Beyond 2.6

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Last updated: Jun 29, 2008Version comment
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Notes from Beyond 2.6 Session

  • Content Authoring and Page Composition {John N, Mark N, Ian, Robert, Jim}
    • Instructors who want to provide their own structure to their site
    • Some elements of Melete, OpenSyllabus
    • Access to content/permissions are an important piece
    • Scaffolding, structuring of content
  • LAMS Integration and Support [UCT]
    • Instantiate Sakai tool in a LAMS workflow
    • Push/pull data between LAMS/Sakai
  • Activity Sequencing
  • Workflows
    • Learning Workflows
    • Collaboration workflows
    • workflows around academic settings, (e.g., assessment domain)
  • Hierarchy and Groups {Steven G., Oliver, Megan, Michael F, Raul, Daphne, Leon}
    • Support for group work (e.g., assignments, project teams)
      • Sub-site capabilities in Sakai 2.5 maybe close?
    • Non-site specific ad-hoc groups
    • Creating and managing strategies (e.g., site info, section info)
  • UX / UI
    • Nathan's work - focusing on design fundamentals
    • MyCamTools
    • UCD/GT new tool UI's (e.g., Assignments2, Gradebook)
    • FLUID component integration
      • Where do current ones fit in? (Sakai gets well-tested and designed components)
      • What does Sakai need in the future?
    • "Facebook"
      • User interface look-and-feel
      • user experience capabilities (e.g., easy to setup a group and attract people to it)
    • Site admin tools (i.e., Site Info, Worksite Setup) {Kevin}
      • Helper tools [UCD, UCB interested]
      • Exposing current capabilities in new way; UI refactoring
    • Accessibility
    • Mobile Device Support
      • Tool experience needs to degrade gracefully
      • Different types of mobile devices - different feature sets/capabilities
  • Re-conceptualizing Sakai
    • Now forms-and-tables; future page creation and editing
    • Think about things Google won't do (e.g., Assignments, Assessments, Gradebook)
  • Best-of-breed Forums Capability [UCT] {Lydia}
    • Plug-in thread to other tools' contexts
    • Design focused on Teaching and Learning context
    • Teaching-oriented features in threaded discussion (e.g., data-mining as factor in evaluation/assessment)
  • Student View
    • Organize View around Student activity across contexts (across tools, across courses); focus on what students are doing [UCT]
    • Integrated view; one-place To Do List
  • Use and leverage external services and tools (e.g., Google)
    • Don't necessarily want to be dependent on
  • Very-large scale
    • Excess of millions of users; 10k's simultaneous users
  • Analytics Data-mining
    • Integration with external systems
    • Tracking student activity to predict
    • Usage data to inform training and documentation
    • Faculty-driven queries across sites to track student activity
    • Datawarehouse
    • Encourage better event tracking throughout tools and services
  • Social Networking Features
    • Awareness of academic context
    • Referral systems
    • Use cases: academic advising - facilitate out-of-band contact
  • Tagging
    • Structured and unstructured
    • Identify competencies
  • Event Sign-Up Tool
    • Yale almost ready for Contrib
  • Internationalization
    • Translation of content based on user-preference; on-the-fly translation
  • Integration of and with external tools and services
    • Messaging and Calendaring
    • CalDAV integration
    • Zimbra Integration
  • Improved notification and event model
    • XMPP
    • RSS, Atom (RSS-Everywhere)
  • Better support for standards
    • QTI 2.1
    • Tool Interoperability
    • LIS (Learning Information Services)
  • Off-Line Sakai
  • Curriculum mapping
    • Multi-year, multi-courses
    • Focus on program, rather than courses
    • Programmatic views
    • Learning Unit Management
      • Kauli dabbling in this area; overlap? Integrate?
  • Open Educational Resources
    • OCW
  • Structured activities that are not typically bound; extend beyond course, program, organization boundaries
  • User owned Content
    • Free user content from organization structure
  • Identify separation of academic and non-academic design