[debian-edu-commits] [Debian Wiki] Update of "DebianEdu/Documentation/en/ITIL/Infrastructure" by PetterReinholdtsen

[Debian Wiki]

Dear Wiki user,

You have subscribed to a wiki page or wiki category on "Debian Wiki" for change notification.

The "DebianEdu/Documentation/en/ITIL/Infrastructure" page has been changed by PetterReinholdtsen:
https://wiki.debian.org/DebianEdu/Documentation/en/ITIL/Infrastructure?action=diff&rev1=19&rev2=20

Comment:
Updated from git.

  
  The objective is to deliver the right ICT solutions for your organisation. These must be easy to maintain and adapted to the school's needs. The solution must be reasonable a long time, also when the systems expands. During a design and planning process should one relate generally to a steering group and a reference group. A good project ensures to have skilled people in the steering group and people who contribute to the reference group. A good planner is clever to use these groups and other employees to bring up the good solutions.
  
- We created a check list over activities and deliveries in a infrastructure project.
+ We created a check list over activities and deliveries in an infrastructure project.
  
  Feedback
  
@@ -89, +89 @@

  
  It is totally dependent on much coordination to get everything in place. One must make good tactical planning, which involves both change management and project management. One must make sure that the roll out is associated with the design and planning process.
  
- One danger may often occur by underestimating how deployment affects existing systems. Taking in use new solutions or upgrades will affect or change the organisation. Work routines are changed and one gets new ways to solve tasks.
+ Danger may often occur by underestimating how deployment affects existing systems. Taking in use new solutions or upgrades will affect or change the organisation. Work routines are changed and one gets new ways to solve tasks.
  
  In school all the change means introducing ICT tools in school subjects. This is new and different for teachers. Many are unfamiliar with how the equipment can be used in teaching. At the same time an operating and maintenance service be in place to give schools a safe and stable ICT solution. This leads to changes in the organisation, which must be planned and requires resources. Therefore it is important to take this into consideration both under planning and rollout..
  
@@ -133, +133 @@

  
   * be run
   * be shut down
-  * end
+  * be shut down
   * start
   * be interrupted
   * be removed
@@ -155, +155 @@

  As an example of how infrastructure can be made, we have taken significant portions of the ICT plan for schools in Nittedal 2005-2008. We have made some adjustments, so it becomes more general, and can more easily can be copied by others.
  
   * Background for the plan
-  * Expectations for ICT tools and services
+  * Expectations from the ICT tools and services
   * Skills needs
   * Investments
   * Objectives
   * Students and teachers
   * Status and objectives
   * Costs
-  * Other purchase options
+  * Other purchasing options
   * Software, learning platforms, and services
   * Software and learning platforms
   * Online services
-  * Use of resources
+  * Resource usage
   * Centralized operations and roles
   * Operation and support costs
   * Recommendation
@@ -182, +182 @@

  
  This plan builds on "Competence Plan for schools in Nittedal (2005-2008)" and is a concretising of the national competence curriculum objectives for digital knowledge into Nittedal's schools. In addition, this is a plan for investment and resource requirements associated with the operation of our Linux network.
  
- == Expectations for ICT tools and services ==
+ == Expectations from the ICT tools and services ==
  
  We have different objectives for different groups in the school and to the different aspects of ICT commitments. Short formulated are our targets:
  
@@ -210, +210 @@

   * Knowledge of different performance requirements for software. A program for video editing must run on a workstation with >1.5 Ghz processor and much memory. Other programs may easily be used on a thin client. One must have relatively good knowledge of what can be expected of different types of client machines to choose the right mix of equipment. This requires insight into how computers are intended to be used in the different subjects and in different rooms of the school.
   * Installation and setup of optional equipment such as printers, video projectors, computer boards and the like. To set up accessories may quickly take considerable time. For example video cannons are expected screwed into the ceiling, and one must draw both screen cables and power. Printers must have a network point and be connected to the network. This type of installation usually requires professionals to both installation and setup.
  
- Besides the different professionals needed to build the infrastructure, you will addition need:
+ Besides to the different professionals needed to build the infrastructure, you will additionally need:
  
   * Owner of the deployment process - is responsible for the deployment process, and that it happens in a good and efficient manner. This may be the steering group.
   * Project manager for the rollout - is responsible for developing appropriate plans for deployment of the ICT solution and to direct rollout on day-to-day basis.
@@ -238, +238 @@

   1. 8.9 students per computer in primary schools
   1. 4.4 students per computer in secondary schools.
  
- ||Objective for students:||Each student group (formerly called classes) should have access to at least five computers, plus the school should have a computer room with a minimum of 15 PCs. In addition the school needs some special equipment for video editing, special education and reading/writing.||
+ ||Objectives for the students:||Each student group (formerly called classes) should have access to at least five computers, plus the school should have a computer room with a minimum of 15 PCs. In addition the school needs some special equipment for video editing, special education and reading/writing.||
- ||Objective for teachers:||All teachers should have access to a computer in their daily work at school.||
+ ||Objectives for teachers:||All teachers should have access to a computer in their daily work at school.||
  
  Total number of machines:
  
- ||||Status per 01.06.05||Need 2008||||||||||
+ ||||Status per 01.06.05||Needs 2008||||||||||
  ||||Server status||Clients||Laptops||File servers + thin client server:||Clients||Laptops||
  ||Holumskogen||1||25||5||2||68||15||
  ||Ulverud||1||35||5||2||111||15||
@@ -292, +292 @@

  ||Power plug/cables||290,000||290,000||290,000||870,000||
  ||Tables/chairs||190,000||190,000||190,000||570,000||
  ||Increased resources, operations||||||||700,000||
- ||Licence costs on portable machines||40,000||40,000||40,000||120,000||
+ ||Licence costs for portable machines||40,000||40,000||40,000||120,000||
  ||Broadband agreements||100,000||100,000||100,000||300,000||
  ||Sum||||||||5,582,000||
  
- ==== Other purchase options ====
+ ==== Other purchasing options ====
  
  There has been a growing interest from both politicians, parents and teachers to go over to laptops in secondary schools. Portables and wireless network will give schools a completely different flexibility in room layout and teaching.
  
@@ -346, +346 @@

  
  But reused equipment are often without flatscreen. Cabinet to client machines can be large, giving space shortage in the workplace for teachers. Should we obtain a flatscreen to all teachers, one must triple the cost of going from 500, - NOK ( 43 £ ) to 1500, - NOK. The total cost would increase by 200,000 NOK. Overall equipment to teachers cost 1.74 million NOK ( 150,000 £ ).
  
- ==== Other purchase options ====
+ ==== Other purchasing options ====
  
  Option 2: Portables to all teachers
  
@@ -355, +355 @@

  ||Alternative 2||Laptops||2,128,000||||
  ||Wireless switches etc.||80,000||||
  ||Power plug||75,000||||
- ||License cost||117,000||||
+ ||License costs||117,000||||
  ||||2,400,000||
  
  The problem we see is the actual location of the thin clients. Teachers have little work desks often in large common rooms. A thin client per teacher with old type monitors will create a space problem in all schools. The problem is greatly reduced if one chooses flatscreens.
@@ -421, +421 @@

  
  === Online services ===
  
- Regardless of bandwidth following functions can be centralized:
+ Regardless of the bandwidth the following functions can be centralized:
  
   * Configuration management, i.e. having oversight and control of the configuration of machines, networks, applications and services
   * Program management, i.e. having oversight and control of access to, usage and performance of applications and services
@@ -539, +539 @@

  
   *) Additional FTEs for maintenance of 266 laptops
  
- Costs for operation of all computers for students and teachers. We expect from Option 1 with the thin clients for students and teachers, and some laptops.
+ Costs for the administration of all the computers for students and teachers. We go out from Alternativ 1 in regards to the thin clients for students and teachers, and some laptops.
  
  ||'''''Year'''''||'''''Number of PCs'''''||'''''Central operator'''''||'''''ICT guide for the entire municipality'''''||'''''ICT-contact at each schools (average)'''''||'''''In total'''''||
  ||2005||506||1/2 FTE||1/2 FTE||8,5 % FTE(3:30 hours per week)||2,1 FTEs||