Meeting participants: • See Appendix A
• Søren Larsen, [email protected], E-learning consultant at University of Copenhagen
• Michael Rytkønen, [email protected], Project Manager at University of Copenhagen
Background:
(see Appendix A: Interview guide - PhD students at CHS-UG)
Suggested agenda:
5. Introduction
a. Introduce ourselves and the assignment. b. Agree on the agenda for the meeting
6. Current state of backbone, bandwidth, ICT policy, etc. based on Kathleen Omollo ICT Infrastructure Analysis, 2011
Bandwidth at UG (based on Kathleen Omollo ICT Infrastructure Analysis, 2011)
Campus Source Connection Speed Date
Legon VSAT 1 Mbsp uplink, 2 Mbps downlink March 2010
February 2013
Vodafone 10 Mbps uplink, 10 Mbps downlink March 2010
45 Mbps uplink, 45 Mbps downlink September
2010 February 2013 Korle Bu Vodafone (CHS
Administration)
0.3 Mbps uplink, 1.0 Mbps downlink March 2010
February 2013
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Topics UG 2011 (report findings),Kathleen Omollo, University of Michigan University level CHS - level
ICT policy UG have an ICT policy addressing e-learning, library, management information systems, ICT facilities, internet and email services, ICT procurement, ICT project management
No formal local policy, but security mechanisms in place.
ICT Support staff ICTD* employs 30 people incl. webmaster, network and sys. adm., hardware tech., training spec. Plans to hire educational specialist
One librarian, two hardware tech., one support specialist to manage the local? CHS CALC*, OER media specialist, one graphic designer, one photographer ICT Services ICTD and CALC offer ICT literacy classes, computer
repair, LMS/OER service, distance education, video conferencing, ICTD offer email service to all, but most staff uses personal webmail services (why?) LMS/OER services KEWL, open source, managed by University of
Western Cape. Accessible to all, but not used much (any stats?).
ICTD are about to install servers to host CHS OER, KEWL based.
Plans to install Drupal based OER platform as supplement to KEWL.
CHS OER also accessible on the African Health OER Network servers
Video Conferencing ICTD manage VC facilities at the Staff Learning Center. Not used much
MSSI* at CHS use advanced VC tech. Used, but not much
Distance Education ICDE* offers primarily paper based Distance Education, but in 2010 the NOC* was launched to support integration of ICT in DE. In 2011, NOC plans to launch a platform to support ICT based Distance Education
Instructor access to technology
The Staff Learning Center with PCs at the ICTD building
Desktop office PC, printers and personal laptops. Most Korle Bu campus classrooms do not have internet, only anatomy, surgery, pharmacology which have Ethernet, and gynaecology, dentistry and surgery which have wifi.
Shared PCs and cameras available at CHS Instructor attitude to
technology
Technology adaptation is low (Assignments are paper based, hand-in are done manually, Teacher- student interaction is f2f (some email).
Incentives No formal incentive structures to adopt ICT (e.g. recognition, awards) Time off to work on “grant projects”?
Student access to technology
Multiple computer labs. 10% of all UG students is estimated to have own PCs
Student/PC ratio is 50/1. PCs accessible at the CHS computer lab, Anatomy, Pharmacology, Community Health, Public Health, Dentistry
10% of the students at Korle Bu have internet access from their residence
40%-100% of the CHS students is estimated to have own laptops.
Student attitude to technology
Most learning material is paper based, some exchange of info is done electronically, eMedicine and Wikipedia are used as well as social networking sites (Facebook). YouTube is popular, but video streaming is difficult due to low bandwidth. CHS students are encouraged to use Facebook to connect with CHS peers.
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a. Who have access to the bandwidth as mentioned in the table?
b. PhD students and teachers are presumably working at specific departments. What is the bandwidth and network backbone at departments? Do they tap into the overall
bandwidth?
c. In 2011 there was an unreliable radio link between Korle Bu and Legon. Have you been able to finalise the plans of adding a physical fibre network connection?
7. LMS evaluation – KEWL
Criteria Comments
Access
- Integration with faculty administrative system - Integration with course administrative system - Student and teacher access to courses
- Help and support - Mobile
- Number of students accessing concurrently Tools
- Communication and notifications
- Learning material - files, folders and links - Presentation of content
- Group work - Discussion forum - Tests
- Learning objects – video and flash - SCORM
- Tracking of student progress
- Ability to easily see what has happened since last login
Current use
- How many courses per semester - Extent of tool adoption
- Overall statistics of use - Barriers to LMS use Other
- Implementation, license and maintenance costs - Scalability
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8. Discussion and analysis of LMS uptime monitoring - KEWL.NextGen - nextgen.ug.edu.gh/ Uptime Downtime Number of downtimes Downtimes per day Average downtime duration
92.86% 4d 22h 14m 490 6,9 14m
The overall average response time was 4,694 ms
After inspecting the data more en detail the following picture appeared: LMS typically down 1-2 minutes 0-7 times a day.
Looking at a graphical representation of the period the following picture arises:
On most days the uptime was close 99% but a few long duration downtimes diluted the overall uptime record i.e.:
9 December 2012 11:20:30AM, 1d 22h 21m 8 February 2013, 07:39:30PM, 23h 46m 9 February 2013 08:06:30PM, 18h 20m Example data
49 9. AOB
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