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INSTRUCTIONS: The T&L Community is currently experimenting with the idea of creating a "repository" of "teaching and learning practices" using Sakai. To begin this effort, community members are simply posting to this confluence page whatever they feel represents a "teaching and learning practice" in whatever format makes sense to them. There are no right or wrong answers at this stage. We will be continuing this experiment until mid-January 2008, at which point we will use what we gather to help assess our longer-term needs and potential longer-term solution.

If you are interested, some community members are starting to discuss possible XML metadata that we might want to use in the future on the Faculty Practices Metadata Discussion page.

Examples in to demonstrate tagging capabilities:

Other Repositories

Examples of T&L Practices

Example #1

Title: Using Audio and Video in a Test

Date posted/updated: 12/10/07]

Summary: Some of our language instructors are embedding YouTube videos (e.g. music video) that are in foreign languages directly into test questions. Students are then asked to describe the theme of the video in the language they are learning (e.g. Spanish) and this is recorded using the Audio Recording tool. Similarly, faculty are including still images for students to describe or audio clips that they need to explain or translate (sometimes having to type in a translation after listening to the audio).

Comments/Feedback: (Please add other related ideas or other feedback here)

Who to contact to learn more: Josh Baron, Director, Academic Technology and eLearning, Marist College,

Example #2

Title: Good Practices for Teaching with Technology

URL: AT&T Fellows share examples

Date / Update: 12/14/2007

Summary: The Seven Principles for Good Practice in Undergraduate Education are research-based activities that improve learning outcomes. This collection of samples includes ways technology promotes the seven principles.

- I really like the idea of having practices sorted using a framework like the Chickering and Gamson Principles. I think we should have some kind of coding similar to that in our tags. (Mathieu)

Who to contact to learn more: Kate Ellis, Indiana University - Bloomington, kdellis at

Example #3

Title: Learning through the Small Screen

URL: Indiana University AT&T Fellows: 2007 Summer Leadership Forum (56 min. video), 06-29-07

Date / Update: 12/14/2007


Comments/Feedback: (Please add other related ideas or other feedback here)

Who to contact to learn more: Kate Ellis, Indiana University - Bloomington, kdellis at

Example #4

Title: Using Wikis at University of Delaware


Date posted/updated: 12/20/07

Summary: IT-User Services at University of Delaware is currently piloting with some faculty members different usages of wikis. Even though not everybody is totally sold to the wiki tool in Sakai, piloters agree that wikis should be considered as a teaching and learning tool. A series of audio podcasts and screenshots are being posted on this web page.

- I have created a page for each Faculty Practice with metadata. Please check it out. Mathieu 12-20-2007

Who to contact to learn more: Mathieu Plourde, Instructional Designer/Educational Technologist, University of Delaware.

Example #5

NOTE: This posting is also in Site.Maker.

Title: Student generated podcasts in an international study aboard project

Keywords: podcasting, social podcasting, study aboard, student podcasting

URL: Subscribe to RSS feed ???

Date posted/updated: 12/19/07

Tool(s) Used: Resources, podcast, forums

Subject/Discpline: interdiscplinary

Related Instructional strategy/learning theory: constructivism, cooperative learning

Summary: Students in our study aboard project are given iPods with mic attachments. As part of an online course run by Marist College they conduct "street interviews" on topics related to their course work (e.g. how does langauge play a role in culture identity?) and then edit these interviews using Audacity. The 5-10 minute clips, which the student annotates with commentary, are then added to a student generated podcast. Students from all around the world contribute content on the same subject but from their own country's perspective. Discussions are then facilitated among all the students regarding the similarities and differences in the podcasts.

-I wonder if we should separate the tags in different containers like Josh did in that example. I think the system would stay easier to use if we could think in terms of "tags" (keywords) instead of "forms" (fields with choices). Another thing to consider is using vocabulary that will mean something to faculty members. Mathieu 12-20-2007

Who to contact to learn more: Josh Baron, Director, Academic Technology and eLearning, Marist College,

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  1. Posting a link to the general Sakai resources we are currently developing for faculty and students. This link is to our primary tutorial page (notice the video demonstration tutorials). On the left you can also see links to FAQs, our help reporting system, etc.

  2. Connecting with the Community at Large...

    Just something that I've been pondering...

    As much as I agree that some of the tools, like JIRA, are not ideal for the collecting of these resources, I think it will be important for us to find an easy way to share these with the other groups within the Sakai community. Here is an example...

    In describing a T&L Practice the author notes that having the ability to do XYZ would help support an even more innovative approach to using Sakai in her course. We've talked about using such information to help inform the requirement process and thus we might want to post a "Feature Request" to follow up on the practice. Of course, referencing the T&L Practice would be important and thus having an easy way of referencing the practice in JIRA would be useful.

    This could obviously be accomplished in many ways...what I think want to avoid is creating more work for either the author of the feature request or the requirement folks (or developers) so that they can easily get to and review the T&L practice.

    FYI, Josh

  3. I've been following this thread with some interest as the OSP community went through a similar discussion over the past year (or longer), resulting in the development of the new OSP website and Community Library, launched at the Sakai Newport conference:

    The main purpose of the library is to collect, categorize and disseminate portfolio practices/exemplars and technical components with both the teaching/learning/faculty and techical/implementor audiences in mind. Currently, the library is collecting/delivering:

    1. profiles of institutions using OSP
    2. profiles of OSP projects/practices
    3. OSP technical components for download
    4. OSP FAQs
    5. OSP Testimonials

    Thanks to its long-standing and deep engagement in teaching and learning issues and a high sensitivity to non-technical users, the OSP community had thought from the beginning that it might ultimately make the most sense to integrate such portfolio resources with larger teaching/learning resources for the Sakai community as a whole. Such integration makes even more sense as Sakai as a whole is more focused on pedagogical issues.

    Given this desire to integrate, the OSP community first considered building the library within one of Sakai's existing online resources (eg, collab, wiki, bugs, etc). But unfortunately, given the more technical focus and tailored functionalities of these resources, the OSP community felt it best to create the library outside those existing tools. We did attempt to integrate the OSP site/library authentication with an existing Sakai userbase, but were thwarted by technical issues (for now) and sadly, were forced to create Yet Another Authentication (YAA!). I think the OSP community would welcome the idea of integration with Sakai at any and all levels,

    The content, usability and community participation of any repository matter far more than whatever technology is chosen to deliver it. But for what it's worth, the OSP site and library use the Drupal open source content management system, which has several advantages:

    1. Drupal is a very healthy open source project with a strong, large, international community and a vibrant commercial ecosystem. Using such a vibrant technology let's OSP focus on OSP rather than on an ancillary toolset.
    2. Drupal has many prebuilt core components and contributed modules that meet the needs of such a site/repository, including categorization, WYSIWYG editing, paging, feeds, authentication and access control, image manipulation, content rating, integrated discussion tools, full content versioning, localization/internationalization, etc.
    3. Drupal makes it easy to integrate both public website functionality with structured data collection/dissemination. In Drupal, structured data content types can be created on the fly by nontechnical users and displayed in a wide variety of customizable views (eg, as tables, decorative blocks, feeds, etc) which can also be created on the fly by non-technical users.
    4. Drupal fully separates content from presentation, which allows for very flexible skinning/theming possibilities. For example, the same content/library could be delivered via two differently "branded" skins, such as Sakai and OSP.
    5. Drupal's PHP/mysql hosting requirements are easy to fulfill and manage.

    As a final note, the Fluid project's current plans are to build its design pattern library in Drupal as well and we expect to be collaborating with them in two ways:

    1. Incorporate Fluid's best UX practices into Drupal and the OSP site/library, which is particularly well-suited to that integration due to factors like the jquery library being a core to Drupal.
    2. Assist Fluid with using Drupal to its best advantages.

    I hope to be able to join in further discussions of the DG: Teaching and Learning and look forward to further discussion on this thread or elsewhere.