Want to see the new visual design mockups for Sakai 3 wireframes?
Here is a sample for a GeorgiaTech dashboard. You can learn more about this initiative at http://confluence.sakaiproject.org/confluence/display/3AK/3akai+Visual+Design
Find out about GeorgiaTech’s implementation of Sakai (called T-Square) at their Center for the Enhancement of Teaching and Learning.
While you are sunning on the beach, you’ll surely want to catch up on these Top 5 recommended Sakai reads:
- UNC’s Sakai Pilot Results (6.09)
- Sakai Courseware Management: The Official Guide (6.09)
- Sakai Executive Brief (PDF; 5.09)
- Sakai Foundation Exec. Director’s blog entry about the UNC Sakai Pilot! (6.09)
- Oracle Academic Enterprise White Paper (1.09)
Bethany Kok, Instructor in Psychology talks about her experience using Sakai blogs to extend class discussions and how students used Sakai.
Matt McMurray, an Instructor in the Department of Psychology explains how he uses Sakai in his teaching. In this clip he talks about the “multiple upload/download” feature in the Resources tool that allows you to drag and drop multiple files to your course site. In addition, he talks about Site Statistics that allows you to track how site members are using site materials. And, he does all of this in less than 2 minutes!
Take some time on Tuesday, June 16 to meet with friends, learn the latest news about the Blackboard upgrade, Sakai Pilot results, and most importantly, the “5 Minutes of Fame” presentations by your colleagues. The agenda and instructions for joining the LMS User Group are available online.
We hope to see you there!
Below are slideshows that summarize the survey data collected during Fall 2008 and Spring 2009: instructors, students, and project site collaborators. This is a good opportunity to express appreciation for all those who participated in the pilot and shared their thoughts and experiences with us — thank you!
A note on the numbers: this is raw data that has been summarized to provide a general picture of results. In some cases, surveys were started and not completed and/or respondents chose not to answer all questions. These numbers should be used as an overall guide to inform rather than absolutes.