Download - INFSO-RI-508833 Enabling Grids for E-sciencE EGEE 2 nd EU Review NA3 Training and induction.

INFSO-RI-508833

Enabling Grids for E-sciencE

www.eu-egee.org

EGEE 2nd EU Review

NA3 Training and induction

2nd EGEE review 2


INFSO-RI-508833

Distribution of NA3 effort

6 41

1

1

5

3

~ 1 FTE per partner in NA3 (22 partners)

~ 0.3 FTE per partner within EGEE (given 70 partners). *training everywhere

1

•Management•Support•eLearning•Web Services (WSRF)•Bio•Geo•Data_______

•T_infrastructure•Portals•intergation_______

__Multimedia (SMIL)

•Industry•Operations•User Support (GGUS)_______

portals•____Geo

•Middleware•Operations_______

•Induction•Web Services_______

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Geographical distribution of courses

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External projects and VOs courses

• Diligent• Magic• EMBRACE• TERENA/NRENS

• Biomed courses• Physics courses

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Recommendation 13

• Recommendation: Give appropriate weight to training activities in future plans, in particular during the migration to gLite phase for application developers and system administrators.

• We read this to imply that more investment in training as a proportion of the budget is needed in future projects.

This echoes the recommendations of the NA3 External Review.

• There have been at least 15 events focussing on gLite since May 2005,

these have included events specifically targeted at developers (for instance in the biomed community, and physics, eg. at GridKa)

and for administrators (eg. forthcoming event in Venezuela).

• As gLite components are moving into the production service training for these will more and more become part of the normal provision of courses.

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Training: Quantity & Quality

0

200

400

600

800

1000

1200

26.4.0426.5.0426.6.0426.7.0426.8.04 26.9.0426.10.0426.11.04

Total number of traineesworkshops

advanced

app developer

induction

Participants grade course from 1 to 6

Total attendance at courses

0

500

1000

1500

2000

2500

14

.1.0

4

18

.4.0

4

24

.5.0

4

6.7

.04

22

.7.0

4

17

.9.0

4

28

.9.0

4

14

.10

.04

2.1

1.0

4

17

.11

.04

7.1

2.0

4

14

.12

.04

17

.1.0

5

22

.2.0

5

9.3

.05

22

.3.0

5

29

.3.0

5

15

.4.0

5

29

.4.0

5

24

-Ma

y-0

5

16

-Ju

n-0

5

04

-Ju

l-0

5

25

-Ju

l-0

5

12

-Se

p-0

5

29

-Se

p-0

5

Event

No of students

Workshops

Advanced

Developer

Induction

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Recommendation 12

• Recommendation: Ensure that training experience remains good and is supported by a high-quality T-Infrastructure and high-quality trainers.

• Response: the training and induction team are making strenuous efforts to maintain quality by evaluating all courses and using:

the feedback to improve material, presentations, curricula and planning. The training consortium throughout the 22 partners undertakes this

model and supports each other in its execution.

• The t‑Infrastructure requirement is well recognised. We are investing in more software development and more clusters to

improve facilities and increase resources. Much greater investment could be usefully deployed in developing

more widely used and general-purpose t‑Infrastructure. This has been the subject of recently submitted SSA proposal.

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Commitments to developing t-Infrastructure

Site providing GILDA Site committed toprovide GILDA in EGEE II

Site providing training cluster

Site committed to providing a training cluster in EGEE II

INFN INFN

UEDIN UEDIN UEDIN

GRNET

FZK FZK

ICM

JSIS

CESNET CESNET

IISAS IISAS IISAS

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Overall feedback assessment

1

2

3

4

5

6

4.3.04 23.4.04 12.6.04 1.8.04 20.9.04 9.11.04 29.12.04

Training: Quantity & Quality

Participants grade course from 1 to 6

Overall Feedback

1.00

2.00

3.00

4.00

5.00

6.00

Trainers review grades and revise course material and training plans

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Recommendation 14

• Recommendation: Improve the exploitation of training success in the dissemination activity. Such success stories are easy to communicate and excellent for executives and politicians.

• The International Summer School for Grid Computing was largely organised by EGEE and the event was adevertised in GridToday (http://news.taborcommunications.com/msgget.jsp?mid=389473&xsl=story.xsl) due to the kind support of GGF.

• Mechanisms have been put in place to ensure that news about training events (both up-coming and reports of past ones) are better represented in the EGEE Newsletters (see recent releases).

Similarly efforts are made at the national level (for example in the NeSC NewsLetter to the UK eScience community).

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International Summer School for Grid Computing 2005

EGEE• Organised & Presented• Created Progressive

Exercise• Integrating

Components• Incremental

Introduction of Features & Challenges

• Leading to Integrated Grid team challenge

• Generated Significant Interest

• Follow on in Edinburgh MSc

• ICEAGEThe event was attended by 65 selected advanced international students

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Other Summer Schools

• Regional EGEE Summer School in Budapest, 11-16 July

– Induction Course mainly, but included an Application Developer Training

Course, and Advanced Course on gLite

• PPARC Summer School – Edinburgh

• CERN Summer Students School – September

• GridKA – October –

– Principles, User Induction, Developer APIs & Installation

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GridKa School: Regional EGEE School

• Event between training and dissemination. In 2005:– Participants from 10 nations– 6 courses

gLite introduction (x2) ROOT/PROOF (x2) Grid Appl. Development gLite installation (based on Grid-in-a-box!)

– 17 talks

• Yearly event (now in its third year• On the left:: Picture from GridKa School 2004

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Personal Developm’t

SequencingLearning Flow

Tracking

MarkingActivity Authoring

Assessment

Resource ListCourse Management

Curriculum

Quality Assurance

Course Validation

Reporting

Chat

AuthenticationAnnotation / Review

Content Management

Archiving

Calendaring

AV Conferencing

Authorisation

Format ConversionEmail Federated Search Filing

Alert / Notification

Content Adaptation

Resolver

Forum

Mapping Metadata ManagementMessaging

Personalisation

Harvesting

Packaging

WhiteboardTracking Service Registry User Management

Scheduling Search / Browse

….

….

Learner Management

Identifier

e-Learning services

Sources: • e-Learning Service-Oriented Framework (ELF)

http://www.elframework.org• Virtual Environment Services

http://www.grids.ac.uk/ETF/public/WebServices/classes.html

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Federated Search

Authorisation

Authentication

Content Management

Digital library core services



Tracking


Assessment


Curriculum

Quality Assurance

Course Validation

Reporting

Chat

Annotation / Review Archiving

Calendaring

AV Conferencing

Format ConversionEmail Filing


Content Adaptation

Resolver

Forum


Personalisation

Harvesting

Packaging


Scheduling

….

….

Learner Management

Identifier

Search / Browse

• Content management with authentication/authorisation– deposit/update/download materials, versioning, metadata management

• Search / browse - Search & Retrieve Web Services (SRW) protocol• Persistent linking mechanism (resolver) - OpenURL

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Annotation / Review

Federated Search

Authorisation

Authentication

Content Management

Digital library - personalisation



Tracking


Assessment


Curriculum

Quality Assurance

Course Validation

Reporting

Chat

Archiving

Calendaring

AV Conferencing

Format ConversionEmail Filing


Content Adaptation

Resolver

Forum


Personalisation

Harvesting

Packaging


Scheduling

….

….

Learner Management

Identifier

Search / Browse

• Resources annotation / review services • Personal/local resources list services

– Create, read, update, delete personal resource (reading) lists and customised courses - IMS Resource List Web Services/Data Spec.

• Export resources to other e-learning environment – Zipped packages using IMS Content Packaging Spec.

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Recommendation 16

• Recommendation: Through a better profiling and follow-up of the trainees, encourage top trainees to become trainers and contribute to training events within their region. Think of an incentive for trainees to become “official” EGEE trainers, like a small reward programme.

• Response: This has always been a goal of training, and it has to some extent already been met through “train-the-trainers” courses. It is certainly worthwhile and we endorse the view that it should be the subject of explicit encouragement.

• These statistics are difficult to collect. We are considering the longitudinal tracking of participants (for example the follow on survey) in EGEE II but there are privacy, ethical and significant resource implications. The only feasible approach may be to track this through the eLearning environment.

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Recommendation 42

• Recommendation: Establish future training courses on non-technical aspects of security. Possible course of action is to establish a dialog with the centre for e-social science in the UK.

• Basic security concepts and the necessary technical aspects for users (certification) are included in induction and developer training courses routinely.

• UEDIN has been working closely with National Centre for eSocial Science, UK and is contributing to the NCeSS event in February. UEDIN is also helping NCeSS create an online Learning Object compliant entry relating to Virtual Organisations, this could then be re-used within the EGEE eLearning framework.

• We also expect to be working with the ISSeG project in future to take advantage of their development of security 'best practice' information as discussed at the Pisa Conference.