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Apps are billed based on the number of users in your host product. For Jira Server 7.0 or later, the app tier should match the maximum tier of the licensed Jira products on your instance. For example, if you're running Jira Software (50 users) and Jira Service Desk (10 agents) on the same instance, you should purchase the 50-user tier for apps. For versions of Jira Server prior to 7.0, the app tier should match the licensed user tier for Jira. Even if fewer users want to use the app than your Jira license, the two licenses should match exactly.Note: While this app has features specific to Jira Service Desk, the app is technically available across the whole Jira instance. Therefore the above guidelines for the license tier still apply.

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If you own a legacy Jira Server Unlimited (100+ users) or Confluence Server Unlimited (2000+ users) license purchased in 2012 or earlier, legacy app pricing is no longer available. You have two options for app purchasing:

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Riada is an Atlassian Verified vendor, committed to providing support for their apps at least 8 hours a day, 5 days a week.

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Version 5.5.7 Jira Server 7.1.0 - 7.10.2 Released 2018-07-02

As higher education shifts more toward teaching as facilitating, rather than teaching as telling, we’re seeing more of this maker mentality. Students are encouraged to step outside the comfort zones of their abilities, knowledge, and skills, and are being encouraged to find answers for themselves.

In pursuing the creative process, makers and makerspaces embrace the acts of tinkering and hacking. These are pursuits that have been traditionally approached critically in academia and other areas as self-referential or causeless pursuits. For instance, in “Escaping the Sandbox,” Jenkins and Bogost claim that making “isolates itself from the broader application domains from which it draws inspiration.” They go on to conclude that graduating to professional practice “may be incompatible with the very concept of ‘maker culture.’”

The makers who I know heartily disagree that making serves no other purpose outside of self-propagation, and put forward a new idea: that making is a part of a broader set of things we do while engaging in the creative process. Higher education is starting to come around to this idea, too. In the Project Prospectus for their new Design Center (essentially a makerspace) at University of Illinois which is described as a place where “students will explore ideas and master skills through action — immersing, designing, making, doing,” the report states the following:

The Design Center is a point of convergence where the campus community convenes, discusses, questions, thinks, gets inspired, dreams, conceptualizes, invents, creates, and innovates. The Design Center enables people to collaborate, immerses them in discovering, understanding and tackling meaningful challenges for which they design solutions, and connects them to a network of campus, community, and global resources. Embedded in this broader network, the Design Center is a beacon of Illinois’ institutional commitment to education and discovery with societal purpose and relevance.

In other words, through the act of immersion and cross-domain knowledge transfers and, importantly, acting through making, students will create new knowledge that moves them toward new discoveries.

Tinkering is a form of embodied learning, then: of making learning tangible. John Seely Brown talks about this in Tinkering as a Mode of Knowledge Production when he says “we have to get [kids] to want to constantly learn new types of things […] and we have to find a way to get kids to play with knowledge […] not always believing that it is already always known, but to get them to believe that they can create knowledge on the fly by experimenting with things.” Tinkering is how we begin to answer fundamental questions about “how” a thing works, and in doing so, better understand the medium or object that we want to express ourselves through. Moreover, tinkering is an incredibly low-friction way to learn by making mistakes and finding problems.

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