Education Cloud Live Demo: EDA - Education Data Architecture
A live demo of EDA, the Education Data Architecture for Salesforce. EDA is a special edition of Salesforce designed just for the needs of higher ed, helping institutions of all sizes bring data together from across campus to create a complete view of students and constituents. Presented by a Salesforce.org Solution Engineer.
Active Teaching Lab Presentations
The Active Teaching Lab informal presentation / workshop / discussion panel on shifting a course from face-to-face to fully online using Moodle and other tools.
- Adobe Captivate with Dan LaValley & Josh Harder (04/13/2016)
- Kaltura MediaSpace with Josh Harder
- Moodle with Shiela Reaves, Jenny Chung & Josh Harder
- Adobe Captivate with Dan LaValley & Josh Harder (10/06/2015)
The Active Teaching lab is “a great partnership between DoIT Academic Technology and the UW Teaching Academy [that] provides a safe space and refreshments for structured explorations of the cool teaching tools and techniques that your peers are using to engage students and teach more effectively” (https://teachingacademy.wisc.edu/events/active-teaching-lab/). As a presenter, I was responsible for creating presentations around particular technologies, showing how the technologies are used in classes, assisting with authoring worksheets containing practice activities, and providing impromptu consultations during the hands-on portion of the presentation.
UW–Madison Kaltura KnowledgeBase
Live Version: UW–Madison Kaltura KnowledgeBase
As the lead for the Media Delivery team, which is a part of Academic Technology’s Learn@UW service in the Division of Information Technology (DoIT), I am responsible for creating documentation for all the tools I support. The primary tool in the service portfolio is Kaltura, an enterprise-level media management and delivery tool on par with YouTube. Documentation on the UW–Madison Kaltura KnowledgeBase includes a frequently updated known-issues document, as-needed news and announcements, best practices, and policies.
Active Learning Spaces (Game-Based Training Activity)
Instructional and information technologists from across the state work in small groups to set up their active learning spaces. They are interacting with the game boards and pieces I created as a part of this training activity/workshop.
Skills Used: Adobe InDesign, Adobe Illustrator, Game Design
As chair of a University of Wisconsin System group, Educational Media Technology Council (EMTC), I was responsible for leading instructional and information technologists from all of the Wisconsin colleges. “The purpose of the EMTC is to provide a forum for addressing educational media and technology issues that affect individual campuses and the University of Wisconsin System as a whole. The EMTC provides leadership and innovation in the design, development, production, and implementation of educational media and technology” (https://www.wisconsin.edu/systemwide-it/councils/emtc/).
During my tenure, one such media/technology issue was planning and building active learning spaces. These spaces are designed to foster collaborative group work among students. Typically, a course that is focused heavily on lecturing does not work well in one of these spaces, so it is necessary to adjust one’s curriculum to work better in active learning spaces. WiscCEL at UW–Madison is an example of an active learning space.
Adoption of active learning/teaching spaces at the System colleges was increasing. Many EMTC members wanted information about active learning spaces. Because this was (and still is) a hot topic, I had to come up with an engaging way to give EMTC members experience with planning for and creating active learning spaces. To do this, I designed an interactive, collaborative, game-based workshop. As part of the curriculum, participants were given readings and media ahead of time. A small, review lecture from an expert in the field kicked off the workshop. EMTC members were then split up into groups to participate in the activity you see in the above video.
Each group was given the same classroom game board (the posters on easels). With each game board they were given a random amount of IT support, a professor from a random discipline who would be teaching in the space, and a random set of equipment. Each group had to figure out what they thought was the best combination of equipment in relation to the amount of support and in relation to the professor’s discipline. After all groups came to some decisions, they reported on their scenario, the choices they made, and why they made those choices. We ended the workshop with a reflection by the expert in the field and a summary by myself.
Video Fundamentals for Staff: Knowing Your Audience (Online or Reusable Learning Object)
Live Version: Video Fundamentals for Staff: Knowing Your Audience
As a part of my Instructional Design Certificate, I conceptualized, performed needs analysis, designed, developed, and implemented one module of a larger course designed to teach staff video fundamentals so they could consult and train others in this area. This module was designed to teach staff how to better assess faculty responses in a consultative environment. It uses game-based elements and required in-depth knowledge of Captivate to create a scenario in which learners take different paths depending on their responses.
The creation of this learning object followed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, which is reflected in the following documents:
Digital Media Center (DMC) Sales Tracker and Aggregator
Skills Used: Google Forms, Google Sheets, Spreadsheet Functions, SQL
Live version: DMC Sales Tracker and Aggregator
The DMC had a significant amount of daily poster print sales. To keep track of our budget and to reconcile with both the DoIT Point of Sale (POS) system and the credit card processing system, I created a Google Form/Google Sheet used by staff on a daily basis. Closing staff would organize and tally all sales and submit a Google Form that aggregated all of this information. This collected information would then be checked by myself or other managers to confirm accuracy. This provided me with daily reporting on the status of the DMC’s income (see screenshot above). Although the sheet could have utilized Excel functions like VLOOKUP or SUMIFS, or a pivot table, I decided to go with SQL statements (a little-known capability of Sheets) because it provided a higher level of control and because I wanted to experiment with and learn SQL in a manner that fit with my daily responsibilities at the time.
DMC Scheduler and Budget Reporting
At the DMC’s peak, approximately 20 student employees had to be scheduled for the entire semester. Analysis of client activity helped determine the number of staff that needed to be on the floor at any particular chunk of time. For example, it was determined that DMC clients frequented the DMC two hours before close on Fridays. This meant there were many poster prints, equipment checkouts, and consultations happening all at once. This chunk of time required five consultants compared to a slower time like Tuesday morning at 10:00 AM, which only required two consultants. I created a custom scheduling system that involved a Google Form and Google Sheet. Staff would submit their availability via a the form which automatically populated data in a spreadsheet. The availability information was used to automatically create the layout seen in the screenshot above. This image represents one day of the week. The first row is a chunk of time to be scheduled. The second row displays the number of staff who are available during that chunk of time. The third row displays the total number of staff scheduled during that chunk of time. It was color coded for yellow equaling “a little less than we need”, green equaling “just right” and red equaling “not enough”. The number in the third row was calculated by counting the number of “D”s in the corresponding columns (chunks of time). “D” stood for “on the floor at the DMC”. If you hop down to the rows with names, you will see that each staff member was designated two rows. the first row displays when the staff is available during a particular time chunk (green) and when she is not (red). This availability was pulled from the submitted form and reformatted to fit this style. Placing a “D in the staff’s second row designated that she was scheduled for that chunk of time. It also added time to the “Hours Per Day” and “Hours Per Week” columns. The number in “Hours Per Week” was compared to the number in the staff-supplied “Max Hours” column. If hours per week was under max hours a yellow “UNDER” appeared in the “Status” column. If it was equal, “EQUAL” would appear. If it was over, “OVER” would appear.
Finally, all this data was aggregated into a budget summary seen in the image below. The budget calculated the number of daily hours during a certain time period and then created a hour and budget estimate for each month within the entire period.
This screenshot shows the budget summary for the DMC Scheduler spreadsheet. This allowed for quick and easy calculation of the estimated budget for the designated time period. All data has been obfuscated.