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The Effect of Shibboleth on the Introductory Courses

This study examines the impact of implementing Shibboleth in the introductory courses at John Hopkins University. The use of Shibboleth allows faculty and staff access to an archive of previous course materials, while teaching assistants can efficiently manage grades, excuses, and substitutes. Additionally, a website assists teaching assistants with up-to-date student information. Homework is offered through WebAssign, ensuring randomized questions and instant feedback. The implementation of Shibboleth resulted in a significant reduction in login problems and improved overall course efficiency.

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The Effect of Shibboleth on the Introductory Courses

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  1. The Effect ofShibbolethon the Introductory Courses John Hopkins 2003

  2. The Introductory Courses Phys 211, 212, 213, 214 John Hopkins 2003

  3. Faculty assigned to the introductory course are provided access to an archive of previously used materials. 100’s of previous ppt lectures labs Exams and other information Faculty/Staff • Demos used in lectures are tracked • PIRA Classification Scheme • Pictures and explanations of hundreds of lecture demonstrations • Electronic request and tracking system John Hopkins 2003

  4. A website was developed to assist our teaching assistants. • The TAs can check up-to-date grades on students • Enter excuses for students • Look for substitutes to cover unexpected absences. • Help Desk is staffed during normal business hours. Staff respond within one working day to questions regarding: • Grades • Web Assign (typically high at the beginning of the course) • Computer Issues • Others • Homework is offered through WebAssign (NCState) • Students login by entering userid and password to access randomized questions selected for each assignment. 10 -15/set • Multiple trials are allotted • Instant feedback • ~1/4 million scores are collected and tracked in the introcourses. Scores collected from: • TAs • UTS • Web Assign View sample display Course Operation John Hopkins 2003

  5. Student Use Primary source of information regarding the administrative aspects of the course can be found on the course website: http://class.phys.psu.edu John Hopkins 2003

  6. Recent Effort • Login problems generate a ripple effect through the system • Forgotten passwords, userids, etc. We were looking to get out of the password business. Internet2 was looking for a test case where confidential information could be shared between research institutions. John Hopkins 2003

  7. Internet2 - Shibboleth Primary Goals of Inet2 (~200 Universities) • Create a leading edge network capability for the national research community • Enable revolutionary Internet applications • Ensure the rapid transfer of new network services and applications to the broader Internet community. Shibboleth Framework for providing inter-institutional sharing and controlled access to web available services Steve Kellogg - recognized that our problem had a shibboleth answer Renee Shuey and Mark Earnest formed a group that worked with WebAssign and implemented the code. John Hopkins 2003

  8. Request from User Attribute Release Policies Authentication Request Web Services Trust Target Site (Web Resource) Origin Site (user browser) John Hopkins 2003

  9. Effect Trial One large course and one medium course (~1000 students) using Shib (Physics 211 and 001) One large course and two medium courses used as control (physics 212 and 213/4) Control Group Historically, first two weeks - • 25 to 30 questions/day • Almost all are login problems • Numbers of queries in the “Shib” courses …..~1 or 2/day • A reduction of ~85% • Numbers of queries in the normal courses remain at ~ 15/day for 3 weeks John Hopkins 2003

  10. Fall '02 No Shib What we saw in the trial with ~1000 students Implementation in all of the classes (Physics 211, 212, 213/4, 001) ~2500 students. Full Implementation John Hopkins 2003

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