The SCALE Partnership’s Collaborative Workspace

1. The SCALE Partnership’s Collaborative Workspace David J. Sleasman Knowledge Manager djsleasman@wisc.edu SCALE Mathematics and Science Partnership Wisconsin Center for Education Research University of Wisconsin-Madison

2. Why are collaborative software tools interesting to librarians?

3. System-wide Change for All Learners and Educators (SCALE) • Research project (2003-2007) focused on improving mathematics and science teaching and learning through systemic change • http://www.scalemsp.org/ • Funded by the NSF (Award No. 0227016) • Partner institutions • Denver Public Schools • California State University, Dominguez Hills • Los Angeles Unified School District • Madison Metropolitan School District • Providence Public Schools • University of Pittsburgh • University of Wisconsin-Madison

4. Problem: How to Support Collaborative Work for This New Partnership? - Existing IT networks and email exist as many isolated knowledge silos. - Most partners have little pre-existing relationship prior to the grant writing process. - Partnership is an “organization” with little traditional hierarchy and accompanying lines of communication. - Lines of work involve individuals at different levels within each partner institution hierarchy. - Little ability to easily learn and share work done within the partnership.

5. Collaborative software • Provides a central platform for collaborative work (exchange and discovery of information) that is independent of each institution’s IT support (networks, email, and information systems). • Provides for the security of data depending on the role, group membership or line of work. • Also allows other advantages like: • Stores material for discovery and re-use, • Allows asynchronous collaboration, • Building services for the partnership, and • Building efficiencies to solve operational problems.

6. SCALE Considered Solutions • Basic Support for Cooperative Work (BSCW) • http://bscw.fit.fraunhofer.de/ • Vignette Business Collaboration Server (VCBS) • http://www.vignette.com/

7. Selected VCBS because: - Customizable - Flexible security - Many built-in tools to facilitate work - Track record with large corporations - Interact via Web, email, etc. - Personalization features for individuals and groups - Easily accommodate users outside partner organizations

8. VCBS Under the hood… • Java application and relational database • API consists of Python scripts and 1400+ templates files (syntactically similar to JSP pages) which are a mixture of HTML, proprietary ISPECT code, JavaScript, and Java call methods • Convera Search engine indexing metadata (non-standard but can be easily customized) and document contents

9. What user features are ‘out of the box’? • Stable, unique URLs and email addresses for objects • Integrates with email • Calendars with email invitations • Discussions • Task management and reminders • Polling • Flexible ‘views’ of folder(s) and object(s) • Internal linking • Subscriptions and notification • Web monitoring • Secure mini-work spaces (C-spaces)

10. However… • The rich feature set is intimidating in the complexity of potential interactions. • Users generally unaccustomed to being able to create discussions, calendars, etc. unilaterally. • Lack of established organizational structure was daunting both for creating workspaces and navigation. • Employs metaphors that might not be familiar for all users. • Created as a business tool NOT for research. • Users had little understanding in these information tools and a lack of trust.

11. Initial Strategy for Adoption • Hire Knowledge Manager to focus on organization, management, and development (preferably a librarian) • Reduce barriers to use including interface complexity • Assist with organization of information • Build library of useful resources • Improve/customize most important features • Identify and use role models (social/cultural leaders) and emphasize social aspects • Train/coach users at speed they are comfortable • Establish conventions • Build trust and comfort levels over time.

12. How is SCALEnet organized?

16. Who has access to the material in SCALEnet? • Accounts are created for those involved in SCALE-related work. • Terry Millar, SCALE’s PI, has requested a generally open policy. • Restricted (financial or human subjects data, for example) material will be invisible without appropriate group membership. Open access to most material remains a very sensitive idea for many in SCALE

17. How is SCALEnet growing?

18. August 2005 Statistics • 532 Users – Project Administrators, Researchers, Curricula Developers, District Administrators, and K12 Teachers • 48,794 + Objects in the Database • 8-11% Growth Monthly

19. Meeting notes Calendars Contact information Email correspondence NSF reports Project graphics Information on each of the SCALE partners Travel information Evaluation Tools Presentations Calendar of Events Agendas and meeting notes Event photographs and media files Related research and scholarly publications What can be found in SCALEnet?

20. Example of how SCALEnet being used? • Co-construction of curriculum units between STEM faculty, district representatives, and SCALE curriculum developers. • Harvest material to produce monthly newsletter • Collaboratively write NSF reports, etc. • 100+ email discussions on practically every line of work • Fill gap for partner when they need a collaborative workspace. • Deliver ancillary material to NSF program officer. • Track development of lines of work.

21. Now in the next phase of adoption… • Developing new features that focus on solvingspecific operational problems • Emphasizing advanced features • Constructing specific views of folder hierarchy • Continue to build trust in the system and collaborators

22. Returning to the question…Why are collaborative software tools interesting to librarians? - Advantageous to aid work as we form our own partnerships that cross traditional boundaries. - Allows us as professionals to document our work and learnmore about our organizations - Allows libraries to go “further upstream” in the scholarly process to capture a richer collection of digital artifacts which illuminate the creation, thoughts, and evolution of intellectual work - Build those artifacts into Archives, Special Collections, Digital Libraries, etc.