Capcha for Landscape

On Jan 5, 2014, at 6:48 AM, Paul Bierman <paul.bierman@uvm.edu> wrote:

Hi Wes,

Looks like the human authentication is causing some folks some problems…given that many of our users are elderly, perhaps that’s not a surprise.  Wonder if the codes can be made easier or come sooner in the process before the comment is written?

I adjusted the image, reduced the number of obfuscation elements, changed contest and transparency, reduced the character set to numbers only, length of 4

On Jan 12, 2014, at 5:58 AM, Paul Bierman <paul.bierman@uvm.edu> wrote:

On Jan 11, 2014, at 5:21 PM, “John W. Adams” <jsoucook@myfairpoint.net> wrote:

Hi Paul I used a public computer today and was unable to get through to submitt comment. Please look into this matter as I will not be sumitting comments if they do not send.
John W. Adams

There was an additional condition check that wasn’t updated to reflect new string length, Try now.

 

 

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Drupal for Sociology

On Dec 20, 2013, at 1:09 PM, Thomas Streeter <thomas.streeter@uvm.edu> wrote:

Example of a cool drupal theme: http://envato.tabvn.com/demo.php?theme=centum

The main question is: could Salli and I use something like this to run our Dept. webpage without a hellacious learning curve? 

Tom

On Dec 20, 2013, at 9:00 AM, Thomas Streeter <thomas.streeter@uvm.edu> wrote:

Hi Wes, Hope. Here’s the background: several of the Departments in CAS were frustrated with the College’s “one size MUST fit all” required template for departmental websites. The required templates not only make all Departments look the same, but they were always a bit of a pain to use and cluttered with irrelevant info., and in the past couple of years they have become woefully out of date. So I got permission from the CAS Dean to experiment with an alternative, and used Rapidweaver to throw up a website that was more efficient, up to date, responsive, and easier to navigate, particularly for students. For me, it’s drag and drop and a breeze to update, which a Chair constantly needs to do. (http://www.uvm.edu/sociology) Students uniformly say they like it better (though at this point it’s very plain). 

But this is not a generalizable solution, and I’m told that the future of web development in general is drupal or wordpress; systems like Rapidweaver are on their way out. And word is that the UVM web team intends to move everyone to drupal (and at least some in the Dean’s office expect that they will go back to the one-size-must-fit-all policy, except on some kind of drupal template).

So I thought we’d find out more about this drupal stuff before putting more effort into the eventually doomed Rapidweaver approach. Poking around on the web gave the same impression that Wes confirms. There are however increasing numbers of cheap drupal templates available, so I was hoping Salli and I could figure out enough to experiment with one or two of them, and decide where to go from there.

Well! So Tom wants to use Drupal as a content management system (CMS). Others have tried

In theory, the day to day management of a CMS is simple enough . Designing and building the site is the hard part — thus, the sites above produced by an outside company or an internal IT specialist.

Finding a pre-built theme may help. I haven’t really played around much with fancy themes, so I don’t really know

But we can always try. Enterprise Technology Services (ETS) Systems Administration & Architecture (SAA) people prefer that Drupal be installed on a special virtual machine farm separate from www.uvm.edu, tied to your departmental NetID ( soceval ?) ; i.e, soceval.w3.uvm.edu . You or I need to contact SAA and request to have that machine configured, and I can do a basic install

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Laptop imaging

Dec 16 and Jan 5. Done.

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RealServer usage analysis

On Dec 6, 2013, at 2:05 PM, Kent Saunders <kgs@uvm.edu> wrote:

Looks like it’s getting some use.  Here are some stats going back three
months:

month, hits, unique ip addresses, unique files
2013-09, 59177, 1265, 996
2013-10, 60788, 1282, 1609
2013-11, 57178, 1267, 963

I did  a much deeper analysis, stripping of HEAD requests, limiting to response code 200, found that the great majority of hits were robots, stripped out those IPs, and usage was low indeed. Even lower when limited to RTSP requests. Looks like the majority of requests for file were in fact HTTP request for metafiles containing an rtsp:// URL which was not subsequently satisfied by by an RTSP request: that is,   people were requesting videos through their web browser, but didn’t have RealPlayer nor the RealPlayer plug-in to actually watch the video.

Most hits were on Leonard Perry’s Perennial Pages

http://pss.uvm.edu/ppp/forpecon.htm#Videos

and extensions Across the Fence pages

http://www.uvm.edu/extension/?Page=acrossfence_episodes.html

Those folks should be contacted and advised. Is that an SAA job or a CTL job?

CMSI hits appear common, too, but I can’t ascribe a definitive owner. However, since they may be related to a course, I’m sure CTL will hear about it if they don’t work

Top 10 HTTP requests

GET ramgen/eng57/und_race.rm?embed 315
GET ramgen/events/commence04.rm?embed 294
GET ramgen/jqsmith/MyVideo.rm?embed 293
GET ramgen/gutman/swapan1.ra? 289
GET ramgen/CRS/ddeutl/Willisto.rm?embed 224
GET ramgen/pass/olallie.rm 165
GET asxgen/atfence/atfsv100104.wmv 134
GET asxgen/atfence/atfsv100402.wmv.asx 133
GET ramgen/pass/fruits10.rv 113
GET atfence/atfsv100402.wmv 92

Top 10 RTSP

GET cmsi/human_la.rm RTSPT/1.0 42
GET gutman/swapan1.ra RTSPT/1.0 39
GET soc101/soc101_suicide_clips.rm RTSPT/1.0 38
GET pass/lec21a.rm RTSPT/1.0 34
GET cmsi/human_la.rm RTSP/1.0 25
GET cmsi/dialect.rm RTSPT/1.0 24
GET UNKNOWN RTSPT/1.0 21
GET cmsi/dialect.rm RTSP/1.0 21
GET cmsi/human_la2.rm RTSP/1.0 20
GET cmsi/dialect1.rm RTSPT/1.0 18

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Guide on the Side

Wendy sent me this:

hi – see below for the discussion. Cut to the chase – can you please take a look

install information at http://code.library.arizona.edu/gots/about)

and let J and I know what you think. I realize that there is more to the nuts and bolts in terms of feasibility, but I think it is a good place to start.

 

This is what I think

http://ctl.w3.uvm.edu/guide_on_the_side

So there. Background:

On Nov 20, 2013, at 3:36 PM, Erica DeFrain wrote:

Hi J -I’ve had a few faculty members interested in using the Guide on the Side for their own coursework. I’m really excited about the possibility of expanding the use of this tool but I’m hesitant to open up the library’s installation due to administrative and support concerns. Alison suggested checking with you to see if installing it on a CTL server might be an option (install information at http://code.library.arizona.edu/gots/about). I thought I’d start the conversation and see what’s possible.

 

 

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Bad Hair day (Landcape Change)

Woke up this morning to 4 emails from Paul Bierman.

  1. thumbnails view sort by… not working
  2. errant “invalid code” warning appearing on Add a Comment pop-up
  3. Google maps not working
  4. Stereoview image missing.

1 and 2 easy. 3 …

The initial Landscape URL is http://www.uvm.edu/landscape . Through the magic of science, this URL is actually serviced by glcp.uvm.edu, a (virtual?) server independent from www.uvm.edu, running on its own dedicated hardware. the public should only see www.uvm.edu URLs. Now, for reasons I can’t fully recall (something to do with “WebAuth’ and infinite loops), all Admin operations are supposed to happen via the URL https://glcp.uvm.edu/, after user name and password authentication.

I thought I had this all figured out and working, but maybe not. I noticed today that once a visitor got to http://www.uvm.edu/landscape, all subsequent links pointed to http://glcp.uvm.edu/landscape

Unfortunately The Google Maps stuff only works when Google thinks the map is appearing on http://www.uvm.edu/ somewhere. Can this be changed? Not easily for a variety of Googly reasons.

So I think I have things rigged to only present http://www.uvm.edu/landscape URLs, until such time as the visitor logs in as an admin

And 4

This is an old problem:

Begin forwarded message:

From: Wesley Alan Wright
Subject: Re: 3D steroviews
Date: December 9, 2009 at 10:56:00 AM EST
To: Jamie Russell

The 3D icon appears if the Media is “stereoview”, regardless if there is an actual 3D anaglyph or not

It looks like I created all the 3D anaglyphs September 2, 2008. At that time, the stereoview with the largest LS number was LS17211. So, LS23579, LS25550, LS29489, LS23275, and LS29502 were all added to the archive later. Thus, no anaglyph

All the images were split in half automatically using a batch process, then melded using AnaBuilder

http://anabuilder.free.fr/welcomeEN.html

For the newer images, and the ‘broken’ ones, I suggest manual processing:

1) Use Photoshop to split image into two files, left and right

2) Use AnaBuilder to construct anaglyph

3) for image LSXXXXXX_YYY.jpg, save result as  LSXXXXXX_YYY_S.jpg

4) Upload (using Fetch) LSXXXXXX_YYY_S.jpg to /:/geology/landscape/asset_store. For LSABCDE, sub-folder would be /:/geology/landscape/asset_store/AB/CD/LSABCDE

example for LS23579

/:/geology/landscape/asset_store/23/57/LS23579/LS23579_000_S.jpg

On Dec 8, 2009, at 10:41 AM, Jamie Russell wrote:

Hi Wes,

We just got some new red/blue glasses for viewing steroviews and I noticed a few things.  First of all there are a few where the page won’t come up when you click on the 3D icon: LS23579, LS25550, LS29489, LS23275, and LS29502.

 

 

 

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New BBB front end

Replacing current Drupal6 front end for Big Blue Button with homegrown code derived in part from CTL Events calendar.

https://www.uvm.edu/ctl/apps/bbb/

 

 

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Lunas Refresh

Tina implores:
I haven’t done anything about the lunas project and it feels sad. I don’t want to give up on the project, and I wonder if there is any way for you to do something that we discussed at some point: redirect the already existing interface that show the videos of the testimonies, to the main page, here: http://www.uvm.edu/~tescaja/LUNAS/index.html
This will result in a very dynamic approach, will also inspire people to participate and check testimonies, and would allow for the project to be self-managed. Design is not an issue at this point. I hope this is not too complicated. This alone will relaunch the project and take it to new heights! 

Well, of course it was complicated. The “already existing interface that show the videos” was broken and didn’t work with the latest jwplayer, and its visual design was suboptimal. Also, it was bound to badger.uvm.edu, but needed to display on www.madriverglen.com.

Finally, legitimate need for iframes.

Many of the videos were just test recordings made by me or Tina, had to clean up and reorganize. A few were in .flv format, having somehow escaped the post upload step that invoked transcodng to mp4 via ffmpeg, and still others were missing poster frames which should have resulted from that same step. Had to dig through notes and old blog posts to find how I was using ffmpeg to post process.

Here’s the working model

http://www.uvm.edu/~waw/archives/tina/sample_index_2.php

 

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EDUCAUSE 2013 Takeaways

EDUCAUSE Takeaways

Analytics
Analytics is the use of data, statistical and quantitative methods, and explanatory and predictive models to allow organizations and individuals to gain insights into and act on complex issues. The use of digital tools, especially LMSs and SISs can create mounds of digital data that could be mined for discovering trends or predicting outcomes. Examples
 
Marist College is developing a predictive model using SIS (banner) and Sakai (LMS) to deliver intervention notices to identify students unlikely to pass a course. Model built using grade book data across a broad set of courses. They built their own system out of mostly OpenSource tools. They found most powerful predictor to be GPA
 
U of California Chico built system from server log files and Excel, tableau, stata, spss. Looked at one large(373 students) course. Predicting both outcomes and impact of course redesign.They found LMS usage best predictor

Learning Management System Usage Variables

Total LMS course website hits
Total LMS course dwell time
Administrative tool website hits
Assessment tool website hits
Content tool website hits
Engagement tool website hits
 
University of Kentucky. Use fancy “appliance” from SAP to look at data in near realtime, push out admin reports to admins and “how am i doing” reports to students via mobile App. Academic advisers get iPad app that compiles advisees data 
 
South Orange County Community College District “Sherpa” mobile app, is a recommendation engine like Netflix or Amazon, helps students choose courses , services, information
Coppin State University implemented recently Blackboard Analytics for Learn, providing a slew of dashboards for Deans, Chairs, faculty and students. Mesa community college has taken it one step further, using Blackboard Analytics Cadillac product that ingests SIS data
University of Maryland, Baltimore County using  Blackboard Analytics for Learn, explore the LMS in much finer detail and assess the impact of faculty course redesign training. This is the sort of thing CTL could benefit from
Barriers: Analytics are hard. Sherpa people called in 3 outside mathematicians to help model. Kentucky hired 3 PhDs. Analytics require buy-in — many presenters were CIOs, Vice this or that; provosts and presidents
Other Stuff
Usual proclamations that education must change to meet a new culture radically altered by technology (Keynote Sir Ken Robinson)
Online learning has radically challenged the traditional institution which must react nimbly despite economic pressures. This has increased the need for strong and engaged CIOs. IF yours is not, you are doomed (Speeding Up on Curves Bradley Wheeler Vice President for IT and CIO Indiana University WINNER: 2013 EDUCAUSE Leadership Award)
Massive online Game play teases the emotions, fosters cooperation and generally creates a state of being online learning cannot match. Education can learn a lot from game developers
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EDUCAUSE 2013 Notes

Educause day 1

Opening ceremony, lots of lights and sparkle like the Emmys.  Keynote speaker Sir Ken Robinson. Leading a culture of innovation. We see the world through cultural filters. A a result, trying to predict the effect of IT on culture is impossible until it changes culture. Examples:TV, iPhone, phonograph.  Unlike animals we are constantly evolving culturally. Driven by technology. Thus we need to think differently about education. Education still locked into old cultural norms. Old model of college- job set for life is over. Thus so is k-12 standardized testing get into college model. IT the solution?
“OAAI: Deploying an Open Ecosystem for Learner Analytics” Josh Baron, Marist College. The Open Academic Analytics Initiative (OAAI), an NGLC grant recipient, has developed a predictive model for learner analytics using open-source tools, which they are releasing under an open-source license. They share project outcomes along with research into effective OER-based intervention strategies and other critical learner analytics scaling factors. Student attitude data (sat, GRE) other demographics,  Sakai lms data as input. Tools: Pentaho Business intelligence  oaai predictive model. Predictive modeling markup language. Instructor received academic alert report 3 times during  semester. Each with a confidence score. Lms data normalized by class averages.  Most powerful predictor is GPA followed by grade book. Number of logins not so much. Contrast to Chico below. Intervention strategies: Awareness note to students; suggest online academic support environment or Learner-facilitator interaction. Both interventions scored same, but better than control. So just simple awareness of risk is enough. But students who received intervention more likely to withdraw, too. Slides at OAAI+EDUCAUSE+Presentation+DRAFT+v1.pptx 3 MB, Powerpoint Slides Uploaded on 10/17/2013 also see solarresearch.org.
“Leveraging Learning Analytics to Build a Culture of Evidence-Based Decision Making” Mesa community college. Speakers : Philip Adams, Director of Client Services
Blackboard Inc. ; Craig Jacobsen Residential Faculty Mesa Community College ;James Mabry Vice President of Academic Affairs Mesa Community College Shouan PanPresident
Community College ; Sasan Poureetezadi Vice President, Information Technology Mesa Community College
See ECAR readiness index http://www.educause.edu/library/resources/2012-ecar-study-analytics-higher-education
Buy in from bottom up and Top down, great support from president. Finally brought In blackboard analytics (The full Learn+SIS version) to pull in all the data. Many levels of access to protect privacy, role based. Bb analytics different from analytics for Learn. Faculty can look at data too.
Advances in Devices, Cloud Services, and Data Analytics: High-Impact  Opportunities for Education Anoop Gupta
Distinguished Scientist
Microsoft Corporation ,
We are witnessing rapid advances and innovation in  devices, complemented by tremendous innovation in cloud services and   analytics, which open up new models for scale learning such as MOOCs. New  models and pedagogies for in-classroom learning are transforming the nature of textbooks. Novel communication and collaboration services, always-on   feedback loops, and big data can offer deep insights into student learning, provide personalized pathways for students, and improve retention. This talk   will share a perspective on these ongoing developments and touch on key   products, services, and research efforts that can empower the higher  education community. Lectures are a terrible way to teach. Students learn <30% of what they don't already know. Almost any type of tech works better, and devices generate numbers that can transform via analytics. Technology adoption phases 1) reproduce analog 2) value added versions. 3) missed it. Moocs gaining acceptance. MOOCs evolving for industrial learning. Next step MEC Massively Empowered Classrooms. Bodies of course materials customized for local delivery. Future: empowered local faculty; modular content with clear rights. Powerful authoring and compositing tools and mashups. Non siload analytics, social tools to keep student engaged, useful credentials
Do Clicks Count to Increase Student Achievement? Learner Analytics on a Large-Enrollment Hybrid Course Kathy Fernandes, Director, Learning Design and Technologies ,California State University: John Whitmer, Program Manager, Academic Technology and Analytics ,California State University
Univ California Chico case study research project. Mining data from SIS and LMS (bb). Used excel, tableau, stata, spss. Looked at one large(373 students) course, biggest raw usage of lms entire campus. 10% increase in mastery! But 7 to 11% increase in DWF. Tinyurl.com/clicksedu13. Early questions what data do we have have and how good is it. lMS usage was 4 times better than sis data in predicting final grade. Lms explained d18% student characteristics 4%.  Student demographic data may be too course  grained.

Educause day 2

Speeding Up on Curves Bradley Wheeler Vice President for IT and CIO Indiana University WINNER: 2013 EDUCAUSE Leadership Award. Speeding Up On Curves 8 MB, Powerpoint Slides Uploaded on 10/18/2013

At least 3 Curves in the it road:
1.Public to Private Good …(price/cost pressures). Higher Education in Increasingly a Private Good. Colleges and Universities Must Substantially Change our Cost Structure
2.Digital Favors Scale …(rise of substitutes?) 1. $$$ Residential Education (flipped classroom)  2. $$ Online Courses / Degrees  3. $ Massive Online Courses (MOCs)  4. FREE Massive Open Online Courses (MOOCs)
Campus strategies Independence, dependence and interdependence. Scale of digital leads to more options for price conscious students. Upper level courses subsidized by large enrollment freshmen courses.
3.Campus CIO Influence …(who’s driving?) He is very worried.
Improving Student Success: Using Groundbreaking Analytics and Fast Data to Improve Student Retention Vince Kellen, Senior Vice Provost for Academic Planning, Analytics & Technologies University of Kentucky Using Groundbreaking Analytics and Fast Data … 7 MB, Powerpoint Slides Uploaded on 10/24/2013
Take a lecture video, convert speech to text, index keywords to time line, add assessment tool, measure mastery.  First steps over the past year
•Mobile micro-surveys: Learning from the learner
•Student enrollment, retention, demographics, performance, K-Score, facilities utilization, instructor workload and more
•High speed, in-memory analytics architectural differences
•Open data and organizational considerations
Coming down the road?
•Micro-segmentation tool to enhance user and IT productivity, develop personalized mobile student interaction/intervention
•Models for learner technographics, psychographics, in addition to behaviors, performance, background
•Advanced way-finding for streaming content like lecture capture
•Content metadata extraction and learner knowledge discovery
•Real-time measures of concept engagement and mastery
•Real-time learner recommendations and support engine
•Use graphing algorithms to perform more sophisticated degree audit what ifs
UK mobile micro survey helps collect data. Enrollment retention and graduation student performance academic career productivity measured as classroom utilization . Thief micro survey app is 97 percent iOS. Collect stats on devices, push alerts, club participation. Tied into blackboard to receive academic warning alerts. Thinking about calendar alarm alerts. Goo to class wake up. MOOKs let’s take aiming course and make it bigger. Current products aimed at big enrollment, not so much for upper level oddball courses. Adaptive learning and metadata  system Learns keywords and map to course topics. Common theme use big data to identify either at risk or even concept level difficulties and apply some automatic intervention. Major institutional commitment to aggregator data silos into open database and hire 3 ph.d statisticians. Raise skill set in colleges and units. Totally revs up IR department. Open data to whatever tools end  units want sas spss r.
This years theme is connected connections. To that end, presenting “Higher Education Is a Massively Multiplayer Game,” Jane McGonigal,  game designer and author who advocates the use of mobile and digital technology to channel positive attitudes and collaboration in a real world context. She has taught game design and game studies at the San Francisco Art Institute and the University of California, Berkeley, and currently serves as the Director of Game Research & Development at Institute for the Future [5] and Chief Creative Officer at SuperBetter Labs.[6]
In the best-designed games, our human experience is perfectly optimized: we have important work to do, we’re surrounded by potential collaborators, and we learn quickly and in a low-risk environment. When we’re playing a good online game, we get constant useful feedback, we turbocharge the neurochemistry that makes challenge fun, and we feel an insatiable curiosity about the world around us. None of this is by accident. Game developers have spent three decades figuring out how to make us happier and more collaborative, how to make learning more fun and social, and how to satisfy our hunger for meaning and success. All of these game-world insights can be applied directly to reinvent higher education as we know it. Games taken seriously as future of education. Over 1 billion people play at least one hour a day. Average player on “Call of Duty” spends a month of full time work per year playing the game. 81% of US workers show up unmotivated to work. Similar for schools. So they find engagement in games. 10 positive emotions felt by gamers: joy relief love surprise pride curiosity excitement awe/wonder contentment creativity. massively multiplayer thumb wrestling whole hall ~5000 people stood up and played. 3 positive emotions for every one negative breeds a sense of contentment resilience  and motivation we wish occurred during learning. The opposite of  play is not work it is depression. Playing games light up caudate hippocampus thalamus. Examples foldit http://fold.it/portal/ protein folding gamers better than computers. Evoke a crash course in solving world problems http://www.urgentevoke.com . Find the future the game. http://exhibitions.nypl.org/100/digital_fun/play_the_game
Sherpa: Combine Predictive Analytics with a Recommendation Engine to Improve Student Success Robert Bramucci Vice Chancellor, Technology & Learning Services
South Orange County Community College District http://www.slideshare.net/jpgaston/sherpa-overview-12854534
Recommendations systems, like. Amazon or Netflix personalized unlike most academic systems,  Sherpa looks at student profile ando recommends coursesservices information tasks. Triggers generated nudges via portal email txt. Allows student feedback to measure effectiveness. Nudge is personal timely relevant and actionable, not a campus wide broadcast.   Predictive analytics. Early warnings, recommendations. Only 15% of their students use LMS so not a rich source. Most systems rely on regression. Computation heavy,  data must match assumptions they took a machine intelligence. Worked with guy from Marist. Called in experts. Three math models. And a sea of missing data. Divide data into training and predictive of past to test before predicting future
Adaptive learning back on the rise. Subset of personalized learning.

Educause day 3

From IT to Academic Affairs: Getting Started with Learning Analytics
Director of Instructional Technology & Training
Director, Information Systems
Provost and Vice President for Academic Affairs
Coppin State University
In the past, Coppin State University has successfully implemented many of the   Blackboard Analytics modules. In spring 2012, Coppin started the Analytics  for Learn implementation process, with a launch date of fall 2012. This   presentation will share the details of our implementation effort, including  strategy, feedback from faculty and students, and lessons learned. Got support from CIO and faculty champions buy in from faculty senate. Identify a few pilot courses. Training and webinars.  Analytics Day, snacks faculty analytics session and training for deans. Reports for provosts deans and chairs dashboard features 10 standard reports, built with share point. Deans and chairs can see Across courses And departments, can drill down.  Faculty see just their courses scatter plot course accesses against grades — does blackboard make a difference. Activity and  grade may show at risk and achievers. Students can chart their own progress.  Blackboard grade center side is critical. As so is grading consistently. Regular faculty use an timely responses  to results. Course instruction method inconsistencies can skew results
Using Analytics to Assess the Impact of LMS Course Redesign Training John Fritz AVP, Instructional Technology & New Media University of Maryland, Baltimore County
Although we’ve long had an interest in learning analytics at UMBC, we’ve struggled to scale up development of our proprietary solutions. This session will show how we are using Blackboard Analytics for Learn (BA4L) to explore the LMS in much finer detail and assess the impact of faculty course redesign training. 95% students 75% faculty 60% courses. Only about 40  ba4l clients. Program offers 2500$ stipend. For training to redesign f2f for hybrid or online ,  teach, and evaluate. Folder depth ratio average items per folder divided by average folder depth. Too high or too low adversely affects use ability.  Time consuming to build a cohort on bl4l. Content, tools, and assessment major report areas.
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