Unified Learning Activity Management for Instructors and Students

1. Sakai 3.0 capabilities for learning activities Persona check-in, Feb 9, 2010 Keli.Amann at stanford.edu

2. Agenda Thank you (5m) Findings (10m) Personas (20m) Feedback and Next Steps (20m)

3. Thank you 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 Summers And many others

4. What are we covering This represents a summary of Part 1 of the User and Domain Analysis for the Learning Activities Investigation http://confluence.sakaiproject.org/display/UX/User+and+Domain+Analysis It also alludes to the upcoming Part 2

5. Findings about Learning Activities

6. Definition of terms Learning activity Assignment Assessment (tasks) (supplemental reading) (practice test) Papers Problem Set Hmwk Forums Projects online exam

7. Learning Activities Form: problem set, paper, posts, data Purpose Peer involvement Formative Summative Reflective Contributive

8. Tools

9. Compromises instructors make Capabilities needed for all assignments Easily access submissions by assignment and student See which students completed assignment and which have not Capabilities needed for some activities that lead instructors to use other tools Instant notification and access to submissions Ability for students to view (and comment on) each other's submissions?

10. Create own view of assignments Instructors and students create their own unified, but static, views of their assignments, outside of Sakai for planning. Instructors create a high-level lesson plan: In-class, read, do Instructor created interactive syllabus outside of Sakai. Students created cross-course schedules, printed

11. Download/Upload, Print/Scan In the course of getting work done, instructors and students often transform their work, sometimes willingly, other times not. Printing to review work, often with another person, before it is finalized Printing to insure against technical failure Download, printing, scanning, upload to answer a question or give feedback

13. Integrating offline and online Instructors could use some of the capabilities available for online assignments for their offline assignments. Detailed grade analysis and graphs for offline tests Offline exams converted into online practice tests

14. Findings by Stage

15. Activity Creation Problem set, often many reviewers All other forms, just one person involved

16. Deploying activity as assignment Deal with unexpected: redeploy, makeup Students ask same questions Cheating on exams controlled in 2 ways

17. Completing learning activity Review with friends Appreciate feedback Exams are stressful

18. Evaluating learning activity High-level review for anomalies When giving personalized feedback, instructors need to know right time to review and must do in context

19. Findings about People

20. About People Instructors and older students have lives Opportunities for students to procrastinate are a click away No one wants to look stupid Comfort with technology means many things to many people

21. Comfort with technology

22. Problem Statement Instructors and students have to manage multiple tools for different assignments in their class or classes. Often these tools are outside the CMS, which offer them flexibility but also additional management burden. They communicate about the assignment separately (announcing it, asking and answering questions about it), meaning information about an assignment loses its context. When an activity can't be described, answered, or graded with simple text or a button selection, instructors and students must use external applications and/or print/scan their work to create or complete an assignment. Instructors have separate process for managing related, offline problem sets.

23. Vision Statement To create 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 and adjustments in deployment Integrating communication into the context of the assignment Making it possible/easier to create and submit assignments that require rich text or multimedia expression directly online Allow offline activities to take advantage of online capabilities.

24. Personas

25. Background Eight institutions, 30 interviews 20 instructors, 3 instructional staff, 3 undergraduates, 4 graduates 2 students, 2 instructors representing courses completely online Various sizes 4,000 to 40,000 undergrads 900 to 16,000 graduate

27. 8 persona for Instructor and staff Types of learning activities used in class: 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

28. Instructor/Staff: Problem Sets

29. Instructors: Writing

30. Activity creation Course planning Activity deployment Review submission status Review individuals

31. Activity creation Course planning Activity deployment Review submission status Review individuals

32. 4 persona for students Number of courses online Self-management skills Emphasis of their courses on introductory skills versus higher level, group and project work Commitments outside of school

33. Students

34. Initial Comments?

35. Next Steps

36. 6 steps, 3 phases Investigation (User & Domain Analysis) Research Modeling Requirements Definition February Framework Definition Framework March? Design Design & Development Development

37. Requirements Definition Creating problem and vision statement Identifying persona expectations Constructing context scenarios--”describe the broad context in which usage patterns are exhibited and include environmental and organizational considerations.” Identify requirements: action, object, context

38. Next Steps Feedback on persona set: provisional personas needed? international? Focus: at what level?

39. Cross-Activity Req. & Framework? Instructors/staff Problem set creation 1.5. Deployment settings Scheduling and weighting activities Assignment submission overview Grading and giving feedback to individuals Question, problem set, class stats Student Assignment overview Assignment detail Grade and Feedback overview Grade and Feedback detail

40. Activity Specific Req. & Framework Instructors/staff Problem set creation (1.5. Deployment settings) Scheduling and weighting activities Assignment submission overview Grading and giving feedback to individuals Question, problem set, class stats Student Assignment overview Assignment detail Grade and Feedback overview Grade and Feedback detail

41. Recommendations Persona feedback Focus

42. Appendix Primary and secondary persona by area

43. Problem set creation

44. Scheduling & Weighting activities

45. Open question for problem sets Number of submissions Time limit Availability and feedback release dates

46. Assignment submission overview

47. Individual grading and feedback

48. Question, Problem Set, Class Stats

49. Assignment overview

50. Assignment detail