[DG: Teaching & Learning] Review of Learning Capabilities spreadsheet

[Robin Hill]

And let me remind everybody that during the meeting of December 2nd with 
Clay, various people mentioned, and Josh summarized, several possible 
classifications.  Here's the line from the meeting notes that I took:

--------
Josh:  Possible organizational dimensions for spreadsheet-- fundamental 
to "blue-sky," independent to integrated, teaching themes, others?
--------

So we have already embarked on discussion of the most appropriate 
classifications.  I invite anyone who remembers more of the details to 
expand the meeting notes on Confluence.


David Goodrum wrote:
>  Hi Ken,
>
>  Let me encourage playing out this categorization.  I went and created
>  a new column K Categories (which you may want to rename) and placed
>  the ten top-level items in your message below.  Explaining these
>  further in confluence will be helpful as well.  I think this is
>  another useful lens for looking at the learning capabilities.
>
>  Regards - David
>
>  *From:* Kenneth Robert Romeo <kenro at stanford.edu> *To:*
>  pedagogy at collab.sakaiproject.org *Sent:* Wed, December 16, 2009
>  11:52:20 AM *Subject:* [DG: Teaching & Learning] Review of Learning
>  Capabilities spreadsheet
>
>  Hello everyone,
>
>  As we discussed last week, I started looking at the spreadsheet from
>  the bottom up.  I spent quite a bit longer on this than I expected
>  and I am not quite done yet.  As I started to move up the list,
>  looking for duplicates and making sure the themes and workflows were
>  assigned properly, I realized that I was not clear on the difference
>  between a theme and a workflow.  There are even (nearly) duplicate
>  entries in the list of examples (row 3).  Also, as I moved through
>  the first 50 or so, I realized that while most of the entries could
>  be called unique, it would be possible to say that quite a few are
>  subsumed under larger goals, with a bit of creative categorization.
>  For example, just taking the idea that content should be shareable,
>  you would cover quite a few entries.  Some are extensions, some are
>  subsets, some are special cases, etc.
>
>  So, what I started doing was making my own categories, just for my
>  own reference, which may or may not be helpful to others.  The list
>  is below.
>
>  My next step was to try assigning a category to each of the rows.  In
>  the process of doing that, I have realized that there are many
>  entries that need more than one category, which is, I guess, probably
>  not surprising.  So I am not quite done, and, again, I don’t know if
>  it will be useful to others, so I am not putting it in the main
>  spreadsheet, mostly because I think this whole process should be open
>  to discussion, separate from all of the ideas that have been posted.
>  In a sense, though, the categories could be very important, because
>  they will guide the larger functionalities of Sakai3 (and beyond).
>
>  Anyway, the meeting is about to start, so I will just quit here and
>  send this.
>
>  Talk to you soon,
>
>  Ken Romeo
>
>  [http://kenro.web.stanford.edu]
>
>  Academic Technology Specialist [http://ats.stanford.edu]
>
>  Stanford Language Center [http://language.stanford.edu]
>
>
>
>
>
>  *  *
>
>  *content creation: *
>
>  * text:  templates for citations and formulas
>
>  * real-time collaboration
>
>  * video - ingest to streaming
>
>  * text - ingest doc, xls, ppt, pdf, etc to web viewable (no download
>  necessary)
>
>  * complex - ingest tests to web applicable
>
>  * attach - any content anywhere, including feedback in any form,
>  including grade, including reflection
>
>  * attach content anywhere i.e. rubrics to assignments and then
>  feedback
>
>  * annotation and correction to all media (text, audio, video)
>
>  * feeds for change and creation notice
>
>  * history - team project - tracking contributions by membership
>
>
>
>  *permissions and membership*
>
>  * individual to group
>
>  * item / material to feed to question to pool to site
>
>  * applicable to parts of items / materials - to allow for anonymous
>  grading
>
>  * ability to create ad-hoc groups
>
>  * submission / post sign-off (with comment) by multiple individuals
>
>  * role play = ability to relabel members as roles temporarily /
>  within a certain context
>
>
>
>  *automation*
>
>  * release assignments / material contingent on other actions (not
>  just dates)
>
>  * IRT based item selection
>
>  * screenflow ability to build sequences with controls on order,
>  functionality and timing
>
>
>
>  *interface*
>
>  * accessibility
>
>  * pbx interface on all components, including threaded discussion
>
>  * small browser
>
>
>
>  *components*
>
>  * email in all components
>
>  * contextual help for system / content
>
>  * allow signup for groups that have open enrollment
>
>  * print - including some ability to synthesize and summarize complex
>  content such as assessments, perhaps flagging parts for printing
>
>  * reporting based on self-authored queries
>
>  * packaging for migration and download, including options for
>  grouping (folders)
>
>  * threaded discussion
>
>  * assignment submission
>
>
>
>  *labels*
>
>  * bookmarking
>
>  * tagging
>
>  * link other content
>
>
>
>  *scoring*
>
>  * attach a grade anywhere
>
>  * scoring component - explanation of grading criteria (rubric),
>  feedback box, fill in a number, drop down menu number / letter,
>  multiple dropdown menus (rubric)
>
>
>
>  *administration*
>
>  * works out of the box
>
>  * calendar including private tasks
>
>  * student evaluations
>
>  * event scheduling
>
>  * student view
>
>  * track attendance
>
>  * site creation with pre-specified restrictions - to allow breakout
>  rooms
>
>  * many innovative uses can be achieved with existing functionality,
>  but some guidance needs to be given in order to achieve this
>
>
>
>  *activity logging and notification*
>
>  * changes to items
>
>  * new items
>
>  * millisecond records of time on task >> site >> system
>
>  * specific fields on items / materials - to allow double, blind
>  grading
>
>
>
>  *communication / notifications*
>
>  * changes
>
>  ** feeds
>
>  ** text
>
>  ** voicemail
>
>  * new content creation
>
>  * submissions
>
>
>
>
>
>

-- 
  Robin Hill, Ph.D.       hill at uwyo.edu       307-766-5499
  Instructional Computing Services            http://www.uwyo.edu/ctl
  Ellbogen Center for Teaching and Learning   University of Wyoming