As we come to the end of our server transition, here are some lessons learned:

- There was much less actual downtime than anticipated. Richard B. had to down the servers only when migrating data, but then he could bring the old servers back up again and test the data on the new servers.

- My attempts to promise a specific day for the cutover were defeated, twice. It would have been better to have told users that the new network would be in place when they saw it in place.

- The new web server was a useful place to post status announcements even while I was building it out. I had thought the entire server would be out of commission for much longer.

- Winter break was the best time to do this transition all year. It was quieter here than at any time during the summer, and users will return gradually over the next week and a half.

- The only big obstacle was the mass migrating of Exchange server accounts from one server to the other. The export utility worked fine, but the import failed. However, since the export creates an individual PST file for each user, it should not be a problem to import them into the new mail accounts individually or to provide users with instructions to import their own PST files if they so desire.

- AD Infinitum has been an essential tool, creating all AD accounts and generating secure, initial passwords for the new accounts on the fly. It's a great deal for $100.

Related: The Quietest Week of the Year, Preparing the New Servers

Photoshop has offered a good batch processing tool for a while. Record an Action, then apply it to files in a folder. However, Photoshop frequently requires user input during a batch process, for example to set the quality of a JPG save or to overwrite an existing image. This makes Photoshop inefficient when processing large numbers of images. Photoshop is also incable of executing logic when processing images. For example, I have 300 photos that all need to be sized 180x144 for my cousin's hat company. The problem is that some of the images are tall and others are wide. Photoshop cannot keep image proportions but change canvas proportions when resizing an image.

Enter GraphicConverter. This program has been batch processing images longer than Photoshop and does it better. The interface is more manual than Photoshop, but the program runs much faster and the options are exhaustive. To solve the above problem, I use if...then statements and the Bring to Size command. My batch workflow looks like this:

Change Color Mode to RGB

Scale to 180 pixels wide

If height > 144 then 

  Scale to 144 pixels tall

  Bring to Size 180x144

Else

  Bring to Size 180x144

300 images are resized in about three minutes.

We have begun installation on our new servers in earnest, coincident with the departure of our students, faculty and staff for vacation. This process will take about two weeks and will result in nine new servers in our collection of eleven. The main challenge is how to sequence the installation steps in order to minimize disruption to our 500 users. My colleague Richard has devoted the week to nstalling Win2k3 server software on the machines and testing user and mail account migration from the old servers to the new. Once we take the old servers down and interrupt service, he will have to move quickly in order to restore service ASAP. Importantly, we learned that passwords will not migrate -- all of our users will have to create new ones when they first log on upon return from vacation! Exchange accounts will be moved via an export utility that spins off a PST file for each user, a process that will take a long time. Active Directory accounts will move by way of an application that can create and modify batches of accounts. This application will create new, temporary passwords for our users and save them in a file for us to distribute manually to users.

I spent today prepping our new web server. Here are some lessons I learned from doing this for the first time. IIS installation went quickly, though I forgot to enable server-side includes the first time through. As a result, the server returned 404 (not found) errors for my .shtml files until I figured that out. Activestate PERL was a piece of cake, though I neglected to add .cgi to the application mapping table and got stuck on that for a while. PHP was surprisingly hard work, since the documentation indicates that the Windows installer should not be used on production servers! The manual process was more tedious, though a couple of hours' work finished the job. I elected the ISAPI method for PHP execution instead of CGI, because of the superior performance and security promised by that method. Finally, I have improved the structure of the cgi-bin and PHP script virtual directories, in order to minimize the chance of a user gaining script source access. One great new feature in IIS 6 is the Windows equivalent of a chroot "jail," which automatically restricts their FTP activity to an AD-defined user directory.

There is a lot more pressure on us to quickly migrate popular services than there was to introduce these functions the first time. At least they are familiar to us and therefore quicker to configure than when we did not know anything about them.

A funny thing has happened to my friend Matt (from our Gateway days). Three years ago, he and a friend wrote FutureMe, a nifty tool that allows you to write yourself an email and schedule it for delivery sometime in the next 30 years. Last week, a bunch of news agencies picked up the story. A similar thing happened to my brother-in-law's Elfster service.

Why now? It seems that news agencies have decided that small, innovative web services are now news. Perhaps this is because of the increased popularity of online services in general. As more people hit the web, the potential audience for a story on a web service grows, the potential ad revenue for a tech article increases, and the stuff they care about becomes news!

We have a tester of user interface design in our home: our four year-old son David. If he can figure out how to use a device, then it qualifies as having simple user interface design (and carrying value to a four year-old!). Doors, light switches, lamps, and the vacuum cleaner came first. Then the TV on/off switch. Next came the kitchen appliances: the door sensor in the fridge and dishwasher buttons. Finally, the mailbox -- a little harder since it is nearly out of reach. Most recently, David has figured out our iPod. David has figured out how to replay the same song (Philadelphia Chickens) over and over again by pressing the back button.

Common among these items is a clear indication of where the buttons are. Consider equally important tasks that David has not yet conquered: the Input button on the TV, the Play button on the DVD player. Unlike the iPod and dishwasher, each is one of a string of equivalent buttons. The dishwasher and iPod, in contrast, clearly distinguish the importance of different buttons, making it easier to experiment and learn.

You have reached Kassblog at its new host: http://www.kassblog.com. Please update your bookmarks. I have moved the site in order to avoid a week's downtime during our server transition at school. Plus since it appears that I may be blogging for a while, I should get a real URL.

I tweaked the old installation at insideUHS to make the move as smooth as possible. I replaced the main PHP script for the blog (kassblog.php) with the following redirection, so that any old link to the blog will continue to work as long as the old server is up!

if (strstr(implode(",", array_keys($HTTP_ENV_VARS)),'QUERY_STRING')) {
header("Location:http://www.kassblog.com?" . $HTTP_ENV_VARS{'QUERY_STRING'} . "\n\n");
} else {
header("Location:http://www.kassblog.com\n\n");
}
?>

(I know you PHP gurus out there know a much more elegant way to find out whether an array item exists!)

In order to get the latest Nucleus CMS software, I created a brand new installation on this server and then migrating all of the mySQL data from the old to the new. The only problem was in restoring the skin files. The new installation didn't want to import my customized skin files, because it thought the skin was already imported (due to the mySQL data). I got around that by deleting the skin before uploading and importing it.

What are the differences among blogs, forums and wikis? We use all three at UHS, the forums most often, wikis second, and blogs a distant third. Dave Warlick compares the three technologies more eloquently than I could:

Discussion boards [a.k.a. forums] are about collaborative idea building. It is a conversation where the goal is to build new knowledge by stacking student ideas, insights, and perspectives on top of each other.

Blogging is about idea publishing. It certainly has the idea building, conversation element. However, what is central to the activity is for a person to write a well thought out (with the exception of my blogs), compellingly constructed document. It's about publishing. However, the interaction, commenting, and cross-blogging all happen and are instructive in exactly the same way as discussion board.

Wikis are about collaborative document building. A group of students work together to construct an effective study guide for their next test, as an example.

Source: WWWEDU

Both our discussion forums and wikis took off on their own, with minimal adult involvement. I put the technologies out there and the students just started using them. Critical mass, the number of students needed to make the technology function well, developed naturally.

Why haven't the UHS blogs taken off in the same way? Partly, it's the timing. With the dominance of social networking sites on the Internet, students have so many outlets for online interaction that even our vaunted forums have recently suffered from a lack of participation.

It's also the technology. Blogs are at first blush individual tools, and we have situated them within a school community context. Forums and wikis are by their nature collaborative, community tools. Also, a blogging community required more investment than a forum or wiki community. More students have to spend more time thinking and writing in order to build a blog community, and your blog won't even get noticed until you have written powerfully and long enough to make an impact on other people. Most students are more strongly oriented toward social chatter than individual proselytizing.

UHS Blogs are brand-new -- I will give them at least a year before declaring them DOA!

Our students frequently cite Wikipedia as a research source, but a recent post from Gloria Bobbie casts doubt on the validity of such a citation.

The key to validating material is the critique of the author. Unless the author can be identified and plagiarism checked (perhaps all submitted material should automatically be scanned and someone found submitting plagiarized material could be banned from ever posting) it will never be acceptable as a reference source. It is fine for preliminary research to get information about a topic, but when my students cite a source, I want them to give credit to the author of the material and be able to tell me why they accept the author's views as credible. So, for the time being, I'm afraid my students, both graduate and undergrad will have to leave both Wikipedia and Britannica in the info gathering list and avoid them in their reference lists.

Thank you for directing my consciousness to this point. Upon reflection, it seems critical to good research practice and information consumption. The distinction between research and information gathering is also important. Bobbie encourages students to use Wikipedia to gather preliminary information on a topic but then turn to sources from verifiable authors for actual research.

Related posts: An Actual Study on Accuracy in Wikipedia, Learning Wikipedia

A lot of people immediately find counterintuitive the authority of Wikipedia. If there is no small group of experts, how could the articles be accurate? Well, as any researcher will tell you, you really need data to judge such a claim. Thankfully, Nature magazine has published a comparative study of the accuracy of science articles in Wikipedia.

The exercise revealed numerous errors in both encyclopaedias, but among 42 entries tested, the difference in accuracy was not particularly great: the average science entry in Wikipedia contained around four inaccuracies; Britannica, about three.

Too bad that Brittanica contains so many errors! Teaching criticial evaluation of information sources is the key.

Reference: Chronicle Wired Campus Blog

If the $100 laptop becomes a reality, it will raise the bar for software performance. This article on preliminary specifications contains some refreshing, non-hysterical commentary on the issues. Two take-away messages include: 1) the $100 laptop will require a new display technology that will likely take longer than people think to invent and test; 2) software developers will have to write more disciplined, innovative software than is currently the standard. The minimal hardware specs will not allow for memory leaks, wasted display real estate, or processor hogs. It's a noble ambition that I truly hope will meet with success.

The World Affairs Council of Northern California has launched a podcast of its speaker series. WACSF has maintained an audio archive for years, so this is not new territory for them, but it does make it a lot easier to receive new broadcasts. The above link contains subscription information and a link that will automatically bring you the iTunes subscription page. You still have to click the Subscribe button to set up automatic download of new programs.

Thanks to Tim Wilson, I have found a terrific collection of presentation tips at Presentation Zen. The site teaches by example, including wonderfully specific screen shots and stories. Particularly good posts include The size of your deck is not important, Gates, Jobs, & the Zen aesthetic, and "The Lessig Method." From author Garr Reynolds' main site, I have posted Top Ten Slide Tips to our PowerPoint support page.

This semester, both Zach and Nasif have set good examples for how to use presentation software at ASM. However, PowerPoint inertia is extremely powerful, and most students lean on their visual aids for support. Early instruction and lots of practice may provide the solution.

People are taking a while to understand the Wikipedia concept. The recent Siegenthaler case points out one common misunderstanding, as a practical joke on a friend turned into an accusation of defamation.

It started as a joke and ended up as a shot heard round the Internet, with the joker losing his job and Wikipedia, the online encyclopedia, suffering a blow to its credibility.

A man in Nashville has admitted that, in trying to shock a colleague with a joke, he put false information into a Wikipedia entry about John Seigenthaler Sr., a former editor of The Tennessean in Nashville.

Source: N.Y. Times (registration required)

Our students are also learning the Wikipedia concept through experimentation, fortunately with benign consequences. One day last week, a group of students were looking at Wikipedia and discussing the editing option. One asked, "They review new entries before they appear, right?" Another student decided to test this theory. She edited the entry for George Washington to include the line, "Note: George Washington was actually born a woman." To the group's surprise, the edit went live immediately! Lesson learned.

How often does this sort of modification happen, and how long it takes to correct each one? I located the student's entry two days later and found that her edit had lasted all of one minute before someone reverted the article to its previous version. I then browsed further and found that this was happening several times a day. Here are some of the more choice entries from the past few days.

George Washington was obsequious, clairvoyant, and purple.

An interesting fact that most people don't know is that George Washington is a known homosexual,i.e., he likes to have anal sex with men.

George Washington is a Communist bastard.

Washington first gained prominence by sucking like the loser he was

Washington was part of the economic and gay elite

George washington was a pothead who also was known to do crack cocain. He was gay.

Unfortunately, his daughter Emily Hollander tarnished his family reputation. A stripper with a serious heroine addiction, Ms. Hollander had 36 husbands before the age of 6 and a half. She managed to negotiate with the Southern planters to keep slavery intact, thus causing the Civil War, and set off World War II by ranting to Hitler about the "annoying Jews who sell her expensive anti-chlamydia drugs." In the end, Ms. Hollander left 428 illegitimate children and had caused 7.28 major wars. In Vietnam, she fought valiantly but was gunned down not by bullets, but by gonorrhea that one of the Vietnamese soldiers gave her.

I've had several reactions to these posts. First off, I was alarmed by the frequency of homophobic posts. Second, these modifications occurred at the rate of a few per day, yet all were removed within a minute of being posted. This suggests that the erroneous posts were read by very few users, and serious readers outnumber jokers by many times. However, this is the George Washington entry, and the Siegenthaler case points out that less scrutinized modifications may remain online for longer, even indefinitely.

Edit history may also contain the shadow of a political tug-of-war. Note the following consecutive edits:

Though Washington was not a cruel man, the enslaved people at Mount Vernon were poorly housed and clothed. Many lived in flimsy shacks and had to steal burlap sacks to repair their clothes.

He was noteworthy, however, for the humane treatment of his slaves and for his growing unease with the "[[peculiar institution]]".

The latter opinion remained as the majority opinion on this issue (though likely not the last word!).

Students use Wikipedia as they would any other online encyclopedia, usually without critical comparison to other sources. I would like to organize an activity within one of our courses in which students compare a Wikipedia entry to other popular reference sources and draw their own conclusions about the accuracy of the information presented there. As other bloggers have noted, editing the entry to improve its accuracy could even become part of the activity.

Safari, Apple's web browser, is not fully compatible with Moodle. Specifically, Moodle users lose the WYSIWYG toolbar and get a less functional file upload field when running Safari. The workaround is to use another browser such as Firefox. Why does this problem exist? A little searching on the Internet reveals that Moodle uses a tool called HTMLarea to create the text formatting area, and Safari does not support this. There are other WYSIWYG toolbars out there, so either Safari will provide support for a different one in a future release or Moodle will change its tune and provide support for Safari. Most Mac users at our school are not wedded to Safari, since it only just surpassed Internet Explorer in reliability a couple of years ago. They are quite happy to switch to Firefox when recommended.

More information from Dave Hyatt

Dave,

Looks like some nice improvements. One of the issues that I hoped was to be fixed in 2.0 (and seemingly 1.3) was the use of WYSIWYG editors like HTMLarea. I thought I read that this was a feature that was to be added. We use Moodle, and OSS Course Management System on 10.3 Server and it uses HTMLarea for WYSIWYG editing. Seems there was some discusion on the webcore-dev list about it back last fall.

http://lists.apple.com/archives/webcore-dev/2004/Oct/msg00005.html

What is the status on adding support for it?

Thanks! Tim

---

Tim -

Re: HTMLarea ... as far as I can tell, the project doesn't show a lot of get-up-and-go as a project (can't speak to Moodle), so even if Safari would be good to go for WYSIWYG editing now or in the near future, odds are that HTMLarea would likely not be updated to reflect that.

I could be wrong, but I haven't seen many signs of life for many months with regard to HTMLarea development. There's greater likelihood of other WYSIWYGs adding Safari support ... though that may not be of much help if Moodle is tied to HTMLarea and there's no way to wedge another editing interface in its place.
Posted by . at April 16, 2005 05:06 PM

Barbara Gangley writes eloquently about finishing a college English course in a manner that reduces stress and promotes reflection. She changes the semester-end activity from summative evaluation to formative exercise. Barbara concludes that this type of finish reduces burnout and promotes enthusiasm for learning.

Barbara then reflects on the learning activities she designed this semester, including recording writing ideas in spoken form, creating stories with images instead of words, and blogging to promote a community of writers. She sees different kinds of learners benefitting from this approach and the activities promoting learning about the writing process.

Not only do I appreciate this thoughtful approach to teaching English, but I am also reminded of work on learning profiles and differentiated instruction. Teachers often find technology useful to support these sorts of learning activities.

Our big server upgrade is coming up in just a couple of weeks. Our intrepid network administrator has chosen Christmas week to take down the old servers and bring up the new servers in their place. Exchange is projected to be down for a couple of days, the admin servers for the better part of a week, and the academic side of the network for at least a week, if not longer. Why perform a server migration halfway through a school year? It appears to be the time when the least users are active on the systems. There is actually quite a lot of administrative, teacher planning, and student email activity during the summer. A network migration would be more disruptive then than it will be during Christmas week.

Of course, the pressure will be on us to bring the servers back as quickly as possible. Note that we made this more difficult for ourselves by choosing to change our network structure. If all we were doing was to upgrade the servers, then the migration would be a lot more seamless, involving only data migration.

We are nearing the end of the semester, and as usual, online activity is picking up on our forums. At first glance, this seems paradoxical: the students have more work to do, so they engage in more online discussions? The solution appears tied to students' work habits. They are relentless multitaskers who break up the monotony of reviewing readings with online chatter in several forms at the same time. They spend more time at their desks, therefore they spend more time online.

TechSoup has published an excerpt from an Idealware survey of online donation services for nonprofits. It goes into much more detail than I'm capable of and reviews a dozen online services. I first wrote about my experiences with online giving here.

iPodLinux epitomizes the best of open-source intentions. Preserving your Apple iPod installation, you may install Linux on the side and add a new level of open-source, customizable functionality to your iPod. While the additional tools do not include much for the average non-gamer, the potential for a wider range of iPod applications is outstanding. Please sync with my Sunbird!

eSchoolNews reports

At least half of the nation's higher-education classrooms will be equipped with digital projectors, control systems, audio or video conferencing equipment, or other audio-visual (AV) technology within the next five years...

The same thing is happening at UHS. Our new building on Sacramento St. will include a data projector, control panel, and speakers in each classroom. The same is true for remodeling classrooms in the main campus. Within two years, we will have A/V systems in all of our classrooms.

Support for A/V systems in classrooms starts with teachers but does not end there. Data projectors are more securely fastened to a difficult-to-reach part of the room than any other A/V device. They also solve the problem of TV carts clogging the hallways and violating fire hazards. Finally, they are multipurpose devices, suitable for all kinds of computer and video presentations.

Now that we have about 15 setups in our school, the maintenance needs of these systems have become clearer. Projector air filters needs to be cleaned regularly, as often as every few months in a dusty environment. The devices also need manufacturer service a lot more often that I had imagined would be the case. We are acquiring a spare mounting bracket so that a loaner may immediately be put in place when a projector must be sent out for service.

As recently as last year, I did not have to concern myself often with projector maintenance and repair. Now I need to count on it, in terms of time, equipment, and budget.

[Edit 12/9/2005]

One more thought. There has been some listserv discussion recently regarding running video over Ethernet to data projectors. Since the network cards increase projector cost by a few hundred per unit, I have decided to wait until the technology is proven. I bet that video over wireless will be much improved not too long from now, eliminating the need to use wires at all. In the meantime, we will use video cables and remote control technology if we choose to display student screens on data projectors.

I heard today that my NECC proposal was accepted. The session, titled 0 to 60 in Three Years: A New Online Community, will focus on the development of the insideUHS web site, taking advantage of existing cultural norms within the school, resources that were already in place, and free, open-source software.

Presenting at conferences is a great form of professional development. Just as you learn the material best when you teach it, I love being compelled to perform additional research in order to understand an idea well enough to present it to a diverse audience.

For this presentation, I would like to further explore theories around online community development. How consistent is our experience at UHS with prevalent theories on how people choose to participate in online communities? How do other schools foster participation in online communities? I would love to hear from those who are doing it or are familiar with the research.

UHS is considering adopting a 1:1 student laptop program within the next few years. No fewer than four of our peer high schools in the area are also seriously considering such initiatives. Up until now, only Urban School and Sonoma Academy had fully implemented high school student laptop programs.

This new momentum has everything to do with Web 2.0. Whether or not you buy into the hype, it is true that the prevalence of low-cost, widely used scripting (PERL, PHP, ASP) and database (mySQL) applications have given rise to a new generation of data-driven web services such as Moodle, Google Maps, and podcasting. At the same time, students have learned to navigate new Internet technologies through e-commerce, social networking sites, and music file swapping.

More than ever, the wireless-equipped laptop has become the indispensable tool to access these resources at any time. Anyone who wants to fully engage in these new means of communication needs a fully-featured device that is accessible at any time and can move with him/her from place to place. As schools select which of the new Internet technologies will become mainstays for education, the pressure will increase for schools with the necessary resources to provide greater ubiquity of computer access to students.

I am helping many students working on PowerPoint and Dreamweaver projects this week. Many of the questions are perfectly appropriate for students who are mastering these two multimedia applications for the first time -- lost support files, broken links, confusing local and remote files, etc. As the previous list suggests, nearly all of the problems are encountered in Dreamweaver. Most of the PowerPoint questions involve "eye candy," such as clever animated transitions and including video files in slides, but that's material for another rant.

Today, a student brought a basic PowerPoint problem to my attention. PowerPoint was not allowing him to insert clip art into his slides. The error message was "Cannot create a picture from this file." After many hours, my network admin traced the problem to a helper application that convert Windows metafiles into document artwork. The problem only occurs in a managed user environment. When students are given local administrator privileges to their computers, then the problem goes away.

The problem is: Why does a Microsoft application not allow a basic operation when running in a managed Microsoft network environment? This makes me want to throw all of our Microsoft licenses out the window. Fortunately, our netadmin spent a lot of time a couple of years ago setting up a reasonably restrictive group policy for students so that granting local system administrative rights to students will not significantly compromise network security or allow students to run virus or game applications.

For a single snapshot of how school performance closely tracks economic wealth, check out San Francisco or Oakland school performance data using this tool.

School Performance Mapping
This is a great example of the interface between Google maps and school accountability.

This visual may have stronger impact on real estate sales then on improved student performance.

In particular, look at the sea of red in LA...Yikes...They have their work cut out for them.

(Via PEP Tech Talk.)

Here is the full documentation for our successful integration of Netgear WG302 wireless access points with Windows 2000 IAS server. Thank you to Richard Bender for writing this up and those who sent me requests for these notes.

Notes on Setting up RADIUS on IAS to use MAC addresses as User IP's

Equipment:
Netgear WG302 ProSafe 802.11g Wireless Access Point
Windows 2000 Server running IAS (Internet Authentication Service)

Situation:
The Netgear ProSafe WG302 provides MAC address filtering for up to 256 MAC addresses. However, if you use multiple WAP's updating them and managing the address list becomes very time consuming. Having a central management point (ie a RADIUS server) would be a perfect solution to this problem.

Why lAS?
If you are running a Win2K server based network it's free and it ties into AD.

The Problem:
Make the WG302 interface with the IAS server so that you can control wireless network access via MAC address filtering.

How to set this up:
Install IAS
On the Win2K server that you intend to use for this add the LAS service
Add/Remove Programs/Windows Components/Networking Services
The IAS MCC will then show up in the Administrative Tools Window

Configure IAS
Register Service in AD so that it can authenticate users and computers
Right-click the root of the tree pane, Internet Authentication Service (Local), and select Register server in Active Directory
Add Clients
Open the IAS MCC\Clients folder
Add your WAP's as clients
Need IP address of each WAP and "shared secret" authentication key
Set up Log File
Don't neglect this, these files can get huge quickly.
Set up Remote Access Policies
At least look at the default policy
(our policy is to grant anyone in the Wireless Access security group remote access)

Configure AD (the tricky part)
Create an OU for MAC Addresses (recommended)
Create a new User in that OU
The user name is the MAC address you wish to add without spaces, hyphens, or periods
Advice: put the MAC address in using lower case letters, then copy it to the clipboard

****CRITICAL STEP****
The user password is the MAC address and you must use lower case letters.
The WG302 sends the MAC address to the IAS server in lower case. If you use upper case letters in the password authentication will fail. Finish tocreate the new account.
Tweak the New Account
Important:
Set membership into a security group that will have remote access (we put all these accounts into a Wireless Access group) or grant user Dial Up access
Optional:
Add the users name in the Description field on the General tab. Add some sort of sorting info into the Office field on the General tab.

Configure the WG302 WAP units Browse to each unit and: Go to the RADIUS Server Settings screen
Set the IP address of the RADIUS server
The port should be 1812 unless you are doing something custom
The "shared secret" authentication phrase is the one you put in earlier on the
IAS server. Go to the Access Control screen
Turn Access Control on
Select Access Control Database: RADIUS MAC Address Database
Reboot the unit

Now when you bring a wireless system, that has an address you have put into the Win2K AD, into range of the WAP it should transparently authenticate against the LAS RADIUS server and get an IP address from your DHCP server. You should see entries like this in your event log:
User 009099blf732 was granted access.
Fully Qualified User Name = domain name/OU/009099blf732
NAS-IP-Address = WAP IP Address
NAS Identifier = WAP MAC Address (don't use this as a template, it is lower case but it uses hyphens)
Client-Friendly Name = WAP name
Client-IP-Address = WAP IP Address
NAS-Port-Type = 19
NAS-Port = 47
Policy-Name = This is the name of the policy set in LAS for remote access users
Authentication-Type = PAP (in our case)

This is useful because it allows you to scan the log and see if each WAP is working. We have found that the new firmware for the WG302 is not perfect (but hey, the first round wouldn't even talk to a RADIUS server) and that occasionally a WAP will "hang" and not communicate with the RADIUS server. Rebooting the unit fixes the problem. For extra style points you could probably write a script that would reboot the units every night to be proactive.