[DG: Teaching & Learning] User Experience] Interesting blog post on CMS user interfaces
John Norman
john at caret.cam.ac.uk
Wed Nov 4 09:49:51 PST 2009
I _think_ we have this one covered, at least in theory, in Sakai 3.
The web page is our container, a common tag applied to a set of pages
can be a higher-level container. I think it is interesting to
speculate (as we have many times) whether a folder metaphor is more
familiar/intuitive than a web page metaphor, but if we call one set/
type of tags "folder names" we could render a folder metaphor too.
Sitemap is like a folder 'explorer'
Not to say the problem is solved, but I don't think the option is
excluded.
John
On 4 Nov 2009, at 12:22, Ward, Lynn E. wrote:
> I think we can probably identify the most common models. But, the
> system should be flexible enough to allow innovators to push the
> envelope. I think approach that Angel uses is quite interesting—
> it’s basically modeled on a file system. The instructor can create
> folders and place any number of objects inside each folder. Object
> types include discussion forums, html pages, assessments, wiki,
> survey, blog, SCORM package, another folder, etc. Every object can
> be associated with specific learning objectives and outcomes. And,
> in advanced mode, the instructor can create agents that enable
> conditional release, branching, and other types of triggers and
> relationships among objects.
>
> The file system metaphor allows the instructor to organize the
> course in whatever way she pleases: by time, topic, project, group,
> or even by tool type if you happen to like the Sakai 2.x way of
> doing things. I’m not necessarily advocating a file system as the
> visual metaphor. But an object-oriented approach in which there are
> containers (things that hold other things) and learning objects
> (think content and activities—not necessarily traditional notion of
> LO’s) that can be easily organized and grouped in a way that
> visually represents the instructor’s mental model of the course
> could be very powerful.
>
> Lynn
>
>
> ==========================
> Lynn Ward, Principal Systems Analyst, Academic and Faculty Services
> University Information Technology Services
> Indiana University-Purdue University Indianapolis
> Information Technology and Communications Complex (IT 218R)
> 535 West Michigan Street, Indianapolis, IN 46202
> Phone: 317-278-5713 E-mail: leward at iupui.edu
>
> From: pedagogy-bounces at collab.sakaiproject.org [mailto:pedagogy-
> bounces at collab.sakaiproject.org] On Behalf Of Daphne Ogle
> Sent: Tuesday, November 03, 2009 1:17 PM
> To: Plourde, Mathieu
> Cc: Michael Korcuska; pedagogy at collab.sakaiproject.org Learning;
> Sakai UX
> Subject: Re: [DG: Teaching & Learning] User Experience] Interesting
> blog post on CMS user interfaces
>
> Yes, thanks for sharing Michael. Mathieu's post makes me wonder if
> we have a good understanding of the multiple types of course/
> activity structures we need to support in Sakai 3? It seems Moodle
> handles the syllabus/time-based and topic-based structures which
> make sense. Are there others? Understanding these will be key to
> creating the right context, cues, flows to help faculty build there
> course space in ways that match their mental models and then
> represent the course in ways that make sense to students.
>
> -Daphne
>
> On Nov 3, 2009, at 6:21 AM, Plourde, Mathieu wrote:
>
>
> Funny that this thing has come to a full circle… Anyone remember
> VirtualU? The default course was a long table organized as a list of
> event with links to discussions and resources.
>
> I think the goal of that article was not to say that organizing your
> content in a calendar was the best way to think, but that the
> defaults are what most faculty will select.
>
> If Sakai 3’s default is to present multiple options in terms of
> course/activity structure, and can support faculty in choosing an
> appropriate one to start with, half the battle will be won.
>
> Best Regards,
>
> =================================
>
> Mathieu Plourde, MBA
> Project Leader, LMS/Instructional Designer
> IT-Client Support & Services
> mathieu at udel.edu
>
> =================================
>
> TOP LINKS:
>
> Technology Troubleshooting: http://www.udel.edu/help
> Sakai at UD Support and Training: http://www.udel.edu/sakai/training
>
> =================================
>
> From: sakai-ux-bounces at collab.sakaiproject.org [mailto:sakai-ux-
> bounces at collab.sakaiproject.org] On Behalf Of Jacques Raynauld
> Sent: Tuesday, November 03, 2009 8:51 AM
> To: Sakai UX
> Cc: Michael Korcuska; pedagogy at collab.sakaiproject.org Learning
> Subject: Re: User Experience] Interesting blog post on CMS user
> interfaces
>
> I also agree. It is a very interesting article. I have always been
> struck by the Moodle first page template that naturally leads to a
> week or theme interpretation by users. I think it is one of the
> important factor that explains Moodle popularity. This is the kind
> of need we wanted to adress in Sakai/Open Syllabus ... but in a more
> semantic way than Moodle.
>
> Jacques Raynauld
> HEC Montréal
>
> -------- Message original --------
> Sujet : Re: [DG: User Experience] Interesting blog post on CMS
> user interfaces
> De : harriet at caret.cam.ac.uk
> Pour : Michael Korcuska <mkorcuska at sakaifoundation.org>
> Copie à : "pedagogy at collab.sakaiproject.org Learning" <pedagogy at collab.sakaiproject.org
> >, Sakai UX <sakai-ux at collab.sakaiproject.org>
> Date : 2009-11-03 04:58
>
>
> Very interesting - thanks Michael!
>
> There were a couple of paras that struck me particularly as relating
> to the
> possibilities for the new Sakai 3:
>
> "The buttons link to pages that simply provide a place to upload a
> document,
> which is exactly what most instructors do: upload word–processed
> files of their
> classroom materials. They are encouraged to “plug in” their content
> under the
> appropriate category instead of envisioning a translation of their
> individual
> pedagogical style into an online environment. Blackboard “tends to
> encourage a
> linear pathway through the content” [3], and its default is to
> support easy
> uploading and text entry to achieve that goal.
> The construction of the course syllabus is a familiar beginning
> point for most
> instructors, yet few CMSs consider this. It would be natural and
> useful for
> novice instructors to see a blank schedule into which they could
> create each
> week’s or unit’s activities, rather than a selection of pre–set
> buttons or
> links. Most professors think in terms of the semester, and how their
> pedagogical goals can be achieved within the context of time, rather
> than
> space. Some think in terms of topics they want to cover. Blackboard/
> WebCT’s
> default organization accepts neither of these approaches in its
> initial
> interface. It forces the instructor to think in terms of content
> types instead,
> breaking the natural structure of the semester, or of a list of
> topics. Again,
> we know that the setup can be customized with relative ease, by
> going to the
> Control Panel and selecting Manage Course Menu, then using Modify
> buttons. You
> could change all the course menu buttons into “Week 1”, “Week 2”, or
> organize
> by topic instead of content type. But few professors try that, or
> they assume
> that they can’t do it. Blackboard can be highly intimidating to
> learn, and may
> “seriously hinder” choices the faculty member makes while using the
> tool [4].
> Faculty are led by the interface of a CMS not only because they do not
> immediately see an alternative, but because the familiar signposts
> (the
> Syllabus button) imply a single way of completing the task (upload a
> document).
> Only the Moodle system provides a default setup that looks like a
> calendar-style
> syllabus ..."
>
> I'd agree very strongly with this statement about pedagogies, and
> the initial
> presentation of potential course structures, rather than tools, to the
> lecturer, seems to be something that Sakai 3 has the potential to
> support
>
>
> "Although it is an oversimplification, it is useful to separate course
> management systems into two types: Opt–In and Opt–Out. In an Opt–Out
> system
> (such as Blackboard) all the features are available by default and
> must be
> excluded to avoid confusing students. Opt–Out systems are most
> likely to
> overwhelm Web novices, because they present an array of tools, and
> the tendency
> is to reduce cognitive load by using the defaults. In an Opt–In
> system (such as
> Moodle), the instructor selects each activity and presentation
> factor from a
> menu list, effectively designing much of the interface for students.
> Fewer
> defaults are pre–set, forcing the instructor to think holistically
> about the
> class structure. Features such as chat, polls, and interactive
> lessons as
> options presented with the same weight as more traditional text–based
> resources. Thus there is less of an implication that presentation is
> key, and
> more of an implication that interactivity is important. In an Opt–In
> environment, the instructor makes choices about context on a macro
> level, and
> choices about features and tools on a micro level. This makes it
> possible to
> explore pedagogical options more freely"
>
> Again, perhaps a future strength of Sakai 3?
>
> Harriet
>
>
>
> Quoting Michael Korcuska <mkorcuska at sakaifoundation.org>:
>
>
> It's worth a read....
>
>
>
> http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2530/2303
>
>
> --
> Michael Korcuska
> Executive Director, Sakai Foundation
> mkorcuska at sakaifoundation.org
> phone: +1 510-859-4247 (google voice)
> skype: mkorcuska
>
>
>
>
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> Daphne Ogle
> Senior Interaction Designer
> University of California, Berkeley
> Educational Technology Services
> daphne at media.berkeley.edu
> cell (925)348-4372
>
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