EXECUTIVE SUMMARY/CLOSEOUT REPORT
ASSISTIVE/ADAPTIVE TECHNOLOGY VIRTUAL LAB
10.01.10
Respectfully submitted by:
Angela Paprocki, Division Director, Student Success & Retention
Toni Howard, Student Services Coordinator, Accessibility
F. Brooks Clensy, Project Manager, Accessibility
Rick Suttles, Project Manager, Accessibility
Saketh Bharadwaja, Technical Project Coordinator
Andrew Gates, Technical Project Coordinator
Dear OBOR/RSC Stakeholders,
It is with great pleasure that I am submitting this Executive Summary/Closeout report on the progress The University of
Toledo Office of Accessibility has made with our Assistive/Adaptive Technology Virtual Lab (Phase I) progress. The
cornerstone of disability services is to provide equal access to students with disabilities. Unfortunately, in our quest to
provide equality we are often plagued by obstacles that limit our ability to provide effective, convenient, and timely
services to students. Some of the simple pleasures other students enjoy have often been out of reach for students with
disabilities.
When OBOR/RSC put out a call for technology proposals the Office of Accessibility began to think about the feasibility of
customizing a virtual lab for students with disabilities. The University had already developed virtual labs (VLab);
however, customizing one for the use of students with disabilities raised some questions, primarily, would adaptive
technology work in a virtual lab environment and would students be able to access the software via the virtual lab. If the
answer to these questions were yes we knew we would be able to change the face of disability services across the state
by providing greater access and equality to students with disabilities.
Years ago, it was inconceivable to think that with a simple broadband internet connection, students could access highlyadvanced Adaptive Learning software anytime from the comfort of their home, in the library, at work, or even around
the world. Current technology brings forth near-limitless potential and our hope is that we can capitalize on this
potential to construct a social learning environment for students with disabilities that equals that of their peers. As we
move from an industrial economy to a knowledge economy that thrives on readily accessible technology, the time has
come to push beyond historical boundaries and create 21st Century learning environments for all students.
The enclosed report outlines our plight and progress in developing a virtual lab customized for students with disabilities.
The report contains useful information pertaining to the resources and involvement required by the project, as well as
descriptions of the technologies involved with its implementation. Our goal is to illustrate VLab technology capabilities,
the many benefits it provides, and the progress we have made in this grant cycle.
Lastly, we would like to thank you for giving us the opportunity to explore the feasibility of a virtual lab for students with
disabilities. Together, we will explore and develop innovative new strategies to serve this important population.
Regards,
Angela Paprocki, M.Ed.
Division Director, Student Success and Retention
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INDEX OF INFORMATION
PROJECT AND TECHNICAL ABSTRACTS..………………………………………………............................... 3
GOAL STATEMENTS……………………….………………………………………………………………………….......... 3
THE VIRTUAL LAB VISION................................................................................................ 4
Understanding of the Concept…………………………………………………………………....................
What is a Virtual Lab?……………………………………………………………………............................
Q&A
Technologies Involved ……………………………………………………………………..............................
Implementation: The Multi-Step Process
Production and Development
Future of Virtualization
Virtualization's Benefits to the State…….......................................................................
BEGINNING THE VLAB VISION: PHASE I…..……………………………………………………………
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Planning & Setting Up for the Process………………………………………………………….................
Involved Parties
Timeframe
Technology & Tools Required/Purchased
Set-Up of Virtual Machine & Application Servers ……………………………………………………... 6
Documentation Abstract
Installation of Initial Software Specified in Phase I ………………………………………………...... 6
JAWS & MAGic
ZoomText 9.1
Read & Write GOLD
Kurzweil 3000 Professional
Concluding Phase I …………………………………………………………............................................... 7
Technician's Thoughts
Looking On to Phase II
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IMPLEMENTING THE VISION: PHASE II.....................................................................
Timeframe, Expansion, Testing & Debugging
THE FUTURE OF THE VISION - DEPLOYMENT & BEYOND IN PHASE III................. 8
APPENDIX I: EXPLAINATION OF TERMS…………………………………….....….................................... 9
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PROJECT ABSTRACT
A Virtual Lab is a large-scale solution to a large-scale problem. Although implementation is intense, the benefits of
Virtualization Technology greatly facilitate the provision of accessibility to Adaptive Learning software. It is not feasible
for students, institutions, or the state itself to bear the expense of purchasing individual software licenses. It is also not
reasonable to assume that all schools have the resources to implement state-of-the-art Adaptive Learning software. A
Virtual Lab is the well-rounded solution to issues surrounding both the accessibility to education and access to adaptive
software, providing students with disabilities every opportunity to reach their fullest potential.
With server-side licensing taken care of, software licenses are scalable and much less expensive. Software can be
accessed anywhere simply with an internet connection. The University of Toledo is well-versed and experienced with
Virtualization Technology and may be able to provide a state-wide solution. In Phase I of the project, we tested the
feasibility of a Virtual Lab alleviating the issues around Adaptive Software while building the Virtual Lab framework. As
you will find below, testing came back very positive; therefore, we are deeply motivated to start Phase II of the project
to greatly expand the software and user collection.
TECHNICAL ABSTRACT
The purpose of the Technical Project Coordinators is to assist the Virtual Lab Project Team in successful implementation
of an Adaptive Learning Software Lab, housed on a central server, using VMWare's virtualization technology. The
Technical Project Coordinators are responsible for mapping technical specifications, working with Information
Technology personnel to complete tasks, deploying and supporting software, piloting virtual machines, and all other
tasks required for setting up the virtual environment.
PROJECT GOALS
PROJECT
The goal of the Project Management team throughout this phase was to measure the feasibility of installing adaptive
software in a virtual environment by creating a ten seat test lab. This goal was accomplished within the budget and
timeframe provided by ORSC and OBR.
TECHNICAL
The goal of the IT Project Coordinators was to report progress and convey understanding of the project from the
technological standpoint by explaining the technology used to develop the virtual lab, the implementation process, and
a progress report of accomplishments to date.
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THE VIRTUAL LAB VISION
After noticing the huge success of various newly-implemented virtual labs on campus, staff within the Office of
Accessibility at The University of Toledo envisioned the same technology solving widespread problems with the
availability of Adaptive Learning software for students with disabilities. Securing the technology grant allowed the team
to test feasibility of the project in Phase I of the grant cycle. As the virtual lab’s feasibility became more apparent, this
vision developed into a plan.
Understanding of the Concept
The concept of Adaptive Software run from a virtual environment is to use pre-existing resources to:
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Provide students access to necessary programs where they feel most comfortable - at home, in the library, or
anywhere else that has internet access available.
Provide state-wide access. Students who attend schools that are without access to Adaptive Software will no
longer be left out if implemented at the State level.
Provide community agencies and organizations serving individuals with disabilities access to virtual lab
technology.
Ease financial and technical support needs by supplying a centralized system. Bulk software licensing is more
economical and ensures all users have access to the same software versions.
What is a Virtual Lab?
Although it is called a "lab," a virtual lab is very different from a physical computer lab. The "lab" is housed on a
specialized server that allows students to virtually 'log-in' to it through a broadband internet connection. Once an
individual logs into the virtual lab he/she will have access to the specialized software programs similar to those
historically found on a desktop computer in a computer lab. The virtual lab and the software it contains is accessible
from any location around the world.
Questions and Answers
What is the procedure for accessing a Virtual Lab? Users will simply enter the URL of the virtual lab into their
computer's internet browser and type in their username and password to access/enter the lab. Alternate methods of
lab/program access, including USB access keys, are also being explored by the VLab Team for the visually impaired.
What will the users need on their computers to utilize the programs in the VLab? Users will only need a username and
password and an internet connection with a web browser to gain access to the virtual lab. Individuals will not need to
install any adaptive software on their machines. The software is installed, managed, licensed and updated on the serverside and is simply served down to the individuals computer through the internet.
Are there any other benefits from using virtualization? There are many present secondary benefits provided by the
project. Executing the software from the virtual server allows it to be run as a "thin-app." Thin-apps allow easy
accessibility to the software across the network. Thin-apps install in seconds and run server-side; therefore, they can be
set-up on all on-site/campus computers with minimal system requirements and can 'roam' with an individual user's
network profile. Accessibility would be expanded to campus-wide computers without having to use a 'seat' in the VLab.
Apart from thin-apps, the virtual environment supports thin-client use, which greatly reduces the cost of implementing
adaptive software stations and/or physical labs.
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Technology Involved
Virtualization is cutting edge technology; however, it has been developing since the 1990's. For the VLab
implementation, we will be using a cluster of high-end performance servers and attached storage servers that were
purchased during Phase I. Additional servers will be required and purchased during Phase II of the grant cycle. Currently,
there is a separate Virtual Application Server set up to handle software licensing. All programs are licensed differently
depending on the manufacturer; therefore special attention will be required for the licensing engines.
A virtual machine has no existing physical hardware although it is a fully-functioning machine emulated within a physical
machine. Applications see separate machines while the hardware handles the processing for all of the virtual machines
within. This enables a single machine with one original use to be scaled up for multiple use/functionality. The new server
is optimized for virtualization meaning it is powerful enough to host a great deal of virtual machines.
Implementation - The Intense Process
As pioneers of the first known Adaptive Software Virtual Lab, the grant team has collaborated with technology
administrators and continues to work closely with software vendors to ensure successful implementation of all aspects
of the plan. Phase I required involvement from a variety of campus constituents including the University’s Information
Technology Department. The set-up prior to testing was intense however the results have been positive.
Production & Development
Within the VMWare workstation a template was built onto the server which included all of the software. After the
template was ready, it was cloned by a Desktop Engineer, a university IT Department, team member. The cloning
process is very tedious and extensive as the creation of the template must be exact before it can be cloned. Each clone
establishes a new virtual machine on the server; therefore, each clone represents an open "seat" in the VLab. When a
student/individual 'logs in' to the VLab, he/she is given access to the next open "seat" - which grants access to one of the
virtual machines running within the server.
The Future of Virtualization
Virtual Technology is becoming more and more sophisticated every day; it is efficient and cost effective. Application
support will continue to grow, providing more opportunities for the Adaptive Learning VLabs that support and enhance
access. Virtualization means easy large-scale integration, however in order for virtualization to advance it will require
taking over other platforms.
Virtualization's Available Benefits to the State
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Use of a central, highly-efficient system to lower cost
Aid in the widespread access and support if service provision
Widespread access and support of Adaptive Learning software
An expansive framework to pioneer similar software into K-12 school systems and community agencies
Will solve pressing issues in provisioning of Adaptive Learning software
A practical approach to providing individuals with disabilities access to the education and a means to prepare for
future employment opportunities
Readiness for the future through the scalable Virtual implementation
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BEGINNING THE VLAB VISION IN PHASE I
Planning and Set-Up
Involved Parties
The VLab project team has been working closely with the Desktop Development team and server groups within UT’s
Information Technology Department who provide us with the expertise and resources necessary for completing project
tasks. The grant team has also been in contact with vendors to acquire software media and licenses, request additional
technical support and solve software related issues. Collaboration with all of these groups was pivotal during Phase I of
the project.
Timeframe
Phase I of the project was limited to four months and although time was short we were able to make significant progress
with both the administrative and technical aspects of the project. In this time, project management and technical staff
were hired and project goals were established. A test user group was established and informed about the project and
the importance of testing the VLab. Additionally, the University of Toledo Grant team traveled to Ohio University to
participate in software training and present on the project. The technical team set up the server infrastructure and
began the process of adding and debugging the applications.
Infrastructure Technology Required
One Dell EqualLogic Storage Server
Two Dell Blade Servers along with VMware Virtual Central Server & VMware View components
JAWS & MAGic (Freedom Scientific, Inc.)
ZoomText 9.1 (Ai Squared, Inc.)
Read & Write GOLD (TextHELP Systems, Ltd.)
Kurzweil 3000 Professional (Cambium Learning Technologies, Inc.)
Documentation Abstracts
Set-Up of the Virtual Machine and Application Servers
In testing, it was found that three out of five (JAWS, MAGic, & Kurzweil) required “dedicated” application servers. An
application server handles licensing for a particular program and allows it to run over a network. The technical team
worked with network administrators to ensure an application server was up and running. After the virtual application
server was built, the team was able to load the network engines for the software applications with minimal difficulty.
Set-Up, Testing and Debugging Procedure for Initial Five Applications
JAWS & MAGic (Freedom Scientific, Inc.): JAWS and MAGic are distributed from the same vendor therefore making
the set-up process similar. During installation, it was determined that the programs require dedicated license servers for
each running application. This means that every clone would need its own dedicated application server for handling
Freedom Scientific's licensing procedure. While this may be possible when only testing with five 'seats' in the VLab, we
are currently exploring more efficient ways of handling licenses in planning for expansion. Our belief is that the software
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vendor will work with us to come up with a solution that is easier to implement at this level. Otherwise, we will explore
options to simplify licensing ourselves.
ZoomText 9.1 (Ai Squared, Inc.): ZoomText initially appeared to be the easiest installation however due to the display
settings within the virtual environment some modifications were necessary. The technical team also determined that if
the clones are accessed from a 32-bit environment the program will run flawlessly. The technical team was provided a
script from the Desktop Development team to resolve the issue.
Read & Write GOLD (TextHELP Systems, Ltd.): Read & Write GOLD did not require a dedicated application server;
however, a folder access issue has been identified in the virtual environment. A simple modification will be necessary to
allow the application to access files correctly.
Kurzweil 3000 Professional (Cambium Learning Technologies, Inc.): During testing, it was found that Kurzweil
requires a dedicated license server and that the separate network engine could run on either the dedicated license
server or even a standalone desktop PC on the network. When the virtual application server was built, the network
engine was loaded onto it. Licenses come loaded on a USB Flash Drive and must be transferred from the drive to the
network engine. They can be transferred back to the drive at any time. It was also found that network administrators
can "grant-a-license" for use by remote network clients; however, this is not necessary in the virtual environment. The
program was tested in a non-virtual environment and it communicated with the network engine without issue. When
loaded into the VLab template, Kurzweil yielded positive results therefore the testing of this software in Phase I has
proven to be successful.
Concluding Phase I
At the end of Phase I, the template was finalized after further debugging and was sent on to be cloned by the Desktop
Engineers. Applications were tested in preparation for additional debugging and customization in Phase II.
Phase I has proven to be successful in that the use of adaptive software in a virtual environment is feasible and the
infrastructure required for expansion in Phase II of the project has been developed.
IMPLEMENTING THE VISION IN PHASE II
As a result of the progress made in Phase I, the infrastructure and administrative processes necessary for the expansion
of the project in Phase II have been developed. The goals of Phase II, include further testing of the virtual environment,
adding additional software applications, increasing the test user group to include Ohio University students and
potentially ABLE affiliates (community partners), determining remote VLab accessibility for rural areas, and the potential
for state-wide expansion.
DEPLOYMENT & BEYOND
The funding of Phase II will allow the grant team to expand upon the current software applications and test the
scalability of virtualization technology. If successful, the expansion of Virtual Lab technology would provide access to a
suite of adaptive software resources accessible from anywhere in the world. This type of access for individuals with
disabilities is unprecedented and will motivate the grant team to move beyond the current confines of disability services
and dive deep into the realm of equal access.
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APPENDIX I: EXPLAINATION OF TERMS
Application Server:
A separate physical or virtual server set up for the sole purpose of handling program
licensing and application access for user requests across the network.
Client:
Pertaining to the individual/workstation accessing information from the server.
Client-Side:
Pertaining to services run on the client system.
Clone:
An exact replica of the developer's template, cloned into its own virtual machine.
Represents an open 'seat' in a Virtual Lab.
Debugging:
The process of resolving issues and/or errors within a development application.
License:
Authorization protocol from software vendor to access an application.
Server-Side:
Pertaining to services run on the server itself.
Template:
A customized operating environment built by developers with Virtualization
software.
Thin-App:
A server-side application that is emulated on the client. Allows easy installation
across networks, expanded time between technology refreshes, simple application
updating and higher security.
Thin-Client:
A network device similar to a personal computer. Connects to a display, keyboard
and mouse. Simply emulates a server-side environment to a client. Contains no
processing hardware; therefore, costs hundreds less than thick-client PCs.
USB Access Keys:
Similar to USB Flash Drives. A dongle that is connected to a computer's USB port
that allows hands-free access to the Virtual Lab.
Virtual
Environment:
A highly scalable setup within a server that uses sophisticated software to emulate
multiple machines run from one physical hardware setup.
Virtual Machine:
A single instance within the virtual environment.
Virtualization:
The process of utilizing a single hardware setup for multiple interfaces.
VLab:
Term coined to represent 'Virtual Lab'. A virtual lab is a server-side environment
that provides allowed users access to a pre-formatted virtual application setup.
VMWare:
Sophisticated software from VMWare, Inc./EMC Corporation that allows developers
to implement virtualization across their networks.
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