools Complete CMS/CLE Assessment Primary SAKAI Activity Architecting for JSR-168 Portlets, OKI services JSFaces, etc. Developing Sakai 1.0 design, Tech Portability Profile. Sakai Project Timeline

23. 23 Building the Sakai Community Developer and Adopter Support for Universities SEPP - Sakai Educational Partner’s Program Community for ongoing development, adoption, support Commercial Support – Sakai Commercial Affiliates Based on open-open licensing – open source, open for commercialization SCA – Fee-based services from vendors include… Installation/integration, on-going support, training Think of as “Sakai Red Hats” Also, IMS Global Learning Consortium – building standards; working with CLE/CMS vendors on interoperability between frameworks, e.g., WebCT, BlackBoard, Sun, Cisco Learning, etc.

24. 24 Sakai Educational Partner’s Program Developing the Community to Guide the Source. Membership Fee: US$10K per year ($5K for smaller schools), 3 years Access to SEPP staff –Community development liaison –SEPP developers, documentation writers Invitation to Sakai Partners Conferences –Developer training for the TPP, tool development –Strategy and implementation workshops –Software exchange for partner-developed tools Seat at the Table as Sakai Develops The success of the SEPP effort will determine the long term success of the project.

25. 25 Sakai Educational Partners – April 1, 2005 Arizona State University Boston University School of Management Brown University Carleton College Carnegie Foundation for Advancement of Teaching Carnegie Mellon University Coastline Community College Columbia University Community College of Southern Nevada Cornell University Dartmouth College Florida Community College/Jacksonville Foothill-De Anza Community College Franklin University Georgetown University Harvard University Hosei University IT Research Center Johns Hopkins University Lubeck University of Applied Sciences Maricopa County Community College Monash University Nagoya University New York University Northeastern University North-West University (SA) Northwestern University Ohio State University Portland State University Princeton University Roskilde University (Denmark) Rutgers University Simon Fraser University State University of New York Stockholm University SURF/University of Amsterdam Tufts University Universidad Politecnica de Valencia (Spain) Universitat de Lleida (Spain) University of Arizona University of California Berkeley University of California, Davis University of California, Los Angeles University of California, Merced University of California, Santa Barbara University of Cambridge, CARET University of Cape Town, SA University of Colorado at Boulder University of Delaware University of Hawaii University of Hull University of Illinois at Urbana-Champaign University of Minnesota University of Missouri University of Nebraska University of Oklahoma University of Texas at Austin University of Virginia University of Washington University of Wisconsin, Madison Virginia Polytechnic Institute/University Whitman College Yale University New University of Melbourne, Australia University of Toronto, Knowledge Media Design Institute

26. 26 Some Sakai Partner Projects: Examples of Early Community Contributions to the Sakai Project

27. 27 The Berkeley Grade Book University of California, Berkeley funded development of an on-line grade book. The UC Berkeley grade book is now in pilot on the Berkeley campus as a stand alone tool, and moving into pilot at IU. It is part of the 1.5 release.

28. 28 Grad Tools The University of Michigan’s Grad Tools provides doctoral students and faculty a way of tracking degree progress from the point of choosing an advisor to degree conferral. Doctoral students create their own site, which contains an automatically personalized dissertation checklist based on data from their department and from the graduate school. Students control access to their Grad Tools site, and use collaboration features common to CTools, including file storage, group email, email notification, structured discussion, and more.

29. 29 Keeping track of student progress toward a degree. More time for learning, and teaching.

30. 30 Samigo – Testing and Assessment Part of 1.5 release

31. 31 Melete – Online Lesson Authoring Tool – Part of ETUDES Project Foothill College’s Melete, an online lesson authoring environment, is the classroom component of ETUDES (Easy to Use Distance Education Software) that is being rewritten in Java for Sakai-based ETUDES-NG. Melete offers instructors the ability to author online learning modules. Melete features extra controls to assist online teachers/learners, such as the ability to set prerequisites and the pacing of material. The Hewlett Foundation funded deployment of Sakai for the service provided to 48 California community colleges. Part of 2.0 release

32. 32 300 faculty from 17 community colleges (highlighted in red on next slide) from the ETUDES Alliance have committed to a pilot of ETUDES-NG (Sakai 1.5 + Samigo + Melete) in the spring and summer of 2005. Three colleges will go into production in the fall. More to follow in the spring. All colleges will migrate to Sakai by July 1, 2007. ETUDES Consortium – Sakai Pilots to Production

33. 33 Skins at Course Site Level

34. 34 Melete – Lesson Builder

35. 35 Linking to websites to supplement or support the content of a lesson Composing content online using a WYSIWYG Editor Uploading all types of documents for lesson components/content This is MELETE

36. 36 Accessibility metadata Ability to check for lack of compliance with Section 508 accessibility guidelines Will plug in to TILE from U Toronto.

37. 37 Student View – Navigation & Licensing Navigation is created automatically content Authors can license their content

38. 38 Open Source Portfolio Initiative (OSPI) OSPI is a community of individuals and organizations collaborating on the development of the leading open source electronic portfolio software. The Open Source Portfolio software is individual-centered, enabling users to gather work products and other artifacts to be stored and shared with others, and used for personal growth and development. The ePortfolio toolset is being developed on the Sakai infrastructure providing a stand alone application as well as an integration of rich portfolio tools in the full suite of Sakai applications. See www.theospi.orgwww.theospi.org Tracking Sakai releases – 1.5 and 2.0

39. 39 All these are examples of distributed development of innovation – Sakai Partners building new tools, and sharing them immediately with the community, through the Sakai platform. We are also doing the same with research tools – here’s some examples:

40. 40 Open Grid Computing Environment Example: Submitting a job to the GRID. Note research computing tools added on left.

41. 41 1. The collaboratory movement UARC operational SPARC operational NEESgrid development NEESgrid operational

42. 42 NEESgrid interface

43. 43 NEESgird interface

44. 44 NEESgrid interface

45. 45 NEESgrid: Data viewer

46. 46 NEESgrid: LabNotebook

47. 47 NEESgrid: Simulation

48. 48 Remember, Sakai Concepts It is both research and teaching - it is all “collaboration” - many tools in common –Teaching: Courses, tools, drop-boxes –Research: Building user interface and services on the Grid and Virtual Organizations Teaching and Learning Collaborative Research Collaboration and Learning Environment

49. 49 SCA – Sakai Commercial Affiliates First Generation – Open Source Software Support Support for the Sakai codebase, or support of Sakai users = SCA Member

50. 50 ‘Second Generation’ SCA Partners

51. 51 Part of Much larger Whole Multiplying Open/Community Source Efforts integration, standards…innovation Figuring out how to work together Development, operations, maintenance, timing, evolution, building open source community in HE PKI Dartmouth Chandler/Westwood Twin Peaks Navigator

52. 52 …sees two significant areas of activity and investment on the part of institutions and higher education communities (…) with the Sakai Project having the promise of playing a keystone role in both of these areas: Open-source Business and Learning Solutions: Institutions are driving towards collaborative, open systems for content creation, management and delivery, as well as administrative and support systems. The institutions see open systems as a way to reduce operating costs and a growing dependency on proprietary software vendors, and as a way to unleash the innovation and creativity of their faculty and students. Interoperable Learning Content: Institutions are driving towards interoperable learning materials (textbooks, tests, supplemental materials). Institutions increasingly are differentiating themselves in their effort to attract students through specialization (…) A key need, therefore, is for content to be standards based and interoperable in order to simplify its acquisition. A related and critical need is the effective ability to find learning materials across a vast array of electronic sources. IBM believes that Sakai is one of the answers…

53. 53 Reference Architecture: Working with a group of higher education leaders and partners, IBM intends to publish a reference architecture for the higher education industry and to create an integration stack (…) SW Stack and Offering: With the Sakai application as the core, IBM plans to build an end-to-end software stack(…) HW Stack and Offering: Building on the software stack, the next logical step is to build a combined software/hardware stack and provide clients with what we are calling a “Sakai-in-a-Box” offering that enables them to order a Sakai installed server that they simply plug in and configure to their specific institution’s needs. This will be a significant factor in enabling a fast adoption rate for Sakai. Hosting Stack and Offering: Examining the successful business models of commercially successfully Course Management Systems highlights the fact that being able to provide a web-accessible ‘hosted’ offering is a key factor in fast commercial adoption(…) What IBM plans to do with Sakai Project…

54. 54 Code Donations: IBM is well known for our significant contributions of source code to the open source community, and we are open to considering the donation of IBM owned assets to the Sakai community. “Commercial” SW expertise: As one of the world’s largest software companies,IBM Software Group can offer the Sakai Project significant experience across the full spectrum of code development, packaging, testing and commercialization. Global Sales and Marketing Channel: IBM manages the single largest Education Industry channel in the world, combining the most experienced team of IBM Education Industry sales experts in the world with the most extensive Business Partner channel in the world. With the key to Sakai’s success being quick, broad commercial adoption, having an experienced, global channel will be a significant contributor. What IBM plans to do… 2 Both universities and commercial partners contributing code and expertise. Benefit of open source strategy.

55. 55 And, interestingly… Sun Apple Unisys Are also asking about joining the Sakai Commercial Affiliates, and proposing to do similar things with the Sakai Community Validation of Open Source Model… Useful partners in open source community. ?

56. 56 Open Source Dynamics Open Source Projects are crucial to supporting innovation in higher ed We have some examples now of ‘for higher ed, by higher ed’ OS efforts A literature is developing around the dynamics of open source communities We learn from experience and add to our common stock of knowledge; we are learning institutions, after all. The Sakai Project is a pioneer in this, devising its own open source strategy: Community Source.

57. 57 Building Contribution Community Receiving code fixes and folding them in Receiving large tools and working to integrate them effectively –XWiki –Blog –Jabber Instant Messaging –SCORM player –RDF-based visual concept mapper Rapidly growing area. Possible because we’re open source. Thus anyone can contribute. Necessary to achieve goal of rapid innovation within mature system. We filter contributions.

58. 58 Sakai Releases Enterprise Quality Teaching and Learning, Research and Collaboration Jan 2004 Jan 2005 Jan 2006 Sakai 1.0 Sakai 1.5 Sakai 2.0 Sakai 2.1 Enterprise “suitability” Teaching/Learning Collaboration/Research

59. 59 Known Pilots and Production Boston University School of ManagementBoston University School of Management Carleton College Foothill-De Anza Community College DistrictFoothill-De Anza Community College District Indiana University Johns Hopkins University Lübeck University of Applied Sciences, GermanyLübeck University of Applied Sciences, Germany Massachusetts Institute of TechnologyMassachusetts Institute of Technology Northwestern University Rutgers Stanford University University of California, Berkeley University of California, Berkeley University of California, Merced University of California, Merced University of Cape Town, SA University Fernando Pessoa, Portugal University Fernando Pessoa, Portugal University of Lleida, Spain University of Michigan University of Missouri University of Virginia Whitman College Yale University Growing pretty quickly.

60. 60 (Aside) What’s in a Name? A little history – the Sakai Project had the Chef Project as one of its precursors. Chef = CompreHensive collaborativE Framework We named it that way for fun – we liked the Japanese ‘Iron Chef’ TV show. SAKAI at one time meant: Synchronized Architecture for Knowledge Acquisition Infrastructure – too big a mouthful! Now it is just ‘Sakai’ without all capital letters. It is just a nice word. We like the sound.

61. 61 But, it is also… The name of a famous Iron Chef. (More fun!) It is also (we think): Which has connotations, we are told, of moving across boundaries, of being involved in a complex situation. (Right?) Appropriate for us.

62. 62 Conference Growth 100% in 6 months

63. 63 Sakai Foundation Setting up a not for profit corporation Liability protection Home for core development, support Architecture, development, QA, production Sustainability for community

64. 64 The Sakai Community Main site: www.sakaiproject.org – outward lookingwww.sakaiproject.org Bugs: bugs.sakaiproject.org – open, active Sakai-wide collaboration area –collab.sakaiproject.org; sakai work sites, discussion lists, resources areas; working instance of Sakai –sakai-dev@sakaiproject.org – open mail list, activesakai-dev@sakaiproject.org –sakai-user@sakaiproject.org – open mail list, activesakai-user@sakaiproject.org Sakai Educational Partners (SEPP) –Separate mailing lists, discussion areas; for internal use –Dedicated staff – technical and admin support –Two conferences per year; regular VTCs, phone calls We are in a rapid growth phase.

65. 65 Thanks Q&A