rethinking learning activities: taking action on user research keli amann, user experience...
TRANSCRIPT
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Rethinking Learning Activities: Taking action on user research
Keli Amann, User Experience Specialist, Stanford UniversityDaphne Ogle, Senior Interaction Designer, UC Berkeley
June 16, 2010
Unless otherwise noted, photos in this presentation are licensed from iStockPhoto.com and may not be reused outside this context.
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“Rethinking Learning Activities”
211th Sakai Conference - June 15-17, 2010
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Silo Antelope by ken mccown / © Some rights reserved. http://www.flickr.com/photos/kenmccown/132990634/
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“Taking action on user research”
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Goal Directed Design
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Two goals for this presentation
Present outcomes of work• New framework for learning activities
Explain the process we used
In both cases, stick around for the Workshop
411th Sakai Conference - June 15-17, 2010
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Goal Directed Design
• Project Planning• Research• Modeling• Requirements Definition• Framework Definition• Detailed Design• Development
511th Sakai Conference - June 15-17, 2010
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Project Planning: Sept/Oct 2009
Scope and recruiting• What are we doing and how• Training researchers
8 schools• Recruiting interviewees• IRB approvals
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Interviewers
• Marist University: Brian Dashew• Stanford University: Keli Amann, Jacqueline Mai• Texas State University: Ann Jensen, Salwa Khan• University of California, Berkeley: Christina Middleton,
Daphne Ogle, Lisa Rothrauff• University of Indiana: Kristol Hancock
University of Michigan: Gaurav Bhatnagar• University of Wyoming: Robin Hill• Virginia Tech: Amber Evans, Samantha Blevins, Teggin
Summers711th Sakai Conference - June 15-17, 2010
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Research: Nov/Dec 2009
We interviewed people who• create activities (instructors, IDs)• take activities (students)• evaluate activities (instructors, TA) from different types of • schools and disciplineswith different • stages and priorities
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Diversity
Eight institutions, 30 interviews• 20 instructors (lecturer to tenured professors), 3 instructional staff• 3 undergraduates, 4 graduates• 2 students, 2 instructors representing courses completely online
Schools of various sizes• 4,000 to 40,000 undergrads• 900 to 16,000 graduate
Disciplines• Humanities: writing, history, languages• Sciences & engineering: biology, chemistry, engineering, nutrition• Graduate: math education, medicine, pharmacy, law
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Analysis: Jan/Feb 2010
User and domain analysis
http://confluence.sakaiproject.org/display/UX/User+and+Domain+Analysis+Part+1
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Problem Statement
• Disparate tools: flexibility but also burden
• Communication separated from assignment
• Difficult to manage offline files when work must be manipulated offline (download/printout)
• Offline activities can’t take advantage of online
management tools.
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Disparate tools: flexible burden
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Tests & QuizzesAssignmentsForums (Discussion)Resourcesemailexternal wikis external websites
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Communication | Assignment
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SyllabusAnnouncementsScheduleemail
Assigned activities
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Vision Statement
To give unified creation, deployment, and access to all learning activities by
• Giving instructors and students a common view across activities and classes to help them plan, direct their attention, and improve.
• Planning for peer involvement, adjustments, and exceptions in deployment
• Integrating communication into the context of the assignment
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Vision Statement
• Making it possible/easier to create and submit assignments that require rich text or multimedia expression directly online and/or manage printing and file transfer.
• Allow offline activities to take advantage of online capabilities.
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Modeling: Personas
16
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8 persona for Instructor and staff
• Types of learning activities: variations in form, purpose, & peer involvement
• What they are involved in: plan the schedule and flow of the course, or just involved in activity creation; manually evaluate student work, or monitor submission status and grades
• Small variations in attitude towards technology
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Instructor/Staff: Problem Sets
Chikako Nakamura Japanese instructor
Terry HeinleinMajors Bio coordinator
Bob MurphyOnline Math Professor
Amanda HarperInstructional Tech Associate
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Instructors: Writing
Denise Garza Freshman Writing Lecturer
Landon JonesAssociate Professor, Philosophy
Irina Nemkova Graduate Teaching Assistant
Jan NelsonNursing Practicum Instructor
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Review submission status
Review individuals
Activity deployment
Activity Creation
Course planning
Activity creators Activity evaluators
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Review submission status
Review individuals
Activity deployment
Course planning
Activity creation
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Requirements Definition March/April
Write scenarios for specific persona, then pull out functional & data requirements
• Salwa Khan & Whitten Smart, Texas State University, San Marcos• Kristol Hancock, Indiana University• Daphne Ogle, UC Berkeley• Keli Amann, Stanford University
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Framework Definition May/June
List functional & data elements, then organize them
• Kristol Hancock, Indiana University• Daphne Ogle, UC Berkeley• Keli Amann, Stanford University
Let’s show framework by walking through scenarios for three persona…
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Denise, Freshman Writing Lecturer
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Denise’s homepage
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Denise!
Race and Ethnicity in Film, Winter 2010
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Denise goes to her course home
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Denise reviews last year's syllabus
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Denise edits a reading in syllabus
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Denise edits a reading
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Denise edits a reading
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Denise edits a reading
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Denise edits a reading
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Denise adds a new assignment
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Denise adds new assignment
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Denise adds new assignment
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Denise saves new assignment for later
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Denise reuses a survey
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Denise reuses a survey
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Denise reuses a survey
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Denise reuses a survey
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Denise reuses a survey
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Denise finishes assignment
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Denise finishes assignment
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Denise finishes assignment
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Denise reviews her edits
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Denise’s workflow
Course Schedule
Activity Bank
Activitycreation
To do
Activity
Usage
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Landon, Associate Professor
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Landon’s homepage
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Create newTask for myselfTask for othersAssignment for class
Intro to Environmental Ethics, Winter 2010
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Landon adds impromptu survey
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Landon adds impromptu poll
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Landon adds impromptu survey
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Landon adds impromptu survey
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Landon adds impromptu survey
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Now, when a student logs in
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Samantha!
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Landon’s workflow
Course Schedule
To do
Activity Activitycreation
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Amanda, Instr.Technology Associate
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Amanda goes to her content bank
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Amanda goes to details of quiz
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Amanda tries to publish quiz to Bob
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Amanda makes her quiz available
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Amanda’s workflow
Activity Bank
Activity Activitycreation
Course Schedule
To do
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Plan Course, Create Activity, Usage
Course Schedule
Activitycreation
To do Activity Bank
Activity
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Does design tie back to vision?
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Vision Statement
• Giving instructors and students a common view across activities and classes to help them plan, direct their attention, and improve.
• Integrating communication into the context of the assignment
• Planning for peer involvement and adjustments in deployment
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Next Steps
11th Sakai Conference - June 15-17, 2010 65
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Next Steps
Work through more scenarios: Deepen, Broaden
Reconcile designs with other work• Design work: Cambridge, Michigan• Learning Capability Lenses• Others? (Portfolio? Syllabus? )
Working out timeline and collaboration
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Deepen/reconcile: Syllabus, to do
Syllabus: Grade weighting for assignmentsSchedule creation:• Other views: topic/objective, project, calendar• Editing; moving activity to new dates/session• Pre-existing offline course (Import?)Notification of updatesOther structures? (portfolio) Course
ScheduleActivitycreation
To do Activity Bank
Activity
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Deepen/reconcile: Activity bank
Course Schedule
Activitycreation
To do Activity Bank
Activity
Compare to other repository work: Cambridge, Michigan;also “drawer”
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Deepen/reconcile: Settings,sharing
Course Schedule
Activitycreation
Activity Bank
Activity
Usage Usage
Course Schedule
To do
More scenarios: objectives, group projects, exceptions;More learning activities: discussion, modules
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Deepen: Create specific activities
Course Schedule
Activitycreation
To do Activity Bank
Activity
Papers, tests, polls, discussion, modules
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Broaden framework to other areas
Course Schedule
Activitycreation
To do Activity Bank
Activity
Course Schedule
Activity Completion
To do
ActivityDescription
Feedback/ScoreEntry
PublishedAssignments
Studentwork
Feedback/ScoreEntry
PublishedAssignments
Studentwork
Plan course, Create Activities, Set Usage Giving Evaluation
Receiving EvaluationKnowing expectations, completing work
Instructor frameworks | Student frameworks
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Use persona in other domain?
Online modules Student reflections
Student portfolios, unstructured learning
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Learning Capabilities & Timeline
QuickTime™ and a decompressor
are needed to see this picture.
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An analogy: two ways of seeing
QuickTime™ and a decompressor
are needed to see this picture.
Photo from Arno & Louise, http://www.flickr.com/photos/arnolouise/3252847397/
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The Workshop
Course Schedule
Activitycreation
To do Activity Bank
ActivityFeedback/
ScoreEntry
PublishedAssignments
Studentwork
Plan course, Create Activities, Set Usage Giving Evaluation
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Thank you
Questions and commentsKeli Amann, [email protected] Ogle, [email protected]
More info:http://confluence.sakaiproject.org/display/UX/ Sakai+3.0+capabilities+for+learning+activities