The Collaborative Liberal Arts Moodle Project: A Case Study

by Joanne Cannon, Joseph Murphy, Jason Meinzer, Kenneth Newquist, Mark Pearson, Bob Puffer and Fritz Vandover

What is CLAMP?
The Collaborative Liberal Arts Moodle Project (CLAMP) is an effort by several schools to support continued and sustainable collaborations on Moodle development at liberal arts institutions. Moodle is an open-source learning management system designed with social constructivist pedagogy as part of its core values. With highly-customizable course pages, faculty can organize course material by week or by topic and add modules, resources and activities that help students meet learning objectives by encouraging collaboration and interaction. While the lack of licensing fees initially attracts many campuses, the flexibility of working with an open source tool also becomes a real advantage, allowing for additional customization to meet the specific needs of the institution.

Moodle is well-supported through its core developers and the large community at, but CLAMP has a different focus: the issues and challenges unique to four-year liberal arts colleges using Moodle. By creating a smaller network of Moodle users with a tighter focus on the liberal arts, we are able to undertake development projects which none of us could accomplish alone. CLAMP develops community best practices for supporting Moodle, establishes effective group processes for documentation and fixing bugs, and better connects our institutions to the thriving Moodle community worldwide. Put briefly, by partnering programmers and instructional technologists across multiple institutions, CLAMP lowers the practical barriers to supporting and adapting this open source software.

To better understand CLAMP, it is helpful to look at the lexical components of the acronym:

  • Collaborative: True participatory collaboration between member institutions is the motor of the project through a consensus process. Artifacts collaboratively produced from online and in-person gatherings are significant, benefiting all liberal arts Moodle institutions.
  • Liberal Arts: While the liberal arts educational model is almost exclusively represented by institutions in the United States, we believe that the core values of this model–“critical thinking, broad academic interests, and creative, interdisciplinary knowledge” are embraced by many educational institutions worldwide.1 They are also critical for the Moodle community. Indeed, a cursory dig into the support forums of the developers, users, and managers mother site exposes rich seams of liberal arts values in the strata of developers, users, and managers. Here you find core characteristics of a liberal arts education reflected in both the outcomes and the artifacts of CLAMP activities (such as the Moodle Liberal Arts Edition, bug fixes, documentation) and the process by which they are produced.
  • Moodle: As the premier open source learning management system, Moodle is a model of the open source sharing, cooperative and empowering collaborative ethic. And for CLAMP, the relationship with the larger Moodle community is symbiotic and synergistic–all bug fixes are reported back to the Moodle tracker for inclusion into the core, the Moodle Liberal Arts Edition is made freely available, and CLAMP members take an active role in voting on issues raised in the development community.
  • Project: While the National Institute for Technology in Liberal Education (NITLE) has nurtured CLAMP for the past year through the NITLE’s Instructional Innovation Fund, the universal approach of CLAMP broadens its appeal to campuses beyond NITLE and even beyond the confines of North America. It is important to note, however, that our focus is exclusively on liberal arts educative goals. While we certainly recognize K-12 concerns, research university needs and distance education imperatives, these are not addressed through this project.

The technical culmination of these efforts over the last year is the Moodle Liberal Arts Edition distribution. It includes all third party modules and add-ons commonly used by our institutions; bug-fixes of critical importance to our schools; functions that simplify the user’s experience; and backend tools to give Moodle administrators better information about how their systems are being used. Although all CLAMP bug-fixes are contributed back to the Moodle core project, this distribution gathers the collective work and wisdom of the institutional network, simplifying the job of finding and installing each vetted patch or module.

Origins of the Project
CLAMP traces its origins back to 2006, when a small group of  representatives from liberal arts institutions gathered at Reed College to discuss the potential of a collaboration focused on improving Moodle. The following year, as Moodle was being adopted by a growing number of institutions across the country and the world, this circle of schools was expanded and the NITLE showed interest in providing support. An active support network developed as NITLE arranged two Moodle user community meetings and provided infrastructure for the online NITLE Moodle Exchange. Leading members of the NITLE Moodle Exchange organized two collaborative programming and documentation events called “Hack-Doc Fests” to bring programmers and educational technologists from twelve different institutions together in one place. Six of the schools–Earlham College, Lafayette College, Luther College, Kenyon College, Macalaster College, Reed College and Smith College–received a $43,000 award from NITLE’s Instructional Innovation Fund to continue and formalize their efforts.

Collaborative Projects
Since its inception, CLAMP has initiated three major projects: a Web-based workspace, a usability testing initiative, and the collaborative Hack/Doc Fests described in greater detail below. The Web-based workspace was essential to all three projects; we needed a private place to discuss, document and track our projects, as well as a front-end tool for sharing our completed efforts with the world. The end result was, which uses Redmine (an open source, Web-based collaboration suite) to provide project committees with online discussion forums, project trackers, and wikis, and WordPress (an open source, light-weight content management system) for public content.

To guide our development efforts, we designed a usability testing initiative to identify problem areas in Moodle. This involved asking faculty and students to complete tasks they were likely to encounter in Moodle, such as uploading files and grading assignments, and for students, responding to forum posts and editing personal profiles. After identifying the tasks, we purchased screen capture software for Windows (Camtasia Studio) and Mac (Screenflow), and conducted ten tests at five colleges. The results of these tests helped guide our development efforts.

The Hack/Doc Fest is a unique effort that brings coders and instructional technologists together to fix bugs, develop new functionality, and document features in Moodle. The name comes from “hacking” (a slang term that refers to digging into code to find and fix problems) and “documentation” (referring to the instructional technologist side of the event). But this is not a conference or a workshop. Instead, it is a chance for Moodle enthusiasts to focus on getting work done. Prior to the events we poll our community for features they would like added or documented. When we arrive on site, we spend an hour or so triaging these requests, factor in our own ongoing projects, and then launch into three days of coding and writing. The event has become the cornerstone of our collaborative efforts, as it gives us dedicated time to focus on improving the software and adding functionality essential to our campuses.
Photo: Courtney Bentley (Lafayette) works on a documentation project at Hack/Doc Fest at Smith College while Charles Fulton (Kalamazzo), Jason Alley (Lafayette), Dan Wheeler (Colgate) and Cort Haldman (Furman, back row) discuss a coding project.

Not surprisingly, the Hack/Doc Fest played a pivotal role in both the and usability efforts. Our initial experiments with Redmine began at Hack/Doc Fest at Reed College in January 2009 and the first drafts of our usability test scripts were written there as well. As the Spring 2009 semester progressed, we increasingly relied on Redmine to coordinate our efforts. By our second Hack/Doc Fest at Smith College in June 2009, we were able to use the software to track all of our bugs, features, and documentation requests. By the end of the event we had created or upgraded a host of new tools including the following:

  • Census report: a tool for auditing active courses in Moodle
  • Simple file upload: a script allowing faculty to quickly upload files to Moodle, bypassing the normally cumbersome upload script
  • Current course block: a content block that allows Moodle to display courses from the current and upcoming terms
  • TinyMCE integration: a new WYSIWYG editor that replaces the outdated, buggy editor that ships with Moodle
  • Random course generator: a program that randomly creates hundreds of courses and assignments in Moodle, allowing developers to quickly test a medium-scale LMS installation
  • Code repository: established this version control repository based on the open source Subversion software that allows our developers to easily make and track code changes

On the instructional technologist side, new documentation was created explaining how to use Moodle 1.9.5’s newly-revised gradebook, which introduced a number of new features and usability enhancements. Based on feedback from the larger CLAMP community, the instructional technologists also crafted documentation for Moodle’s “groups” and “roles” functions. (Groups and roles are powerful concepts in Moodle and allow administrators and faculty to customize the LMS to their needs, but they can also be a challenge to implement. The documentation addresses that.)

As our online and off-line efforts progressed, it became clear that we needed some mechanism for collecting and distributing our work. This realization led to the creation of our liberal arts edition of Moodle, which pulls together our finished code into one easy-to-install package available for download from Our Subversion repository and documentation, crafted to be generic enough to be used at any college, is available through the Web site as well.

Participation and Funding 
Two years ago programmers and instructional technologists  from a half-dozen colleges saw a need–and an opportunity–to fix bugs and brainstorm solutions that were unique to using Moodle in a liberal arts environment. It was an ad hoc meeting, with each college paying its own way and the agenda created on a day-to-day basis. Flash forward to the present day–we have had seventeen NITLE member institutions participate in CLAMP, including attending a Hack-Doc event, contributing to the discussion regarding prioritizing needs, performing usability testing, fixing bugs in Moodle or creating and sharing documentation of the gradebook, groups and other features. What started off as a singular event has quickly become something more and in the process we have needed to find a way to govern and fund ourselves effectively.

To that end, we established a steering committee consisting of representatives from seven member colleges. This group organizes Hack-Doc events, prioritizes major projects, and handles financial matters. We have also established a number of other committees, including ones dedicated to code development and documentation. On the funding side, we established a membership fee of $300. Based on an initial membership of fifteen colleges, this will provide us with sufficient funds to cover our basic operating expenses, such as, the code repository and licensing fees.

Once registered with CLAMP, colleges receive access to the development server that hosts our Web site and groupware suite. In addition to typical development tools, the development server provides custom commands that automate all of the busywork involved in setting up a new instance of Moodle. If, as happens quite frequently, a developer needs to test something in a “clean” installation of Moodle, she can create one in seconds with one command and then delete it just as easily when she’s done. The combination of single sign-on and Moodle-oriented workflow tools alleviates some of the major pain points for system administrators and developers alike.

Logistical Lessons Learned
Any collaboration across institutions will have significant logistical hurdles to overcome. Since CLAMP has always desired to build a broad and active membership, we gave these areas particular attention from the start. Here we present some of our lessons learned, in the belief that CLAMP’s experiences, and even our hardships, can be useful information for other collaborative open source projects.

Misadventures in Web Conferencing 
Clearly we need to be able to talk to one another from our different campuses. For that, the CLAMP steering committee relies on bi-weekly Web conferences in order to manage the planning, oversight, and logistics. NITLE’s current Web conferencing software, Marratech, has provided CLAMP with a fairly stable platform from which to conduct these sessions. But Google’s recent acquisition of Marratech and decision to discontinue supporting it in the future compelled us to explore other options, including DimDim (, Twiddla ( and Skype ( Unfortunately, we have yet to find a viable alternative to Marratech. DimDim uses a “few-to-many” presentation style that only allows for four speakers–not enough for our five- or six-person committee meeting. Twiddla has an excellent whiteboard, but poor audio quality. Skype is useful for small conference calls, but doesn’t scale well and lacks white board support. While Marratech would occasionally crash and had audio-issues, it worked best for our purposes. Fortunately, NITLE has recently begun rolling out Elluminate and we are hoping that this online conferencing tool will be the magic bullet we’ve been looking for.

Our misadventures illustrate another advantage to our collaboration: bringing together technically-savvy individuals ready and willing to try out new software. Not only were we willing to try new things, we weren’t afraid to fail while doing. We braved microphone malfunctions, software crashes, terrible audio and video quality and other setbacks that casual users might not have had the patience for. The lesson is twofold: if you have the people and the time, use them to try new things. And if you begin collaborating extensively on one project, you can’t help but start to do the same on others.

Finding Convenient Meeting Times
Colleges and universities are lucky to have set academic calendars that govern the ebb and flow of their work, but that doesn’t mean it is easy finding blocks of time to work with one another. Navigating our weekly schedules for video conferencing is challenging enough, but finding a three or four days of time when our member colleges can get together for our Hack/Doc Fest work sessions is far more difficult. Not only do we need to work around academic terms, but we have to anticipate Moodle’s release cycle and consider our own internal software release cycles. For example, meeting in August would not only put us in the middle of the start-of-term crush for most of our colleges, but any code and documentation we started developing then would likely not be ready in time for September. Coupled with the tendency of Moodle to release new editions in late spring and early summer, we decided an early June session was best.

Software bugs wait for no developer, and we knew that we would need to follow up our summer session with another meeting six months later. Finding a time during the academic year was difficult; we finally scheduled the follow-up in January 2009, and had good participation from the our member institutions while June saw a greatly increased participation from both new and returning institutions. The increased June participation is due in part to heavier marketing of the Hack-Doc Fest, our choice to schedule Hack/Doc immediately after NIS Moodle Camp, and a general influx of NITLE schools beginning to use Moodle. We have discovered that it is important not to underestimate the potential for scheduling conflicts. What may be four weeks of pristine January quiet for one college may be a frenzy of winter terms, off-campus programs and special events at another school.

Development Collaboration Platform 
It is impossible to collaborate without communication. And when those collaborators are spread out across the country and working on a dozen-odd projects simultaneously, it is essential that they have some way of keeping track of who is doing what. Finding the software tools to support this collaboration was an essential step for CLAMP.

We began by using the NITLE Moodle Exchange (NME)–a Moodle instance hosted by NITLE–to plan our Hack/Doc Fests and report bugs while turning to a Google Code Project to provide version control. We quickly outgrew both. While Moodle is useful for online conversations, its sub-par wiki  and lack of a bug tracking tool would have played havoc with our developers’ workflows. At the same time, our long-term plans involved deploying a public Web site of our own, outside of the NME. We considered using Moodle for this, as it supports a barebones home page news forum, but we felt it would be an awkward fit. Moodle is about enabling classroom conversations, not serving Web pages to an anonymous public.

Because of our two very different needs, we decided to use two different tools. WordPress, an open source, lightweight content management system, powers our public Web site. For our ongoing development needs we turned to Redmine, for its robust wiki and issue tracking tools, as well as integration with version control. Tight integration between Redmine’s components means that it easily and automatically builds hyperlinks between the bugs, wiki pages, files and other resources that it’s tracking. Finally were were able to bind Redmine and WordPress together using a single signon solution called CoSign. This was critical, as it prevented a proliferation of one-off usernames and passwords and insured that people could spend their time working, not trying to remember their login information.

The system wasn’t perfect. Redmine has a learning curve, and it took a concerted effort by our developers and instructional technologists to learn the system. Even once we had mastered Redmine’s feature set, we had to spend considerable time organizing it and figuring out what workflows would be best for code, documentation, and event planning. In the end, it worked well. We used it extensively at our fourth Hack/Doc Fest at Smith College to track our progress. That in turn meant it was easy to pick up where we left off when we returned to our home campuses and concentrated on finishing the work we had started at Smith. The key wasn’t the software though–it was identifying what we needed to make our online collaboration work, and then finding the tools that fit those needs.

Usability testing
It is easy to complain about the shortcomings of an application’s user interface, but harder to quantify those shortcomings. One of CLAMP’s premier objectives in 2008-2009 was to conduct usability tests with faculty and students at our member campuses. The goal of these tests was to identify problem areas in Moodle to be fixed at one of our Hack/Doc Fest sessions. Before we could conduct the tests though, we had to establish a protocol: What questions would be used? How would the tests be administered? What software would we use to capture the results?

Developing the scripts was relatively straightforward; we drew from our own previous experiences and insights from Steve Krug’s Don’t Make Me Think, Louis Rosenfeld and Peter Morville’s Information Architecture for the World Wide Web.2 Establishing the testing protocol was more difficult. After a few test runs, we determined that having two facilitators–one taking notes, the other one conducting the test–worked best, but as with video conferencing, finding the right software was a time-consuming ordeal.

While open source worked well for our Web ventures, after quite a bit of research and testing, we concluded that open source options for screencasting software were unreliable and limited in functionality. Ultimately we chose Screenflow for the Mac platform and Camtasia Studio for the PC, for their ease of use and their ability to cleanly capture the screen action with a video inset of the user from the computer’s Webcam. After several tests the formula for software setup was finalized allowing a smooth use of either package.

A best practice in usability testing is to not assist users when they have trouble but to objectively document their problem-solving process. As the usability tests unfolded, we found this approach was difficult to implement on our campuses. The instinct to help people solve a problem is strong, particularly among instructional technologists, and all of us had to balance the need to gather usability information against faculty or student frustration with the test. This tension led to very different approaches to conducting the tests that only became apparent afterward. While we were still able to gather useful data from the tests, this is an area we will need to discuss before the next round of testing.

As for the tests themselves, they revealed what might have been obvious–that the instructor’s task to use Moodle is more complicated and therefore, more difficult to master than the student’s task. Particularly troublesome areas included the gradebook, the file upload interface, and the collaborative editing of documents within Moodle.

We are still analyzing the student results, which points to another major issue with usability testing that we hadn’t anticipated: the time it would take to analyze data. We conducted a total of ten tests at five colleges, with each test generating twenty to sixty minutes worth of video footage. While our facilitators did take notes on each presentation, none of those notes were time-indexed. This in turn made it difficult for anyone other than the facilitator to go back and look for a specific problem mentioned in the notes, and sitting down to watch all of the video would take days. We also ran into issues with the quality of the video results; while most turned out fine, some experienced technical issues that caused the audio to be lost. Going forward we plan to review our usability tasks, create a more detailed testing protocol, and come up with a system for time-indexing the videos on the fly.

The goal of the Instructional Innovation Fund grant from NITLE was to turn a loosely-knit group of higher education institutions with a shared interest in Moodle into a coherent, sustainable association. We have accomplished that, creating not only an organizational framework for carrying our work forward, but a software framework as well. With the release of the Moodle Liberal Arts Edition, we have provided a mechanism for distributing our work back to the larger Moodle community as well as to our peer institutions. Along the way, we have discovered the limitations of videoconferencing, the value of open source, Web-based collaboration tools, and the inadequacies of open source video-capture software. We’ve also learned much about what works and what doesn’t when conducting usability tests.

Looking to the future, our next challenges are clear. Solidifying our software development protocols to streamline releases of future versions of the Moodle Liberal Arts is of critical importance. We have the tools, now we just need to master them. Similarly, with a large number of new schools joining our ranks, we’ll need to ensure that our participation model holds up, and that the new recruits feel every bit as involved as the old ones. As part of that, we will also need to review our approach to Hack/Doc Fests to ensure they remain well attended and productive even as many of our institutions face declines in funding. Pursuing more regional Hack/Doc Fests is one option. Looking for additional grant opportunities is another.

We are optimistic that we will be able to achieve these goals. CLAMP’s established a two-year track record of working together, both online and off. While the financial landscape has changed, our commitment to working together to improve Moodle for our respective campuses has not.

1. Michelle Glaros, “The Dangers of Just-In-Time Education,” Academic Commons (6/10/2005), . [return to text]
2. Steve Krug, Don’t Make Me Think! A Common Sense Approach to Web Usability, 2nd ed. (Berkeley: New Riders Pub, 2006); Louis Rosenfeld and Peter Morville, Information Architecture for the World Wide Web, 3rd ed. (Sebastopol, CA: O’Reilly, 2007). [return to text]

Come for the Content, Stay for the Community

by Ethan Benatan, Jezmynne Dene, Hilary Eppley, Margret Geselbracht, Elizabeth Jamieson, Adam Johnson, Barbara Reisner, Joanne Stewart, Lori Watson, B. Scott Williams

VIPErLogo_C.jpgThe Evolution of a Digital Repository and Social Networking Tool for Inorganic Chemistry
It is said that teaching is a lonely profession. In higher education, a sense of isolation can permeate both teaching and research, especially for academics at primarily undergraduate institutions (PUIs). In these times of doing more with less, new digital communication tools may greatly attenuate this problem–for free. Our group of inorganic chemists from PUIs, together with technologist partners, have built the Virtual Inorganic Pedagogical Electronic Resource Web site (VIPEr, to share teaching materials and ideas and build a sense of community among inorganic chemistry educators. As members of the leadership council of VIPEr, we develop and administer the Web site and reach out to potential users. The goals of VIPEr are best captured in the following statement by a new faculty member at a small college:

Joining VIPEr made me aware that although I am the only inorganic chemist on my campus, I am part of a large community of scholars and teachers at colleges and universities across the U.S. I recently met the VIPEr gang at an American Chemical Society meeting. Before the meeting, I already “knew” many in the community from their contributions to the site. I was not surprised to find that the enthusiasm that practically oozes from the Web site was replicated by the members in vivo.

We began the process of building a community of practice1 in inorganic chemistry through face-to-face meetings to discuss curricular issues and share educational materials. While the content of our courses varied widely due to our wide-ranging areas of expertise and the different levels in the curriculum at which we teach, we found that we employed similar teaching strategies such as discussions of the primary literature, writing exercises, and multi-week laboratory projects. During the first meeting of our group, our conversations were dramatically influenced by interactions with Kenny Morrell (Rhodes College), who described the Sunoikisis project, an online collaborative learning environment in Classics. Our group was impressed by the value and excitement of using technology to facilitate collaborative work across multiple colleges and the sense of invigoration and community that this provided, and so we set out to adapt this idea to our own group. From our own experience, we knew that personal bonds and familiarity would provide a rich setting where sharing would flourish. Early in the project, the chemists brought a technologist into the group as a partner, whose expertise in the social Web helped us envision ways for the group to interact with each other and with the wider community. Unlike Sunoikisis, which taught collaborative courses, we wanted to create a resource of reusable small discrete educational modules, or learning objects as the central mechanism for sharing our expertise. Such online collections exist outside of inorganic chemistry, but to our knowledge no collection had been created that fully embraced the power of the social Web to give equal weight to community and content.2

In this paper we describe the process and product of our collaboration to build this community through a series of lessons that we’ve learned. We approached this process as Randall Bass describes by merging “a culture of inquiry into teaching and learning with a culture of experimentation around new media technologies.”3 Through our work together, we have experienced both successes and challenges that may be informative to others considering a similar endeavor in their own fields. While the academic scope of VIPEr is limited to inorganic chemistry, we believe that the lessons from this project are broadly applicable to other disciplines and some of the most interesting lessons have arisen directly from our attempts to embrace new technology tools and the culture of Web 2.0. Since our inspiration actually came from classicists, there is no reason to expect that other groups of similarly-minded academics could not replicate or improve upon what we have done to build their own communities of practice. In this essay, we describe six lessons we have learned through the process of developing VIPEr and growing the community.

1. Inorganic Chemists Bowling Alone
In the book Bowling Alone: The Collapse and Revival of American Community,4 Robert Putnam describes the sharp decline of our society’s “stock of social capital” and the disintegration of social structures in our community. In recent years, technology has provided a way to reverse this trend and facilitate these missing interactions by bringing together geographically dispersed participants with similar interests. Forums, blogs and wikis that address particular interest areas allow social interactions while other sites such as enable face-to-face connections. Academics in particular crave intellectual engagement and connections through the field that they love. At a primarily undergraduate institution it can be difficult to find kindred academic souls who understand a specific content area well enough to have those deep discussions both of content and pedagogy.

Problem: Face-to-face interactions are expensive, time consuming, and infrequent, but it is hard to build the strong ties needed to feel connected to the other members of a community without face-to-face meetings.

Solution: Combine the best of both face-to-face and online meetings.

The leadership council’s initial interactions to discuss pedagogy and content were via face-to-face meetings facilitated through funding from the Mellon foundation. We were frustrated, however, at how our progress stalled between those meetings. In order to remedy this, the council used course management software such as Sakai and Moodle to store and modify group documents and began to use Skype for weekly online chats. Later, we moved our weekly meetings to the Marratech MIV platform and began using Google docs for agendas and rough drafts of written work.

 Figure 1: Part of a “living agenda” document with input from all using Googledocs.

A more recent addition to our palette of technology tools has been a persistent Skype chat that has provided a way for us both to interact socially when we are at our home institutions and to replace most email messages among the group. It has also been a place for just-In-time teaching and research advice. When someone is in need of expertise, they simply give a virtual “shout” and others can often jump in to help with a problem set, an appropriate reference, or a lab technique.

Figure 2: Just-in-time teaching discussion via a persistent Skype chat.

Since early in the project, we have benefited from the advantages of both face-to-face meetings about three times a year and continuous online communication and collaboration in between. We have found that continuing the occasional face-to-face contact is essential for building energy, maintaining momentum, and developing ties among participants. Online communication and collaboration allow us to continue to advance toward our goals between those in-person meetings and is much cheaper from both time and financial perspectives.

The VIPEr Web site is our attempt to bring at least a bit of the sense of community that we experienced as members of the leadership council to a broader group of inorganic chemistry educators. As we envision the next phase of our project, we hope to combine face-to-face and online meetings for users of the VIPEr website as well. We have already hosted symposia and social hours at national meetings, and we hope to combine face-to-face workshops for content development for the site with online meetings where that content will be tested and refined in the classroom. We are also considering introducing features such as periodic themed online meetings for VIPEr users.

Lesson Learned: Balance face-to-face and online interactions.

2. It’s All Just Charlie Brown Adult Voice to Me
In the Charlie Brown television specials, the adult characters speak in incomprehensible muted trombone tones. We found it easy to replicate this by bringing together two professions: chemists and technologists. Some of the concepts are difficult enough that it takes practice to understand them, and we didn’t know which learning curve to climb. The first time the technologists introduced Slashdot, tagging, and mashups, all the chemists heard was “mwa mwa mwaaaaa.”

Problem: Chemists are not aware of the technology tools, Web 2.0 concepts, or best practices of the social Web; programmers generally do not understand how chemists mentally categorize their field or the nature of their pedagogical challenges.

Solution: Partner with a technologist who understands both science and teaching who can serve as a translator and help us frame questions we didn’t even know we had!

Our solution to this issue was to form a group consisting both of chemistry faculty and a technologist with a scientific background (Ethan Benatan, Director of Computer User Services at Reed College). This partnership was facilitated by early interactions with Michael Nanfito and Rebecca Davis of the National Institute for Technology in Liberal Education (NITLE). The NITLE representatives gave us a good start to understanding what was possible with technology. The chemists’ partnership with Ethan has been transformative–he has been critical to helping frame the social aspects of the site and to giving the chemists a sense of what was easy to do and what was hard. He was particularly helpful because he not only understood the language of science but was used to helping technology serve academic needs. Our overall design philosophy–keep barriers to participation low–was largely a result of his knowledge of how a nascent online community can begin to function and grow.

The inorganic chemists in the group contributed the structural framework that would make sense to the inorganic community–organizing forum topics and learning objects around the common subfields of inorganic chemistry, for example. This structure, while perhaps limiting the broader applicability of the site itself, creates an intuitive space for new members of the online community to find the topics and learning objects that are most useful to them and their courses. Through all of this, the nuts and bolts of programming, hosting, and Web design was largely outsourced to professional programmers and designers, allowing the leadership council to spend more time developing the vision, developing and contributing pedagogically rich content, and participating in the day-to-day administration of the site.

Lesson Learned: Faculty/technologist partnership is critical for success.

3. A League of Our Own
A growing number of general educational knowledge spaces such as MERLOT have come into existence over past decade or so, yet inorganic chemists have not adopted any as their virtual home en masse. A search of “inorganic chemistry” on MERLOT yields only two hits and neither of the two learning objects have any user comments associated with them. Why is this?

Problem: Existing online spaces attracted neither submissions from inorganic chemists to build a common repository of teaching materials nor participants in any sort of online community–two things we saw as sorely needed. We needed to get buy-in from potential users in order to get them to participate both as content contributors and community members.

Solution: Build a site that is shamelessly dedicated to our specific discipline and seed it with materials of our own.

By creating useful materials within our small group and posting them to the Web site, inorganic chemists could see immediate benefit to participation in the site. We focused especially on creative and higher-order assignments including things such as discussions of the primary literature and active learning classroom assignments. We also built in features such as implementation notes, metadata, and assessment information for learning objects.

We tried to make the site feel comfortable and familiar to the target community with a domain-specific look and feel. Site development was relatively inexpensive (though time intensive) to build a special-purpose site. We made the process of creating the website and its resources social, iterative, and chose a framework (Drupal) that allowed considerable customization for our purposes. Time spent planning and improving the Web site also bolstered human connections among members of the leadership council.

While learning objects would be the “meat” of our envisioned repository, we realized that the community would be the “magic sauce.” The literature about communities of practice reinforces this idea by describing these communities as social constructs where relationships are as important as content.5 Users of VIPEr share the same specialized language and can communicate easily with others on the site through built-in Web 2.0 features. To facilitate this sense of community, we designed VIPEr with minimal barriers to participation; most learning objects can be downloaded without the need to register as a site user. The leadership council reviews submitted learning objects on the site, offering suggestions to the contributor about how to improve their utility for classroom use. Once published online, each post or learning object has a comment feature so that the object can continue to evolve with input from the community, and this allows us to tap into the wisdom of crowds.6 Forums, ratings, and polls provide other low barrier, Web 2.0 methods for interaction with the community. The key is that the site was designed by and for inorganic chemists; users don’t have to wade through a lot of other material to get to teaching tools that will be of use to them and feel immediately that they belong.

Lesson Learned: Community requires commonality.

4. Not Tonight, I’ve Got a Headache, Baby, Tenure File, Lecture, Paper to Write….
Any professional project the size of this one requires a core of dedicated contributors like our leadership council, but the workload needs to be compatible with other professional and personal responsibilities.

Problem: If the group is too small, the workload is overwhelming. If the group is too large, the sense of commitment and responsibility, as well as the tight-knit nature can suffer. Members of the core group also need the flexibility to adapt their time investment somewhat as personal and professional needs change.

Solution: Get the size just right. Get people who are in the “associate professor plus or minus a few years” point of their careers. Rotate administrative duties and allow people to step up or step back in a given period based on their schedule in the coming year.

Several aspects of group dynamics and size have led to an unusually smooth functioning of the leadership council. The size of the group (eight chemists, a technologist, and a librarian) provides enough people to accomplish the administrative tasks, but is small enough to provide close connection and contribution to the project. Seven people are assigned a VIPEr administration day during which new users and content are approved. It is also the daily administrator’s role to post at least one piece of new content, whether as simple as a forum comment or as involved as a new learning object. Our weekly online meetings also have rotating conveners and minute takers. The writing and preparation of papers, grants, and presentations rotates, based on availability and, in the case of conference presentations, on geography. This latter rotation makes particular use of the fact that in most years at least one member of the leadership council is on sabbatical and thus has a bit more time. The composition of chemists in the group spans most subdisciplines of inorganic chemistry, important in shaping contributions to the site and connections to researchers in each field. Most of the chemists are also associate professors, as the project fits very well with a mid-career academic who might be looking to contribute on a national level to their discipline in a way other than research and who might serve as an excellent mentor for pre-tenure faculty in the leadership council and in the VIPEr community.

The rotation of various administrative duties provides an ideal structure to gradually bring new members into the leadership council structure as well as allow members with various other obligations to remove themselves for a time from additional responsibilities. In future proposals, we will build in release time or partial sabbatical support so that at any one time one or two members of the leadership council will have additional time to devote to the project.

Lesson Learned: Group composition, dynamics, and flexibility matter.

5. Copyrights, Commenting, and Crowdsourcing, Oh My!
Chemistry has a very conservative culture. Digital scholarship is not necessarily recognized or understood by the chemistry community, and the open access movement has made few inroads. Not only do we need to establish how we can be professionally recognized for contributing in new channels, but we also need to develop our own standards since they do not yet exist for the chemical community.

Problem: Undervaluing of digital scholarship, concern about use of copyrighted materials, and inexperience of Web site audience participation in a Web 2.0 environment raises new challenges.

Solution: Adapt and adopt the standards of other communities using digital scholarship, educate the community, and work within the system to effect gradual change.

Our goal in creating VIPEr was to facilitate the sharing of knowledge and resources by creating a virtual community of practice. Without sharing of intellectual property in the form of documents and ideas, VIPEr would have little value. However, scientists–like those in other disciplines–are still trying to figure out how to get the most from emerging models of intellectual property and collaboration while still honoring the traditional academic values of attribution and recognition.

We designed the site so that it is simple for users to add a copyright agreement to their work while ensuring that materials shared on VIPEr are legally available for reuse. VIPEr requires submissions to be made under a Creative Commons (CC) license so that uploaded materials are free for reuse by others. Authors can choose from among a small number of CC licenses so that they can control details about how their work may be reused, e.g. allowing free noncommercial use while retaining all rights for commercial use.

Many teaching materials are copyrighted by someone other than the teacher. While there are legal ways to use this material in the classroom (purchasing rights, fair use, etc.) there are different restrictions on how it can be shared beyond the classroom–for example between faculty members on VIPEr. We initially developed our copyright language by modifying language developed by the National Science Digital Library (NSDL), with permission. We provide users with a list of discipline specific content that may (and may not) be contributed to the site and work with them individually to educate them on our understanding of what they can legally contribute to the site and the implications of CC licensing.

The culture of scientific knowledge gives great weight to material that has been published and to the authorship of such work. Published knowledge is built on with further work and publication, and it is acceptable to rebut published knowledge with a separate publication. Culturally, work that has been published in science stands alone, clearly attributed and unchanging. This is antithetical to the idea of a dynamic, ongoing creation of knowledge by volunteers, a system of knowledge production often called crowdsourcing, and familiar to us through Wikipedia and Linux.

We want VIPEr to be a home for crowdsourced information on the teaching of inorganic chemistry. We have had some successes in this area such as the modification of a Web resource and a forum discussion that led to learning object sharing and modification. However, we find that chemists are reluctant to engage in contributions that dilute attribution and change content in a dynamic way. Even commenting and voting, which might be called particularly mild forms of crowdsourcing, have been adopted slowly on VIPEr. When we ask about it, the participants–even the leadership of VIPEr–acknowledge a strong cultural aversion to meddling with someone else’s completed work. We see this even when we ourselves work collaboratively; we are much more prone to comment on each others’ work than to dive in and edit, even though we do most of our collaborative writing on Google Docs, which makes the process completely reversible through automatic backup of each version.

While the American Chemical Society has recently begun experimenting with Web 2.0 technologies to enhance communication through JACSß, there are few existing mechanisms in the chemistry community to publish teaching tips and materials.7 The Journal of Chemical Education (JCE), published by the Division of Chemical Education of the American Chemical Society, publishes teaching-related work across the field of chemistry and provides recognition essential for advancement and tenure. While sharing teaching tips and materials on a social site like VIPEr may be very valuable to practitioners, it usually does not lead to formal recognition since it is not included in a scientist’s record of publication in peer-reviewed journals. To make matters worse, an academic sharing material online risks being denied a chance to have similar material peer-reviewed on the grounds that it has been previously published.

At this time of shifting publication paradigms, we feel strongly that these two modes of publication–the formal journal process and the informal and dynamic online posting of materials–complement each other. Fortunately we find ourselves in agreement with the editors of JCE: contributors to VIPEr can now be assured that sharing their teaching materials informally on VIPEr will not interfere with later publication in JCE.8 VIPEr and JCE have a written agreement to this effect, and JCE has publicized VIPEr and gives VIPEr space in their publication to highlight VIPEr resources.9 We think that this forms an ideal model for collaboration between an informal, dynamic, community-based site and a peer-reviewed journal.

Lesson Learned: Scientists are still trying to figure out how new models of intellectual property and collaboration, as well as digital libraries and databases, most effectively function while still giving credit where credit is due.

6. There Go Those Crazy “Snake People”. . .
Because our resource is so dependent on community buy-in and participation, and because the social aspects of Web 2.0 technologies are still somewhat new to many practicing chemists, we have tried to make our site appealing and fun to potential users.

Problem: How do we find, invite and “encoil” potential members to our shared vision of online collaboration?

Solution: We cast the net widely, connect to existing structures in synergistic ways, and inject with our own somewhat warped form of discipline-specific humor.

Casting the net widely means inviting diverse groups within the inorganic chemistry community as well as those interested in the pedagogical aspects of teaching with technology to be a part of the VIPEr community. At traditional disciplinary conferences (e.g., meetings of the American Chemical Society or the Gordon Research Conferences) we have presented VIPEr both to audiences of faculty teaching at PUIs as well as those doing research at R1 universities. The latter group, in particular, is an important resource not only because they can share their cutting-edge science through learning objects on the site, but also because they can act as a conduit to inform their graduate students and postdocs headed for academia about our community. New faculty frequently need resources and a support community! At teaching oriented conferences (e.g., the Biennial Conference on Chemical Education), we have conducted hands-on workshops to introduce community members to the site and to provide practice using the technology. At instructional technology conferences (e.g., NITLE and Consortium of Liberal Arts Colleges), we introduced the site both to receive feedback particularly on the use of technology and social networking and to invite participants to contribute learning objects with a specific technology focus. For each group, we have tried both to showcase the aspects of the project most relevant to their interests and to provide a very low barrier way to jump right in! We have also publicized our community in various print sources used by the inorganic chemistry education community (JCE, Chemical and Engineering News) and electronic groups (ChemEdDL, Academic Commons). This outreach connects those who have not attended a conference presentation or workshop with the resources.

We have sought to coordinate with existing structures both to introduce potential community members to our resource but also to serve as a resource to the broader inorganic chemistry community. We have educated potential new faculty about VIPEr at the Academic Employment Initiative poster session at the National ACS Meeting. This past spring we also hosted the Web submission for the inaugural ACS Division of Inorganic Chemistry Undergraduate Award. As a result, approximately 100 new faculty visited our Web site to nominate a student for this award. By providing this service, we were able to introduce our resource to others and publicize the award to our existing community members.

From the beginning, the leadership council has found their own interactions fun and energizing, and we have sought to share this experience with the wider VIPEr community. During our very first meeting we came up with an acronym (VIPEr) spelled with element symbols, designed to appeal to the inner inorganic chemists. We routinely bring stuffed snakes to National American Chemical Society Meetings, resulting in some presenters at our symposium even giving their talks with our mascots wrapped around their necks. At meetings and around our home institutions, we invariably hand out assorted “swag” such as logos on temporary tattoos and magnets to potential participants. Members of the leadership council (and our progeny) proudly wear t-shirts, baseball caps, and Buffs® emblazoned with our logo and URL. Diet Coke and Mentos bottle-rocket launchers, Wordle tag cloud visualizations of our group’s writing, and a 3-D version of our logo in cake have provided comic relief during project meetings. The somewhat offbeat campy attitude has been a great recruiting tool for cultivating the community of VIPEr contributors and users. To the wider chemistry community, we have acquired the unofficial name of “The Snake People.”

Lesson learned: Reach out, make connections, and have fun!
Photo: Members of the leadership council with tattoos and one of their multiple snake mascots.

We hope we have provided one model of how a community of practice can develop, thrive, and grow incorporating both traditional face-to-face interactions and emerging technologies. This project has served the cause of liberal arts education by bringing creative assignments with detailed learning goals and that require higher order thinking to our students. For a relatively low cost (in money at least!) we have developed a discipline specific community that is poised to take full advantage of Web 2.0 tools to collaboratively improve teaching.

There are many potential avenues we envision for expansion of this project. For example, we hope to initiate back-to-grad-school workshops that would bring together researchers at research institutions together with faculty at primarily undergraduate institutions to develop learning objects on cutting-edge science. These new learning objects could be uploaded to our site and could generate novel ways that students on different campuses might interact and collaborate while working on common modules. We are also interested in supporting similar attempts by other communities as they develop online resources that act both as repositories and social hubs. We invite conversation with interested groups both from the instructional technology community and from other academic disciplines at a forum dedicated to discussion of this article on VIPEr:

We acknowledge financial support from the Mellon Faculty Career Enhancement Initiative (Inter-institutional award), the National Institute for Technology in Liberal Education (NITLE) Western Region Instructional Innovation Award, and the National Science Foundation (CCLI-0737030). We would like to thank Grand Junction Design for the Web site design and ongoing development, The Longsight Group for initial construction of the Drupal framework for the site and hosting, and Jeff Fisher Logomotives for the logo design. Kenny Morrell (Sunoikisis), Rebecca Davis (NITLE), and Michael Nanfito (NITLE) facilitated early discussions of technology interactions, and John Moore and Jon Holmes from the Journal of Chemical Education and ChemEdDL have worked with our group to integrate VIPEr into both the traditional publishing world and the National Science Digital Library (NSDL). David Lopatto, Grinnell College, and Donna Sundre from CARS at James Madison University have helped our group with assessment of the project.
1. Etienne Wenger, “Communities of Practice,” [return to text]
2. Tom Carey, Jennifer Meta Robinson and John Rakestraw, “Building a Network, Expanding the Commons, Shaping the Field: Two Perspectives on Developing a SOTL Repository,” Academic Commons (March 2009), [return to text]
3. Randy Bass, “New Media Technologies and the Scholarship of Teaching and Learning: A Brief Introduction to this Issue of Academic Commons,” AcademicCommons (January 2009), [return to text]
4. Robert Putnam, Bowling Alone: The Collapse and  Revival of American Community (New York: Simon and Schuster, 2000). [return to text]
5. Wenger, “Communities of Practice, [return to text]
6. James Surowiecki, The Wisdom of Crowds: Why the Many Are Smarter Than the Few and How Collective Wisdom Shapes Business, Economies, Societies and Nations (Random House, 2004). [return to text]
7. JACSβ went online in June 2009 as a testing ground for the ACS Publications Web platform. [return to text]
8. See supplemental materials for Ethan Benatan, Jezmynne Dene, Hilary J. Eppley, Margret J. Geselbracht, Elizabeth R. Jamieson, Adam R. Johnson, Barbara A. Reisner, Joanne L. Stewart, Lori A. Watson, Scott B. Williams, J. Chem. Educ. 86 (2009): 766-767, [return to text]
9. Ethan Benatan, Hilary J. Eppley, Margret J. Geselbracht, Adam R. Johnson, Barbara A. Reisner, Joanne L. Stewart, Lori A. Watson, and B. Scott Williams, “IONiC: A Cyber-Enabled Community of Practice for Improving Inorganic Chemical Education,” J. Chem. Educ. 86 (2009):123; Ethan Benatan, Hilary J. Eppley, Margret J. Geselbracht, Adam R. Johnson, Barbara A. Reisner, Joanne L. Stewart, Lori A. Watson, and B. Scott Williams, “JCE VIPEr: An Inorganic Teaching and Learning Community,” J. Chem. Educ. 86 (2009): 766-767. [return to text]