Instructional Visioning Efforts
- Former user (Deleted)
- Wilma Hodges
- Former user (Deleted)
Instructional Visioning
The Sakai community has formulated teaching requirements in several different ways. Robin Hill has pressed this page into service as a collection point for various documents that reflect past efforts to analyze or synthesize the requirements of teaching and learning.
For capture of discussions that crop up on the e-mail lists, and also in person, please use this page: Instructional Visioning Ad-Hoc Discussions
Integration of the Efforts
Notes: This matrix shows my impressions and is not in any way "official." Entries on the diagonal, in green and italics, show definitions and references.
Intended Relationship, |
MInispecs |
T&L Design Lenses |
Manifestos |
Learning Capabilities |
Learning Activities (UX) |
OSP Action |
Potential Vignette |
|---|---|---|---|---|---|---|---|
Minispecs |
Minispecs: Brief, schematic descriptions of particular areas of functionality. Their goal is to inform and guide interaction design for Sakai 3 |
Minispecs focus and articulate the work of the design lenses, for developers. |
Manifestos carry the same perspective as minispecs-- what the user (usually, faculty member) wants to do-- but from a larger scope. |
Minispecs attempt to capture the learning capabilities elicited. |
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T&L Design Lenses |
The lenses provide perspectives for assessment of the minispecs. |
T&L Design Lenses: Pedagogical perspectives from which the entire system should be considered. |
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The T&L Design Lenses were synthesized from the Learning Capabilities Spreadsheet. |
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Two of the facets for the T&L Design Lenses reflect portfolio user needs. Learning and Teaching Management has a facet called Portfolio Design. Learning Activities has a facet called Portfolio Processes. |
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Manifestos |
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Manifestos: High-level narratives about an area of user activity that Sakai aims to support; aspirational, visionary, and generally expressed in non-technical language |
The manifestos contain specific user needs that should be listed in the Learning Capabilities. |
A manifesto expresses the needs of one or more personas-- ideally, all personas-- in the same way that the Learning Activities user scenario expresses the needs an individual user. |
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Learning Capabilities |
All of the Learning Capabilities should be reflected in one or more appropriate minispecs. |
The T&L Design Lenses were synthesized from the Learning Capabilities Spreadsheet. |
The discussion during the development of Learning Capabilities inspired some manifestos, which are sometimes like the "user journeys," or dynamic descriptions that complement the Learning Capabilities. |
Learning Capabilities: User-centric, tool-agnostic, visions of the types of instructional practices that Sakai 3 should offer |
The Learning Capabilities spreadsheet grew as institutions submitted new entries as rows; it was encouraged by the Learning Activities effort to capture such requirements for assessments (Tests and Quizzes) |
Each portfolio action verb was entered on the Teaching and Learning Capabilities spreadsheet as a desirable learning capability. |
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Learning Activities (UX) |
The Learning Activities, with their emphasis on users and scenarios, provided something of a model for manifestos. |
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The products of Learning Activities are user scenarios that constitute manifestos for individual personas. |
The Learning Activities effort started at Stanford with a focus on the re-design of Tests and Quizzes, based strictly on the needs of the users, inspiring the parallel effort of the T&L group in listing Learning Capabilities for pedagogy in general. |
Learning Activities (UX): From redesigning the core functionality provided by Tests & Quizzes, this focused initiative has expanded to understanding the range of people who use Sakai to create, manage, complete, and assess learning activities in general and how they think about their work. Scenarios for key personae express requirements in context. |
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OSP Action Verbs |
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Two of the facets for the T&L Design Lenses reflect portfolio user needs. Learning and Teaching Management has a facet called Portfolio Design. Learning Activities has a facet called Portfolio Processes. |
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Each portfolio action verb was entered on the Teaching and Learning Capabilities spreadsheet as a desirable learning capability. |
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The OSP (portfolio) action verbs describe the basic functionality that is currently available in OSP and that current users would like to see added in future versions of Sakai. |
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Potential Vignette Use Cases |
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Potential Vignette Use Case: Chunk or snippet or piece of Sakai's capabilities that can be incorporated into a page; like widget, gadget, entity. |
Lists and terms not shown in the table above, but also relevant, include:
- Coursonas
- Top 5 Issues
See below.
As of the 11th Sakai Conference, Denver, June 2010, here are the source documents.
- A Community Process for Requirements Gathering - This is page where some initial discussions took place on related topics following the Sakai Boston conference (July, 2009)
- Initial Work Done to Map T&L Needs - This is something that David Goodrum from IU developed at an earlier stage in the discussions.
- Teaching and Learning Thoughts on Sakai 3 - This is an expanded version of the posting Ken Romeo from Stanford posted
- OSP "Action Verb" Confluence Page - This page documents the work (which they refer to as "portfolio-related vignettes" the OSP community has been doing.
- Sakai 3 Potential Vignette Use Cases - This is a site started by the UX group as discussions on Sakai 3 started up. It hasn't been updated in awhile.
- Talking to Users - This site was also posted by the UX group as part of a new initiative to collect input from users at the local level and feed it back up into the community UX design and development efforts.
- What Exactly is Course Management, According to Faculty? Presentation by Mark Notess at the Paris Conference 2008, using "coursonas." A coursona is a cluster of activity patterns representing a type of course.
- Sakai Learning Capabilities v 1.0 Design Lenses - Sakai 2010 Conference Presentation by David Goodrum
Definitions/Terminology
- Instructional Visioning - ???
Research Materials and Articles
- OCLC report on Scholarly Information Practices in the Online Environment - Report shared by John Norman on list that provides some conceptual ideas related to the use of "action verbs" or "primitives" to describe the fundamentals of, in this case, scholarly practices.
- The Horizon Report - Yearly report published by the New Media Consortium that looks at technology trends and their short and longer-term impact in the teaching and learning space.
- Opening Up Education - Compilation of articles on the "open education movement" published in 2008 by MIT Press.
Process Overview
Draft Instructional Visioning Proposal from Josh Baron
Related Contributions
- Suggested CMS Criteria (R. Hill)
A flat list of desiderata. - The End-User Support group (now incorporated into "sakai-user") formulated a list of Top 5 Issues from the initiative Botton-Up Guidance for Support
These items are generally operational and interface issues, many mapped to JIRAs. - Suggested Changes to UX Interface for Portfolios