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1. 1 Learning Continuity and Pandemic Flu Management Daniel Tan & Alan Soong
Centre for Educational Development
http://www.ced.ntu.edu.sg
e: ethtan@ntu.edu.sg Bio
Suggested question
Ownership of learning continuity
Motivation – large residential campus
Target group and fatality rate
Press the button early – responsibility to save lives and prevent fatalities
To do this – this is what we need to do:
Learning continuity with feeback
Schools to have ownership
Max participation and processes
Feedback/verification
backend
How: eLW
28 minsBio
Suggested question
Ownership of learning continuity
Motivation – large residential campus
Target group and fatality rate
Press the button early – responsibility to save lives and prevent fatalities
To do this – this is what we need to do:
Learning continuity with feeback
Schools to have ownership
Max participation and processes
Feedback/verification
backend
How: eLW
28 mins
2. 2 Outline Singapore and NTU context
SARS
NTU campus community profile
Learning Continuity Model
eLearning Week: requirements and process model
Operational considerations
Outcomes
Implications
3. 3 2003: SARS in Singapore SARS hit Singapore in 2003. We lost 33 lives. Many people who were infected were first responders (doctors, nurses and health workers).SARS hit Singapore in 2003. We lost 33 lives. Many people who were infected were first responders (doctors, nurses and health workers).
4. 4
5. 5 New innovative (+ imaginative and creative) measures were created by different people to ride the grave situation. A dose of humor helps ;)New innovative (+ imaginative and creative) measures were created by different people to ride the grave situation. A dose of humor helps ;)
6. 6 The economy drop 5.4%, affecting everyone. Jobs were lost, businesses suffered, travel and tourism (which Singapore depends on as part of the GDP) suffered. Flights were flying with more crew than passengers. Floors of hotel rooms were moth-balled due to low room bookings.
In addition, schools were closed over two week periods (due to the nature of SARS infection), and extended for another consecutive two weeks due to a fresh SARS case. This initiative by the Ministry of Education can be considered unusual, but in retrospect, the correct and courageous response. Personally, I am not sure if the nation can handle the grief of very young SARS victims.
Exams were rescheduled, course curriculum were revised, the school term was extended beyond the normal dates (by two weeks).The economy drop 5.4%, affecting everyone. Jobs were lost, businesses suffered, travel and tourism (which Singapore depends on as part of the GDP) suffered. Flights were flying with more crew than passengers. Floors of hotel rooms were moth-balled due to low room bookings.
In addition, schools were closed over two week periods (due to the nature of SARS infection), and extended for another consecutive two weeks due to a fresh SARS case. This initiative by the Ministry of Education can be considered unusual, but in retrospect, the correct and courageous response. Personally, I am not sure if the nation can handle the grief of very young SARS victims.
Exams were rescheduled, course curriculum were revised, the school term was extended beyond the normal dates (by two weeks).
7. 7 The way Singapore handled SARS is well documented in this book.
Get your tissue box ready!The way Singapore handled SARS is well documented in this book.
Get your tissue box ready!
8. 8 Singapore: Eye of the Epicentre of current avian flu outbreak
9. 9 Singapore is right in the eye of the avian flu hurricane. North of us is Vietnam, and south is Indonesia. The latter has very different and difficult challenges in the way it can handle societially the avian flu situation, due to the isolation of its many untrackable and undocumented villages in the primary jungle in its many islands.
As of today, Singapore has no known case, though we are in the path of migratory birds, as well as being a transportation hub for air and sea travel for the region and Asia Pacific areas.
Singapore is right in the eye of the avian flu hurricane. North of us is Vietnam, and south is Indonesia. The latter has very different and difficult challenges in the way it can handle societially the avian flu situation, due to the isolation of its many untrackable and undocumented villages in the primary jungle in its many islands.
As of today, Singapore has no known case, though we are in the path of migratory birds, as well as being a transportation hub for air and sea travel for the region and Asia Pacific areas.
10. 10 http://www.wpro.who.int/sites/csr/data/data_Graphs.htm
Simulations for Thailand: http://www.nigms.nih.gov/News/Results/08032005.htm
Note:
The peaks of the histogram – the peaks of the histograms are during the winter months.
the colour representing the countries. Vietnam seems to have contained the problem. It did so by culling its poultry., as have China, Thailand and other countries. Farmers are usually compensated by the government. This is not the case for Indonesia which still report A2H (animal to human) and possibly H2H (yet uncertain at this point in time) cases.
Indonesia can’t step out the problem, because of two reasons:
large country of many ioslated islands
Many isolated (unknown/undocumented ) villages in the jungle
Small communities where trade is by bartering
Business and trade is via bartering farm or agricultural produce like fruits, eggs and chickens.
In other words, a chicken and eggs are currency! Culling chickens is like burning money! Very challenging mental model!!!http://www.wpro.who.int/sites/csr/data/data_Graphs.htm
Simulations for Thailand: http://www.nigms.nih.gov/News/Results/08032005.htm
Note:
The peaks of the histogram – the peaks of the histograms are during the winter months.
the colour representing the countries. Vietnam seems to have contained the problem. It did so by culling its poultry., as have China, Thailand and other countries. Farmers are usually compensated by the government. This is not the case for Indonesia which still report A2H (animal to human) and possibly H2H (yet uncertain at this point in time) cases.
Indonesia can’t step out the problem, because of two reasons:
large country of many ioslated islands
Many isolated (unknown/undocumented ) villages in the jungle
Small communities where trade is by bartering
Business and trade is via bartering farm or agricultural produce like fruits, eggs and chickens.
In other words, a chicken and eggs are currency! Culling chickens is like burning money! Very challenging mental model!!!
11. 11 The profile of the victims is inverse of the seasonal flu. For the latter, the casualties are usually the very yound and very old, as exemplified by a V-shaped graph.
For the pandemic flu, it is inverse, with the youth with being the victims. The cytokine storm is though to explain this phenomenon.
Cytokine storm (from wikipedia)
The immune system · Cytokines · Cytokine Storm
Editor’s/initial author’s note: This is a difficult topic to understand and make accessible. It is thus perfect for the wiki format. Consider this a first approximation that calls for others, particularly virologists and immunologists, to clarify, correct, fill in the gaps, provide links, diagrams, references, new or pertinent results and other clarifying material; and for good technical writers to copy edit and make more graceful prose. The object is to still make it accessible to lay people, to be scientifically accurate, be up-to-date and be interesting. Ultimately the object is for it to be useful for public health, but first there must be accurate understanding of what we know and don’t know.
The occurrence of a “cytokine storm” has been suggested as an explanation for the devastating nature of the 1918 flu and perhaps H5N1. So what is a cytokine storm? From a clinical perspective, a cytokine storm describes an immune system that has over-reacted and is damaging the body, causing failure of multiple organ systems. Ordinarily a cytokine storm is a rare event, which means there are few opportunities to study them, so we do not fully understand how they happen. The term “cytokine storm” is not precisely defined, referring particular kind of uncontrolled immune response. Cytokine storms can happen rapidly and patients who suffer them have high mortality. Because we lack knowledge, we don’t know the best way to treat the condition. Influenza is thought to be one of the rare conditions able to cause a cytokine storm.The profile of the victims is inverse of the seasonal flu. For the latter, the casualties are usually the very yound and very old, as exemplified by a V-shaped graph.
For the pandemic flu, it is inverse, with the youth with being the victims. The cytokine storm is though to explain this phenomenon.
Cytokine storm (from wikipedia)
The immune system · Cytokines · Cytokine Storm
Editor’s/initial author’s note: This is a difficult topic to understand and make accessible. It is thus perfect for the wiki format. Consider this a first approximation that calls for others, particularly virologists and immunologists, to clarify, correct, fill in the gaps, provide links, diagrams, references, new or pertinent results and other clarifying material; and for good technical writers to copy edit and make more graceful prose. The object is to still make it accessible to lay people, to be scientifically accurate, be up-to-date and be interesting. Ultimately the object is for it to be useful for public health, but first there must be accurate understanding of what we know and don’t know.
The occurrence of a “cytokine storm” has been suggested as an explanation for the devastating nature of the 1918 flu and perhaps H5N1. So what is a cytokine storm? From a clinical perspective, a cytokine storm describes an immune system that has over-reacted and is damaging the body, causing failure of multiple organ systems. Ordinarily a cytokine storm is a rare event, which means there are few opportunities to study them, so we do not fully understand how they happen. The term “cytokine storm” is not precisely defined, referring particular kind of uncontrolled immune response. Cytokine storms can happen rapidly and patients who suffer them have high mortality. Because we lack knowledge, we don’t know the best way to treat the condition. Influenza is thought to be one of the rare conditions able to cause a cytokine storm.
12. 12 Here, the earlier histograms are replied by the number of recovery and mortality rates. The current case fatality rate is steady at about 62%, with current treatments (including the use of Tamiflu).Here, the earlier histograms are replied by the number of recovery and mortality rates. The current case fatality rate is steady at about 62%, with current treatments (including the use of Tamiflu).
13. 13 Let’s take a closer look – important lessons here.
The data is that:
The peak casualty age range encompasses that of our student age group on campus (post-18 to 29).
The current rates is a higher (2 X) rate of mortality for this group.
Based on current pandemic models and assumptions that looks at society as a whole
a 30% societal hit rate could possibly find its higher casualty rates in high density campuses than in other locations.
The table below provides a scenario for a campus population of 28,000. It assumes a 10% hospitalization rate, and a 2.5% mortality rate.
A revised rate based on current data above provides a more sobering outcome.
Duration/Weeks 8 per week Ratio
Pop 28000 30% 8,400 1,050
Hospitalized 10% 840 105 4 recover
Deaths 2.5% 210 26 1 dead
for age 10 - 39 280 1 recover
560 2 die Let’s take a closer look – important lessons here.
The data is that:
The peak casualty age range encompasses that of our student age group on campus (post-18 to 29).
The current rates is a higher (2 X) rate of mortality for this group.
Based on current pandemic models and assumptions that looks at society as a whole
a 30% societal hit rate could possibly find its higher casualty rates in high density campuses than in other locations.
The table below provides a scenario for a campus population of 28,000. It assumes a 10% hospitalization rate, and a 2.5% mortality rate.
A revised rate based on current data above provides a more sobering outcome.
Duration/Weeks 8 per week Ratio
Pop 28000 30% 8,400 1,050
Hospitalized 10% 840 105 4 recover
Deaths 2.5% 210 26 1 dead
for age 10 - 39 280 1 recover
560 2 die
14. 14 eLearning Week: Requirements and Process Model as a Tool Of Learning Continuity for Pandemic Flu Management The approach taken by NTU for preparation of the pandemic flu is that of the learning continuity model. Like business continuity, it sakes to minimize the impact of a service outage.
The model pursued is embodied in the form of eLearning Weeks. This is a balanced and wise approached, as it
could be done regularly every semester – practice makes perfect
Non-alarmist – does not create panic, fear, etc
Responsible institutional action in the light of a “not if but when” pandemic event
If nothing adverse happens (and I pray so!!!), it promotes the use of technology and eLearning for teaching and learning.
In addition, eLWs can be activated anytime, and will not have too much of a reaction by the community when activated ad hoc. Feedback from students is that they want mor (some are asking for eLearning Month!!).
We are now in out fourth series (eLW VI). We observed that
Schools have now own the event and practice
They have their own processes of what to do during their respective eLWs
Their own school staff is involved in providing support, announcements, etc, etc
University management now does very little other than coordinate/spread the respective eLWs to ensure system overload effects are minimized. This allows the school administration to focus on the teaching processes.
The approach taken by NTU for preparation of the pandemic flu is that of the learning continuity model. Like business continuity, it sakes to minimize the impact of a service outage.
The model pursued is embodied in the form of eLearning Weeks. This is a balanced and wise approached, as it
could be done regularly every semester – practice makes perfect
Non-alarmist – does not create panic, fear, etc
Responsible institutional action in the light of a “not if but when” pandemic event
If nothing adverse happens (and I pray so!!!), it promotes the use of technology and eLearning for teaching and learning.
In addition, eLWs can be activated anytime, and will not have too much of a reaction by the community when activated ad hoc. Feedback from students is that they want mor (some are asking for eLearning Month!!).
We are now in out fourth series (eLW VI). We observed that
Schools have now own the event and practice
They have their own processes of what to do during their respective eLWs
Their own school staff is involved in providing support, announcements, etc, etc
University management now does very little other than coordinate/spread the respective eLWs to ensure system overload effects are minimized. This allows the school administration to focus on the teaching processes.
15. 15 NTU has a blended learning environment. Face-to-face sessions are the norms for all courses, with eLearning as a supplemental tool.NTU has a blended learning environment. Face-to-face sessions are the norms for all courses, with eLearning as a supplemental tool.
16. 16 http://edveNTUre.sg ELearning is implemented in the edveNTUre environment based on Blackboard LMS. It is a holistic learning environment with other systems integrated seamlessly to enrich the learning experience.
Typically, during term time, we get about 1.2M pageviews per day.ELearning is implemented in the edveNTUre environment based on Blackboard LMS. It is a holistic learning environment with other systems integrated seamlessly to enrich the learning experience.
Typically, during term time, we get about 1.2M pageviews per day.
17. 17 Disease Outbreak Response System Condition (DORSCON) This is one of the expressions of the state of the pandemic flu alert system. WHO has their own “level” system, with the levels coinciding with the colour. In a way, DORSCON is a simplified form (5 colours) of the WHO system (which has many levels, hence more complex as a communication tool to the public)This is one of the expressions of the state of the pandemic flu alert system. WHO has their own “level” system, with the levels coinciding with the colour. In a way, DORSCON is a simplified form (5 colours) of the WHO system (which has many levels, hence more complex as a communication tool to the public)
18. 18 NTU’s Business Continuity Plan - Learning and Research This is an early version of the NTU pandemic flu response plan (2006). ELearning appears frequently in each phase. Due to better understanding, some of the responses need to be updated.
LOA (leave of absence) are given to students who returned from countries which are affected by the avian flu. When they return to campus, they will be quarantined (up to 2 weeks?) by the university in closed living quarters. They are thus given official LOA, and allowed to miss classes, but they can continue learning via eLearning. LOA is also voluntary and managed by the campus authorities.
HQO (home quarantined order) is similar to LOA, except it is a legal order meted by the health authority. Mandated by law, offenders can be persecuted. When a person is under HWO, he/she is required to stay at home, and regularly report its compliance.
Current thinking is that somewhere in Orange Alert Level, the campus will be closed. The Learning Continuity (LC) Model assumes an early campus closure due to the nature of the pandemic flu via social distancing measures of campus closure.This is an early version of the NTU pandemic flu response plan (2006). ELearning appears frequently in each phase. Due to better understanding, some of the responses need to be updated.
LOA (leave of absence) are given to students who returned from countries which are affected by the avian flu. When they return to campus, they will be quarantined (up to 2 weeks?) by the university in closed living quarters. They are thus given official LOA, and allowed to miss classes, but they can continue learning via eLearning. LOA is also voluntary and managed by the campus authorities.
HQO (home quarantined order) is similar to LOA, except it is a legal order meted by the health authority. Mandated by law, offenders can be persecuted. When a person is under HWO, he/she is required to stay at home, and regularly report its compliance.
Current thinking is that somewhere in Orange Alert Level, the campus will be closed. The Learning Continuity (LC) Model assumes an early campus closure due to the nature of the pandemic flu via social distancing measures of campus closure.
19. 19 eLearning Week I Schedule Current implementation of eLWs is school based. Features include
It permits a gentle learning curve for staff and students (especially staff).
The eLWs are distributed and coordinated to spread through-out the semester.
This will allow focus on LC processes at schools for teaching/learning purposes
We KNOW that current server systems will not be adequate. In other words, if there was a campus wide eLW for all schools, our servers will not be able to handle the load.
Part of the issue is that management is “unsure” that pandemic flu will happen to justify immediate large investments in system hardware. Some thinking in development here.Current implementation of eLWs is school based. Features include
It permits a gentle learning curve for staff and students (especially staff).
The eLWs are distributed and coordinated to spread through-out the semester.
This will allow focus on LC processes at schools for teaching/learning purposes
We KNOW that current server systems will not be adequate. In other words, if there was a campus wide eLW for all schools, our servers will not be able to handle the load.
Part of the issue is that management is “unsure” that pandemic flu will happen to justify immediate large investments in system hardware. Some thinking in development here.
20. 20 eLearning Week II Schedule eLW II series focus at college level. It brings in the coordination of the college and allows them to be administratively involved. The idea is that each eLW series will escalate the requirements and outcomes. We are more prepared each time we do it, and hopefully we will be more ready when the pandemic flu comes.
Thus far, the eLWs have become non-events for university management; all systems go, and the effectiveness of eLW has been good.
Professors are more willing to trying new technologies in support of student learning, and they know that students want this eLW!eLW II series focus at college level. It brings in the coordination of the college and allows them to be administratively involved. The idea is that each eLW series will escalate the requirements and outcomes. We are more prepared each time we do it, and hopefully we will be more ready when the pandemic flu comes.
Thus far, the eLWs have become non-events for university management; all systems go, and the effectiveness of eLW has been good.
Professors are more willing to trying new technologies in support of student learning, and they know that students want this eLW!
21. 21 eLW works best when everyone knows that it is happening. There is a buzz in the air.
At different levels, the community is informed using multimodal communication means, for example
Announcements at course level – this is useful for students who take cross discipline courses hosted by other schools.
Announcements/reminders by professors themselves the week before eLW to their class
Posters (se above)
eLW works best when everyone knows that it is happening. There is a buzz in the air.
At different levels, the community is informed using multimodal communication means, for example
Announcements at course level – this is useful for students who take cross discipline courses hosted by other schools.
Announcements/reminders by professors themselves the week before eLW to their class
Posters (se above)
22. 22 Learning Continuity Model: Selected Core Learning Tools Learning continuity (or LC) is to learning as business continuity is to ICT systems. The crux if the philosophy is that the activity (that is, learning or business) continues meaningfully despite the changes of circumstances.
In this case, we are looking at campus closure as a means of social distancing – which can be a very effective preventive/containment measure.
Each of the core learning activities is supported by a corresponding eService as shown above
Lectures: they can be previous recordings or fresh recordings done by professors from the offices or homes using the acuLearn tool (we call it preseNTUr).
Tutorials: this can be done using the discussion groups in Blackboard (Bb) or virtual classes using acuConference.
Project work using an in-house developed online web-based system called eUreka (call us if interested). This allow students to continue their projects even though they are away from campus, and perhaps confined to more information-based work
Assessment – using the Bb Assessment tool
For the eLW, for those involved, the lesson module must include the lecture + tutorial + assessment parts, else it is not counted as a module.
Lab-based sessions are exempted from eLW. In other words, students return to the labs for their practical sessions; this is to minimise issues of limited resources, scheduling and limited lab sessions.
Learning continuity (or LC) is to learning as business continuity is to ICT systems. The crux if the philosophy is that the activity (that is, learning or business) continues meaningfully despite the changes of circumstances.
In this case, we are looking at campus closure as a means of social distancing – which can be a very effective preventive/containment measure.
Each of the core learning activities is supported by a corresponding eService as shown above
Lectures: they can be previous recordings or fresh recordings done by professors from the offices or homes using the acuLearn tool (we call it preseNTUr).
Tutorials: this can be done using the discussion groups in Blackboard (Bb) or virtual classes using acuConference.
Project work using an in-house developed online web-based system called eUreka (call us if interested). This allow students to continue their projects even though they are away from campus, and perhaps confined to more information-based work
Assessment – using the Bb Assessment tool
For the eLW, for those involved, the lesson module must include the lecture + tutorial + assessment parts, else it is not counted as a module.
Lab-based sessions are exempted from eLW. In other words, students return to the labs for their practical sessions; this is to minimise issues of limited resources, scheduling and limited lab sessions.
23. 23 eLW Learning Activities Guide We have learnt that communication is a key factor the eLW success.
Staff must know what to do (the tripartite lecture + tutorial + eAssessment).
Students must know what is expected to do, else they wil be confused and unaware whether they have done enough.
To resolve this, we mandate the eLW Learning Activities Guide checklist to be used by all staff affected. See above for details.We have learnt that communication is a key factor the eLW success.
Staff must know what to do (the tripartite lecture + tutorial + eAssessment).
Students must know what is expected to do, else they wil be confused and unaware whether they have done enough.
To resolve this, we mandate the eLW Learning Activities Guide checklist to be used by all staff affected. See above for details.
24. 24 PreseNTUr for Self-paced Learning preseNTUr is an add-in to Microsoft PowerPoint that enables professors to quickly and easily create web-based video presentations synchronised with PowerPoint slides. Such video presentations not only add more variety to retain students’ interest in learning but also allow them to learn anytime, anywhere at their own pace.
Why Video Presentation?
Video carries a great deal of emotional bandwidth
can be very motivational
provides a human element as humanizer of technology and pacer of learning
reach different types of learners
model and observe behavior or environment
go places learners can’t
low cost of development can be low…or very high
In the LC model, it is as close to the live lecture than anything else. On the ground, some professors used previous recordings (we record live lecture presentations) for the eLW. Others do a special edition version lecture just for the eLW.
PreseNTUr is a very easy to use tool, easy enough for professors to do it without need for support and to just do it! The camra can be a webcam or a prosumer video camera. Professors go through a short training session (1 hour) and they should be able to get going on their own.
The interface is simple and must be, as a lecture is basic.preseNTUr is an add-in to Microsoft PowerPoint that enables professors to quickly and easily create web-based video presentations synchronised with PowerPoint slides. Such video presentations not only add more variety to retain students’ interest in learning but also allow them to learn anytime, anywhere at their own pace.
Why Video Presentation?
Video carries a great deal of emotional bandwidth
can be very motivational
provides a human element as humanizer of technology and pacer of learning
reach different types of learners
model and observe behavior or environment
go places learners can’t
low cost of development can be low…or very high
In the LC model, it is as close to the live lecture than anything else. On the ground, some professors used previous recordings (we record live lecture presentations) for the eLW. Others do a special edition version lecture just for the eLW.
PreseNTUr is a very easy to use tool, easy enough for professors to do it without need for support and to just do it! The camra can be a webcam or a prosumer video camera. Professors go through a short training session (1 hour) and they should be able to get going on their own.
The interface is simple and must be, as a lecture is basic.
25. 25 acuConference Virtual Class with dual cameras AcuConference is an associated product of preseNTUr. In other words, preseNTUr can also be used for virtual classes. This is good as professors can handle one tool, but two?
AcuConference has many features common with other similar product. In addition, they have
dual camera input mode. This has been found to be very useful in explaining with drawings, diagrams, video capture. It is much better than a whiteboard which has inherent latency problems.
Carousel of video images – more than 4 students will result in a carousel of student video cam images. This is a work around for large classes with many miniature images.
Chat box – this is useful when my staff provide suport and cues to professors unfamiliar with virtual class technology.AcuConference is an associated product of preseNTUr. In other words, preseNTUr can also be used for virtual classes. This is good as professors can handle one tool, but two?
AcuConference has many features common with other similar product. In addition, they have
dual camera input mode. This has been found to be very useful in explaining with drawings, diagrams, video capture. It is much better than a whiteboard which has inherent latency problems.
Carousel of video images – more than 4 students will result in a carousel of student video cam images. This is a work around for large classes with many miniature images.
Chat box – this is useful when my staff provide suport and cues to professors unfamiliar with virtual class technology.
26. 26 Online Discussion Groups This is a simple yet effective use in place of tutorial sessions. Questions can be asked with their peers responding to questions by feollow students. It has worked well with the net genners who express well behind a keyboard.This is a simple yet effective use in place of tutorial sessions. Questions can be asked with their peers responding to questions by feollow students. It has worked well with the net genners who express well behind a keyboard.
27. 27 eAssessment Post-lecture self tests
Timely self-feedback opportunity for students
Open online forum item for student peers and/or teachers
Teaching discussion point and lecture review
Monitoring of student performance with remedial and preventive response
Provides a level of Quality Assurance of the eLW processes eAssessment has many advantages. For the LC model, it acts as a measure of the success of the eLW learning activities. Professors judge the eLW a success for their courses if this inform self-test average above a certain threshold.
If it does not, then perhaps a make-up lecture the following week and evakuation during the following week’s tutorial session might be warrented.eAssessment has many advantages. For the LC model, it acts as a measure of the success of the eLW learning activities. Professors judge the eLW a success for their courses if this inform self-test average above a certain threshold.
If it does not, then perhaps a make-up lecture the following week and evakuation during the following week’s tutorial session might be warrented.
28. 28 eUreka Online Project Work Management System eUreka is an online web-based system for project work. This include term projects, case studies, final year projects, post=grad projects (at Masters and PhD) level. Because it is online, project supervision and mentorship has improved in its efficacy and effectiveness.
Licenses to use this software at your campus is available.eUreka is an online web-based system for project work. This include term projects, case studies, final year projects, post=grad projects (at Masters and PhD) level. Because it is online, project supervision and mentorship has improved in its efficacy and effectiveness.
Licenses to use this software at your campus is available.
29. 29 Closing the Loop Closing the loop refers to measuring what has been done. What is measured gets done, so the management axiom goes. To do this, a simple application called OPTUS was developed. Closing the loop refers to measuring what has been done. What is measured gets done, so the management axiom goes. To do this, a simple application called OPTUS was developed.
30. 30 OPTUS: Online Progress Tracking Usage System Track activities and commitment to planned activities
Recorded lectures
Online Discussion Forum & Virtual classes
Self-test
eUreka Project work System
For management to be duly informed of the eLW learning continuity situation OPTUS – Online Progress Tracking Usage SystemOPTUS – Online Progress Tracking Usage System
31. 31 A simple form captures allthe needed information. More complex forms will yeild zero responses – so a balance has to be found. Not too much but enough to get an accurate feel of what is happening during eLW.A simple form captures allthe needed information. More complex forms will yeild zero responses – so a balance has to be found. Not too much but enough to get an accurate feel of what is happening during eLW.
32. 32 And the overall results for each school is shown above, and available online. Everyone shares the same page of information.And the overall results for each school is shown above, and available online. Everyone shares the same page of information.
33. 33 Lecture Recording Review Statistics Total Usage Lecture recording is the main and primary component of the LC model. There were skeptics who knows that video is the way to go, but can question is “can the infrastructure support multiple streams? Will it choke the network?”.
This decision – and its outcome – is a result of due diligence when we were looking for a lecture recording system. As shown in the table above, in AY2005, when we started the lecture recording project, we saw 13 years of viewing time.
In AY2006, with eLW initiated, that viewing time increased 3-fold to 40 years. These are incredible numbers obtainable only because of the way we build the infra-structure. It is more than just network bandwidth. It is the use of edge video streaming services that provides scalebaility to enable acceptable high quality video streaming content. In the eLWs, there was not a single complaint from student about video quality issues!
How did we do this – the next slides explains.
Lecture recording is the main and primary component of the LC model. There were skeptics who knows that video is the way to go, but can question is “can the infrastructure support multiple streams? Will it choke the network?”.
This decision – and its outcome – is a result of due diligence when we were looking for a lecture recording system. As shown in the table above, in AY2005, when we started the lecture recording project, we saw 13 years of viewing time.
In AY2006, with eLW initiated, that viewing time increased 3-fold to 40 years. These are incredible numbers obtainable only because of the way we build the infra-structure. It is more than just network bandwidth. It is the use of edge video streaming services that provides scalebaility to enable acceptable high quality video streaming content. In the eLWs, there was not a single complaint from student about video quality issues!
How did we do this – the next slides explains.
34. 34 PreseNTUr system configuration 1 x AcuManager
12 x AcuStream Video Servers
8 existing servers
4 new servers setup in preparation of eLW
Can support up to 2,400 users via video streaming The technical details are as follows:
The components of the Aculearn system is that it has a console (called acumanager). This console controls and manages the content to edge servers.
In NTU, we have distributed at the edge in each school and other key locations the acustream video servers.
Each acustream server can support 200 simultaneous streams. With 12 servers – and this is scalable – we can support 2400 streams at any one time.
These acustream servers support both the Aculearn presentur video streaming servers as well as the acuconference services. In this regard, it makes management of this infrastructure easier. Many of the processes are automated, and thus managing the recorded lecture and virtual class sessions is simplified. The technical details are as follows:
The components of the Aculearn system is that it has a console (called acumanager). This console controls and manages the content to edge servers.
In NTU, we have distributed at the edge in each school and other key locations the acustream video servers.
Each acustream server can support 200 simultaneous streams. With 12 servers – and this is scalable – we can support 2400 streams at any one time.
These acustream servers support both the Aculearn presentur video streaming servers as well as the acuconference services. In this regard, it makes management of this infrastructure easier. Many of the processes are automated, and thus managing the recorded lecture and virtual class sessions is simplified.
35. 35 Content Delivery Network Content Access Process –> optimum performance redirection and very high scalability This slides shows how the stu7dent request to view recorded lectures work.
The student goes to the course site with the Bb LMS. He clicks on the link to the recorded lecture.
This link will take the student to the acumanager and then redirected to an acustream server nearest the student.
Once done, video will be streamed from that server to the student.
This architecture of the infrstructure has many advantages, viz:
Streaming of video is NOT from the Bb server – there are max_client and load issues if this was the case
Scalability: If more streams are needed, this can be achieved easily by adding more acustream servers.
Placement of acustream servers can be off-site and remote from the main campus. Thus, if there was a satellite campus, the redirect can be to a local acustream server at that campus and not via the Internet.
Redundancy: if one of the servers is down, there are other servers who can provide the streaming. Acumanager will remove the downed server from the redirect list. This provides service resilience and robustness.
Aculearn also provides abd can publish recorded lectures on to CDs or DVDs. This wil be useful if there are bandwidth issue situations.This slides shows how the stu7dent request to view recorded lectures work.
The student goes to the course site with the Bb LMS. He clicks on the link to the recorded lecture.
This link will take the student to the acumanager and then redirected to an acustream server nearest the student.
Once done, video will be streamed from that server to the student.
This architecture of the infrstructure has many advantages, viz:
Streaming of video is NOT from the Bb server – there are max_client and load issues if this was the case
Scalability: If more streams are needed, this can be achieved easily by adding more acustream servers.
Placement of acustream servers can be off-site and remote from the main campus. Thus, if there was a satellite campus, the redirect can be to a local acustream server at that campus and not via the Internet.
Redundancy: if one of the servers is down, there are other servers who can provide the streaming. Acumanager will remove the downed server from the redirect list. This provides service resilience and robustness.
Aculearn also provides abd can publish recorded lectures on to CDs or DVDs. This wil be useful if there are bandwidth issue situations.
36. 36 Visualization of System Utilization Provides a quantitative understanding of the system back-end operations
Graphical data of CPU, network and database services
Provide understanding of load impact due to online access to learning continuity In addition, we also are able to monitor the server and network loads during eLW. This provides us with a good understand of how is happening “underneath the roads”. From such data, it indicates to us what system hardware would be required in the event that the whole campus is on eLW or the campus is closed.In addition, we also are able to monitor the server and network loads during eLW. This provides us with a good understand of how is happening “underneath the roads”. From such data, it indicates to us what system hardware would be required in the event that the whole campus is on eLW or the campus is closed.
37. 37 Implications
38. 38 University can – with confidence - press the button earlier The use of eLW in our LC model is that it allows our university management to press the button to close the campus earlier, knowing with a high level of confidence and assurance that not only will the infrastructure copes, but that the stakeholders of staff and students know what to do on a sustainable basis.
The eLW is similar to a hot disaster recovery (DR) site; when there is an outage, traffic to redirected to a another site that is already operational. eLW is like that. Staff and students are experiencing it every semester. In the event that the eLW is declared, there will be no alarm, panic but a comfortable change of learning mode.
The eLW approach also allow activation of eLW earlier in the DORSCON colour alert without explanation. A question was asked at Educause 2007 about the embarrassment or uncomfortable situation of a false alarm. This will be true if a campus was declared closed by the administration, and later found to be unnecessary.
For the eLW, there is no need to consider a premature response of campus closure. Just activating eLW in itself can be done without too much due explanation. “It is just a routine activity that we do every semester, except that this time, we are doing it with more schools at the same time and for longer period”.
That you can do so wwell and with confidence attest to the practicality of this LC model and the eLW process.The use of eLW in our LC model is that it allows our university management to press the button to close the campus earlier, knowing with a high level of confidence and assurance that not only will the infrastructure copes, but that the stakeholders of staff and students know what to do on a sustainable basis.
The eLW is similar to a hot disaster recovery (DR) site; when there is an outage, traffic to redirected to a another site that is already operational. eLW is like that. Staff and students are experiencing it every semester. In the event that the eLW is declared, there will be no alarm, panic but a comfortable change of learning mode.
The eLW approach also allow activation of eLW earlier in the DORSCON colour alert without explanation. A question was asked at Educause 2007 about the embarrassment or uncomfortable situation of a false alarm. This will be true if a campus was declared closed by the administration, and later found to be unnecessary.
For the eLW, there is no need to consider a premature response of campus closure. Just activating eLW in itself can be done without too much due explanation. “It is just a routine activity that we do every semester, except that this time, we are doing it with more schools at the same time and for longer period”.
That you can do so wwell and with confidence attest to the practicality of this LC model and the eLW process.
39. 39 Assoc Prof Daniel Tan
e: ethtan@ntu.edu.sg Closing notes: in spite of all the preparations, we personally hope that the pandemic flu will never happen. eLW at worst enhances the use of technology for teaching and learning. At best, it provides sustainability to learning continuity as staff and students will know what to do, as they have done it before. Level of comfort will be high in this regard.
I have been asked “what happens when after all you have done, there was no need for all these preparation as the pandemic flu did not happen”. Well, the outcomes of the level of use of technology for teaching and learning by staff would not been achievable by other means; we have high buy-in and good feedback from staff and students. Staff feels that this is the “right and responsible thing to do” as one might never know.
Last but not least, I would be so happy that the pandemic flu never happened. This is one situation in which I do not want to play “hero” because “I told you so!”. This is one situation that I would be so glad to be proven wrong.
And if it did, I now that because we closed the campus earlier, and yet attained high kevels of LC, some lives have been saved.Closing notes: in spite of all the preparations, we personally hope that the pandemic flu will never happen. eLW at worst enhances the use of technology for teaching and learning. At best, it provides sustainability to learning continuity as staff and students will know what to do, as they have done it before. Level of comfort will be high in this regard.
I have been asked “what happens when after all you have done, there was no need for all these preparation as the pandemic flu did not happen”. Well, the outcomes of the level of use of technology for teaching and learning by staff would not been achievable by other means; we have high buy-in and good feedback from staff and students. Staff feels that this is the “right and responsible thing to do” as one might never know.
Last but not least, I would be so happy that the pandemic flu never happened. This is one situation in which I do not want to play “hero” because “I told you so!”. This is one situation that I would be so glad to be proven wrong.
And if it did, I now that because we closed the campus earlier, and yet attained high kevels of LC, some lives have been saved.
40. 40 Spares
41. 41 Disease Transmission of SARS and Avian Flu
42. 42 Disease Transmission of SARS
43. 43 Assumptions about Disease Transmission No one is immune to the virus; 30% of the population will become ill
Most will become ill 2 days (incubation range 1-10, typically 7) after exposure to the virus
People may be contagious up to 24 hours before they know they are sick
People are most contagious the first 2 days of being sick
Sick children are more contagious than adults
On average, each ill person can infect 2 or 3 others (if no precautions are taken)
44. 44 Assumptions about Disease Transmission Pandemics move through community in waves
Each wave in a community will last 6-8 weeks
There will be at least 2 “waves” of pandemic disease, likely separated by several months
The entire pandemic period (all waves) will last about 18 months to 2 years
Disease may break out in multiple locations simultaneously, or in isolated pockets
45. 45 Arithmetic of Pandemic Flu uncontrolled for country of 4M population
46. 46 Potential Realities over 8 weeks 30% of population
= 1.2 million people sick
(including 300,000 children)
120,000 hospital admissions
30,000 deaths (includes 8,000 children);
500 deaths per day (about 140 children)
Not enough: Vaccine, antiviral meds (tamiflu), hospital beds, ventilators, face masks, etc.
…plus schools closed, many parents/family members ill, potential quarantines, economy in trouble, little assistance from “the outside”, etc.
47. 47 1918 Spanish Flu (H1N1 similar to H5N1 virus)
48. 48 Implications & Outcomes
49. 49 Period of school closure between 4 to 12 weeks. That definitely affect the semester no matter when the pandemic flu happens!Period of school closure between 4 to 12 weeks. That definitely affect the semester no matter when the pandemic flu happens!
50. 50 Post-perspective We cannot stop a pandemic (beyond your control), but we can lessen the impact (within your control) by planning, preparation and anticipation
Then when it strikes, there will be more options to consider There is a recovery period at the end of the flu cycle. It is also a time to account for the actions (or lack thereof) of the unprepared.There is a recovery period at the end of the flu cycle. It is also a time to account for the actions (or lack thereof) of the unprepared.
