Distributed Empowerment
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This document discusses empowering local administrators to manage the learning environment at their institutions. It outlines an agenda to discuss organizational structures, configurations of the learning management system, successes and challenges, and ideas to address challenges. The goal is to ensure role and permission structures meet all use cases effectively while adhering to privacy guidelines and business practices. Examples of roles at different levels—organization, course, and department—are presented from two institutions. Local control over course creation, customization, management, and users is desired.
Distributed Empowerment
- 1. Distributed Empowerment Supported Globally, Administered Locally
- 2. Agenda 1. Background - Structure of our organizations, numbers for depts/schools 3. D2L Configuration – how our organizations are currently configured 5. What’s working / What’s Not – a discussion about successes and challenges at our institutions 7. Wish List – ideas proposed to meet our challenges. How do they align with the needs of other institutions? Are there commonalities or competing interests?
- 3. Opening Statements Technology and policy should allow administrators can empower others within the institution so that they have administrative control over their own environments. The Learning Environment should be engineered so that departmental administrators can manage users, courses, tools and roles. In turn, these administrators will be able to empower other users.
- 4. Tools of the Trade • Organizational Structure • DOME • Roles and Permissions • Most importantly, communication
- 5. Organizational Structure - UGuelph
- 6. Organizational Structure - CBE
- 7. Templates w/Multiple Parents DE course templates are assigned 2 parent departments DE department associates can configure the course template to meet their needs, and have full control over the course offering
- 8. Another way to look at it…
- 9. CBE – Baselines vs Templates • One template per school/program • Program of studies is the same, but curriculum is not • Local team/individual baselines • Control over baseline is managed by the owners
- 10. Empowerment “to equip or supply with an ability; enable” http://www.thefreedictionary.com “to promote the self-actualization or influence of” http://www.merriam-webster.com/dictionary “Empowerment refers to increasing the spiritual, political, social or economic strength of individuals and communities. It often involves the empowered developing confidence in their own capacities.” http://en.wikipedia.org/wiki/Empowerment
- 11. Goals To ensure that the roles and permissions structure meets all use cases effectively. "Effectiveness" will be measured by how the structure adheres to privacy guidelines, is manageable, flexible, and meets business practices for different units. (TSS, OOL, department, colleges and other units)
- 12. Course Creation Course creation using D2L’s Bulk Course Create process. Course files and components can be imported through the same process
- 13. Course Customization Full control for Department’s courses
- 14. Course Management Access to Department course offering folders
- 15. User Management Control over user creation and enrollment using D2L User Management tools
- 16. Roles • Develop a philosophy • Come up with a plan • Implement • Refine
- 17. Roles Role types can be created in test instance and imported • Keep it simple • Dedicated staff for role management • recommended that only high-level administrators have access to the Manage Roles and Permissions tool. (source: Mackie & Vance “Best Practices in Role Management”, FUSION 2005)
- 18. Roles Who the are How they are created What they can do
- 19. Organization-level Roles - UGuelph ORG super admin ORG admin ORG user ORG non-uog user Who they are Sys admins LTCi staff uoguelph users guests No access to DOME, eP, locker, my What they can do All permissions my courses roles courses, profile, etc How they are created super admin super admin LDAP admin
- 20. Organization-level Roles - CBE ORG ORG Super Course ORG Teacher ORG Student ORG Externals Admin Admin Who they Sys admins CLT Staff CBE Teachers CBE Students Guests are No access eP, locker, eP, locker, MyCourses What they All to DOME, content, disc, No pager, no mail, no my courses can do permissions roles MyCourses, etc profile How they Super Super admin, Course are Super admin LDAP LDAP admin Admins created
- 21. Course-level Roles - UGuelph TA-build- Guest-non Instructor TA-grade Registered-Student Guest-Graded Deferred grade graded Officially registered Who Teaching Instructor-level Grader Deferred exams (incl AU) Admin Design What Design Grade Student-level Student-level Student-level past courses Grade Grade Request Request Request Request Request Request Admin/ Admin/ Admin/ Colleague Admin/ Admin/ Admin/ How Assoc/ Assoc/ Assoc/ Assoc/ Assoc/ Assoc/ OLIS Instructor Instructor Instructor Instructor Instructor Instructor
- 22. Course-level Roles - CBE Teacher TA Student Student CBe-Learn Guest CBe-Learn Online External Users and Who Teaching Instructor-level CBE Student Student Invited Guests Admin Student-level & D2L What Design Grade Student-level Student-level Email Grade Request Request Request How Admin/ Admin/ Request Admin / Teacher Course Admin Admin/ Teacher Teacher Teacher
- 23. “Dept”-level Roles Associate Assistant Observer Who Departmental Marks admin Guest, Chair What Instructor-level TA-Grade-level Guest-level Admin/ Admin/ How Super admin Associate Associate
- 24. Department homepage Management of department enrols
- 25. Wish List • Create Shared Forums at the Dept level • Create Users at the Dept level • Roles and Permissions…provisioning • Navbar permissions • Course creation • User Management • WebDAV granularity