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

Tue May 12 20:30:24 UTC 2015

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The "DebianEdu/Documentation/en/ITIL/Infrastructure" page has been changed by PetterReinholdtsen:
https://wiki.debian.org/DebianEdu/Documentation/en/ITIL/Infrastructure?action=diff&rev1=13&rev2=14

  = ICT Infrastructure Management =
  
- This part of the operational documentation is to a greater extent about technology. The other chapters about service support and service delivery, is about work processes and procedures. Infrastructure management, about planning, design, deployment, and ongoing maintenance of ICT systems. The purpose is to provide ICT solutions adapted to the organization's needs, which can be operated over time to a cost one can afford.
+ This part of the operational documentation is to a greater extent about technology. The other chapters about service support and service delivery, is about work processes and procedures. Infrastructure management, about planning, design, deployment, and ongoing maintenance of ICT systems. The purpose is to provide ICT solutions adapted to the organisation's needs, which can be operated over time to a cost one can afford.
  
  Good planning, administration, and management are the key to ensure a well-developed ICT service, and that the service can be adapted to changing organisational needs over time. It is about using resources well and having skills and competences required to offer a good ICT service.
  
@@ -14, +14 @@

  
  <ol style="list-style-type: decimal;">
  <li><p>Design and planning process</p>
- <p>Development and maintenance of ICT strategies and processes for deployment and implementation of appropriate solutions in the ICT infrastructure of the organization.</p></li>
+ <p>Development and maintenance of ICT strategies and processes for deployment and implementation of appropriate solutions in the ICT infrastructure of the organisation.</p></li>
  <li><p>Deployment process</p>
  <p>Concerns implementation and deployment of activities and / or ICT solutions designed and planned with a minimum of disruption to the organisation</p></li>
  <li><p>Operating process</p>
@@ -26, +26 @@

  
  Design and planning is about providing pervasive strategic guidelines for the development and installation of an ICT infrastructure to the institution's needs. It applies not only to infrastructure networks, computers, and applications. Also basic processes must be in place to get the technology to work. It applies to both Service Desk and processes for service management.
  
- To avoid scheduling, or to cut corners, are of great risk. Therefore it is often wise to spend a little more time and effort on planning, which will reduce risk and provide significant benefits during the implementation. Most projects strand due to lack of planning. To put in place an ITIL process in the organization is entirely dependent on the preparation and planning, and effective use of people, processes, and products (tools and technology).
+ To avoid scheduling, or to cut corners, are of great risk. Therefore it is often wise to spend a little more time and effort on planning, which will reduce risk and provide significant benefits during the implementation. Most projects strand due to lack of planning. To put in place an ITIL process in the organisation is entirely dependent on the preparation and planning, and effective use of people, processes, and products (tools and technology).
  
  It is very important to communicate with and talk to every part of the organisation while planning ITIL. In Norway this is regulated the workers law
  
   * ''Employees and their representatives should be kept informed of systems used in the planning and execution of the work. They should be given the necessary training to be familiar with these systems, and take part in designing them.''
  
- The objective is to deliver the right ICT solutions for your organization. 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.
+ 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.
  
@@ -83, +83 @@

  
  This is about placing the equipment where it is to be used. PCs to be set at the tables and connected to the computer network with a network cable. The contact is set in the electric outlet. The screen should be connect and you should put network cables in the correct switches.
  
- The term rollout is used both for placing the equipment, and for installing software and setup on many machines. One could call it rolling out software for release management. But the word rollout is short and fine, although one should emphasize for you are talking about hardware or software, which requires totally different procedures.
+ The term rollout is used both for placing the equipment, and for installing software and setup on many machines. One could call it rolling out software for release management. But the word rollout is short and fine, although one should emphasise for you are talking about hardware or software, which requires totally different procedures.
  
  Rollout management is about implementing what has been planned and designed in the release process. Getting out the equipment where it should be is often harder than we think, and takes considerable time. This is because many parties are involved either to deliver the equipment, or being among the many to receive it. In a way you could say that rollout is the same as a wheel bolt that holds the vehicle wheel in place on the shaft.
  
  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 organization. Work routines are changed and one gets new ways to solve tasks.
+ 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.
  
- 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 organization, which must be planned and requires resources. Therefore it is important to take this into consideration both under planning and rollout..
+ 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..
  
  === Roles during rollout ===
  
@@ -105, +105 @@

  
  As we see rollout touches many parts of the organisation. Technically are configurations and versions of software and equipment affected. Also influenced are the process of change and how work is done at the service.
  
- One must think a bit before seeing to that people get the tasks these roles proposes. Even if one has a full in a ollout project to several hundred thousand pounds may a person has multiple roles. But it is not sure it is necessary to give the same person multiple roles, because in a rollout project it is demanding to follow up both suppliers and receivers of the equipment.
+ One must think a bit before seeing to that people get the tasks these roles proposes. Even if one has a full in a rollout project to several hundred thousand pounds may a person has multiple roles. But it is not sure it is necessary to give the same person multiple roles, because in a rollout project it is demanding to follow up both suppliers and receivers of the equipment.
  
  For minor upgrades and adjustments roles may soon be too many. For example, one need not to have a project manager to place a new server, or replace a switch. This is part of the infrastructure, but is very close to the operation and maintenance. The important thing here is to distinguish between a rollout in infrastructure, and operational services. Operating department will not take over the equipment before it operates as agreed. In other words, you have a transfer document where one acknowledges that the equipment is delivered as agreed.
  
@@ -121, +121 @@

  
  A good operations department chooses to automate where possible. Simultaneously one need people to monitor and keep control of the automated solutions. The automation must be further developed. There are also situations where automation is insufficient. Equipment breaks, and applications crashes. You need someone who is handy and can rectify errors, or obtain substitute for what cannot be repaired.
  
- A disorganized operations service makes a lot of working time with the firefighting and manual procedures which could have been avoided with automation. Spending time automation may soon pay off because you may release time. This is time to be used to improve our support, provide more services and raise the quality for users. To get a permanent fix of errors may sometimes people have to delay upgrades or remove services for temporary repair. This is to make time to fix the problems properly without taking any time of monitoring the system manually.
+ A disorganised operations service makes a lot of working time with the firefighting and manual procedures which could have been avoided with automation. Spending time automation may soon pay off because you may release time. This is time to be used to improve our support, provide more services and raise the quality for users. To get a permanent fix of errors may sometimes people have to delay upgrades or remove services for temporary repair. This is to make time to fix the problems properly without taking any time of monitoring the system manually.
  
  Operation is largely about preventing errors, or correct equipment with reported errors. One is often not entirely familiar with causes of an error. One must troubleshoot to find the fault. Good operations employees have flair. They use past experience to uncover errors. Then they go almost right on problem solution and correct the error.
  
@@ -157, +157 @@

   * Background for the plan
   * Expectations for ICT tools and services
   * Competency needs
-  * Investements
+  * Investments
   * Objectives
   * Students and teachers
   * Status and objectives
   * Costs
   * Other purchase options
   * Software, learning platforms, and services
-  * Software and learning plattforms
+  * Software and learning platforms
   * Online services
   * Use of resources
   * Centralized operations and roles
@@ -174, +174 @@

  
  == Background for the plan ==
  
- In its "Programme for Digital Competence 2004-2008" sets the Ministry of Education and Research objectives for the use of digital technology in the Norwegian school. "By 2008 we will have an infrastructure, an organization and a culture that makes our school system to one of the world leaders when it comes to development and educational use of ICT in teaching and learning." they said.
+ In its "Programme for Digital Competence 2004-2008" sets the Ministry of Education and Research objectives for the use of digital technology in the Norwegian school. "By 2008 we will have an infrastructure, an organisation and a culture that makes our school system to one of the world leaders when it comes to development and educational use of ICT in teaching and learning." they said.
  
  Being able to use digital tools is defined as a basic skill for all 13 school years. Pupils development of basic skills are to be given priority in all subjects. The new curricula will mean that students must increasingly make use of digital tools when learning. Pupils should be able to use the same technology in their works, which form the basis for the final assessment, as they use when learning. When the examination is carried out using digital tools, this provides better coherence between the learning process and the final assessment.
  
@@ -187, +187 @@

  We have different objectives for different groups in the school and to the different aspects of ICT commitments. Short formulated are our targets:
  
   * Getting increased use of ICT both for students and teachers by increasing physical access to ICT equipment.
-  * Be tools oriented, and therefore emphasize the use of ICT tools in the school's subjects.
+  * Be tools oriented, and therefore emphasise the use of ICT tools in the school's subjects.
   * Give full access to educational software for everything from music forming and use of the Internet to write a paper, simulations and games.
   * Be thrifty and utilise the financial resources we have in the best possible way.
  
@@ -218, +218 @@

   * Deployment analyst - responsible for ensuring an appropriate environment at the locations where the equipment will stand. Shall verify that the equipment and premises are suitable for the agreed standards, tests and deployment. This may be an assistant to the project, with the task to report deviations from plans to the steering group.
   * Employees in the rollout team - responsible for ICT solution and the working environment, and support for acceptance and test processes. This is employees who participate in one or more subprojects.
  
- Organizationally, this will look like this
+ Organisationally, this will look like this
  
- ||'''Organizational part'''||'''Tasks'''||
+ ||'''Organisational part'''||'''Tasks'''||
  ||'''Reference group'''||shall represent users of the system. They will advise on measures to promote a good and everyday ICT solution for schools.||
  ||'''Steering group'''||whose mission is to ensure the project has enough resources and that project management get carried out the rollout according to the plans. The group will consist of skilled professionals who are well acquainted with project implementation, system solutions, and the use of ICT tools in schools.||
  ||'''The project'''||has the task of building the solution. The project usually consists of many sub-projects, which deliver their part of the solution.||
  
- == Investements ==
+ == Investments ==
  
  To meet a new curriculum schools must have sufficient computers available for their students and staff. This investment plan has included the actual costs of increased fleet at schools to reach national objectives. Minimum of equipment is a client machine or pc per fourth student. Probably it will in a few years be added further requirements for more equipment, so we add up to a PC workplace for the third student. All teachers should have access to a computer in their daily work at school.
  
@@ -257, +257 @@

  ||Hakadal||1||45||5||2||52||30||
  ||Sum||11||378||68||29||838||195||
  
- We envisage a combination of thin clients, diskless clients and laptops. Schools should have an infrastructure making it possible to roll out thin clients in every classroom. Here students can write, calculate, using the internet and make presentations. In addition the school will have the opportunity to lend laptops to different groups. In this way students get close to full pc coverage in certain work situations. The laptops are connected to servers in wireless networks. In this way teaching becomes more flexible.
+ We envisage a combination of thin clients, diskless clients and laptops. Schools should have an infrastructure making it possible to roll out thin clients in every classroom. Here students can write, calculate, using the internet and make presentations. In addition the school will have the opportunity to lend laptops to different groups. In this way students get close to full PC coverage in certain work situations. The laptops are connected to servers in wireless networks. In this way teaching becomes more flexible.
  
  === Pupils ===
  
@@ -281, +281 @@

   * Licence costs. Today, we can install Linux on laptops when it is made arrangements for communication with the school's existing network. Thus we avoid the rent of Microsoft products such as Windows and Office. School Rates for rental of Microsoft program costs as much as all computers over a period of 5-6 years.
   * Broadband agreement, all schools have broadband connection. Price depends on the individual school agreement.
  
- Newer used equipment has more performance than the machines that were available for 3-4 years ago. Have the users machines 256 MB of memory and 800 MHz processor these fit as diskless clients. This simplifies support for using the CD / DVD player, audio, USB pen ol.
+ Newer used equipment has more performance than the machines that were available for 3-4 years ago. Have the users machines 256 MB of memory and 800 MHz processor these fit as diskless clients. This simplifies support for using the CD / DVD player, audio, USB stick and similar.
  
  ||'''2006'''||'''2007'''||'''2008'''||'''Total'''||
  ||Thin clients and diskless workstations||130,000||130,000||130,000||322,000||
@@ -300, +300 @@

  
  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.
  
- The problem with onesided commitment on laptops is:
+ The problem with only focusing on laptops is:
  
   * We have to buy Microsoft licenses in addition to the machines.
   * The machines have a lifespan of approximately 3 years. Meaning that the municipality receives an annual expenditure to cover new classes in secondary schools.
@@ -319, +319 @@

  
  Status: Schools today has approximately 65 PCs divided among approximately 266 employees. This gives a pc coverage on 4 teachers per PC.
  
- We want to give advantage to the teachers in Nittedal. The new curriculum sets haig requirements for teachers ICT skills. It will be neseccarry to ensure that all teachers in Nittedal have access to a computer. Today's teacher plans and implements teaching on and with data. They document and report, write weekly plans, work plans, annual plans and IEPs. More and more teachers use e-mail for contact home/school.
+ We want to give advantage to the teachers in Nittedal. The new curriculum sets high requirements for teachers ICT skills. It will be necessary to ensure that all teachers in Nittedal have access to a computer. Today's teacher plans and implements teaching on and with data. They document and report, write weekly plans, work plans, annual plans and IEPs. More and more teachers use e-mail for contact home/school.
  
  Schools have already arranged to buy computers to their staff. This has led to the number of computers varies from school to school. We wish that all teachers should have access to a computer in their work.
  
- Here we outline two options to achieve full pc coverage for teachers in Nittedal.
+ Here we outline two options to achieve full PC coverage for teachers in Nittedal.
  
  ==== Costs ====
  
@@ -366, +366 @@

  
  In the period 2005 to 2008 we put up the following recommendation for an IT infrastructure at the schools.
  
- ||'''Number'''||'''Aricle'''||'''Cost'''||
+ ||'''Number'''||'''Article'''||'''Cost'''||
  ||600||Thin clients or diskless workstations including all infrastructure||5,582,000||
  ||200||Thin clients or diskless workstations with flatscreen and all infrastructure||1,740,000||
  ||'''800 client machines in total'''||'''Total'''||'''7,322,000'''||
@@ -377, +377 @@

  
  One must take into account that network capacity to schools can provide limits to how much schools can download at the same time, or where it is most optimal to place servers if you want full functionality of the equipment. There is a big difference whether a single teacher downloads a film from for example NRK, or about 30 students doing this simultaneously. If the shool has 1.5 Mbit/s broadband capacity, it is not possible for 30 simultaneous users to download the movie directly from NRK. Then you must have buffers in place at the school.
  
- === Check list centralization ===
+ === Check list centralisation ===
  
  UNINETT ABC has made a document with recommendations <<!FootNote(Recommendations of UNINETT ABC: http://www.uninettabc.no/?p=veiledning&sub=annet
- )>> related to the centralization of ICT operations. It gives advice about the placement of servers and which operational tasks that may be centralized from the available capacity of the bandwidth to the school.
+ )>> related to the centralisation of ICT operations. It gives advice about the placement of servers and which operational tasks that may be centralised from the available capacity of the bandwidth to the school.
  
- ||'''General measures to improve the operation of clients and servers'''||'''Thin or diskless clients against local servers''''''Lockdown of thick clients''''''Local server machines'''||'''Remote operation''''''Centralization of some functions''''''Local server machines'''||'''Server machines regionally/nationally''''''Centralization of all operations'''||
+ ||'''General measures to improve the operation of clients and servers'''||'''Thin or diskless clients against local servers''''''Lockdown of thick clients''''''Local server machines'''||'''Remote operation''''''Centralisation of some functions''''''Local server machines'''||'''Server machines regionally/nationally''''''Centralisation of all operations'''||
  ||'''Capacity on the schools' network'''||Low bandwidth (ISDN)||Medium bandwidth (ADSL and the like)||High bandwidth (fiber and the like)||
  
  === Software ===
@@ -397, +397 @@

  
  Scientists say that video games are one of the main leisure activities of children and young people are concerned. Every fourth child playing every day (Youth Agency 2006). Video games are a social activity. In the wake of the games occurs both virtual and physical community, from playing together on consoles to participate in gatherings where young can play.
  
- An important task is that the school development contributes to update general education perspective in the general part of the curriculum. Allowing digital judgment or digital education developed in relation to steps and learning strategies, as stated by the national Research and Resource Centre for ICT in education.
+ An important task is that the school development contributes to update general education perspective in the general part of the curriculum. Allowing digital judgement or digital education developed in relation to steps and learning strategies, as stated by the national Research and Resource Centre for ICT in education.
  
  To get all the equipment more in use, requires considerable effort by the teacher. They must be continually educated in new forms of learning to use the new ICT tool in their teaching. There must be more emphasis on the youth's actual use of media and forms of communication. It is not enough to provide a learning platform and e-mail. You should have the tools fully support the new forms of media use.
  
  To achieve this, the equipment must be adapted to the software and online services teachers and students use in their schoolwork. The browser is arguably the most important program students use in learning. Many will also be surprised that office program !OpenOffice.org or MS Office is very relevant in lower grades. Then it is simple program to write a paper, drawings, communication, simulations and music forming apply. So what is important in the choice of software is to provide good access to the Internet and support for active learning using ICT tools relevant the school subjects.
  
- With diskless clients you get full support for multimedia, film and USB pen and more. The advantage of thin clients are getting reusing from as far back as 1995. At that time the machines did not have capacity to video. The USB standard was not fully developed. Computers from 2000 and later usually have a much higher capacity. Such machines can fine show clips video from NRK, DVDs, and one can play games.
+ With diskless clients you get full support for multimedia, film and USB stick and more. The advantage of thin clients are getting reusing from as far back as 1995. At that time the machines did not have capacity to video. The USB standard was not fully developed. Computers from 2000 and later usually have a much higher capacity. Such machines can fine show clips video from NRK, DVDs, and one can play games.
  
  The advantage of diskless clients is they provide the same performance as so-called thick clients or computers with most of the software installed locally. At the same time one get the same low operating costs with diskless clients as with thin clients. This is because all the software managed central server machine.
  
  Today it comes over 50 the school relevant programs in Skolelinux. In addition, browser, email client and !OpenOffice.org with 8 different office applications. This is much more than what comes with Microsoft which mostly offers browser, e-mail and 5 current office tools.
  
- With Debian Edu, it is also relatively easy to customize menus for the various stages of education so that we can reduce the number of educational programs. Especially since some applications are introduced in 4th-5th grade. While programs may be popular at first or second stages of education will be too easy when students have gotten older and learned more. In addition, there is an increasing number of educational programs on the Internet. This is software worksing on any platform. So you can use the programs at home on Apple or Windows, and the school's Debian Edu. Students handle this just fine.
+ With Debian Edu, it is also relatively easy to customize menus for the various stages of education so that we can reduce the number of educational programs. Especially since some applications are introduced in 4th-5th grade. While programs may be popular at first or second stages of education will be too easy when students have gotten older and learned more. In addition, there is an increasing number of educational programs on the Internet. This is software working on any platform. So you can use the programs at home on Apple or Windows, and the school's Debian Edu. Students handle this just fine.
  
  === Learning platforms ===
  
  Various digital learning platforms are found on the market. Some cost money, others are free. Common for all are offering teachers and students an area where they can share and store documents, send and receive information.
  
  ||||Product||Price example:||
- ||Digital learning plattform||It`s learning||3300,- NOK per school per year||
+ ||Digital learning platform||It`s learning||3300,- NOK per school per year||
  ||||School network||Free||
  
  === Online services ===
@@ -527, +527 @@

  
  To quantify the need, we have estimated increased resource requirements in some of our investment options:
  
- ||Investements||Servers||The number of clients/portables||Users||Stipulated resource needs in 2008||Today's real resource:||
+ ||Investments||Servers||The number of clients/portables||Users||Stipulated resource needs in 2008||Today's real resource:||
  ||Today's need 2005:||11||506||More than 3000||4.6 FTEs (man-year)||2,1 FTEs||
  ||||
  ||Pupils in 2008||29||1033||More than 3000||6,9 FTEs||||

