[DG: Teaching & Learning] [DG: User Experience] User Goals
Nate Angell
nate.angell at rsmart.com
Wed Nov 4 23:52:48 PST 2009
Luke:
What concerns me about the whole endeavor of a functional comparison
of learning systems is all the major players meet some of the
criteria, none of them perfectly. In other words, you won't be able to
make a clear decision on a purely functional basis.
What I don't see so often is institutions making decisions driven by
their mission and values.
If I were add to your rubric, it would include entries like:
I need my online learning system design and development to be driven
primarily by pedagogical needs.
I need my online learning system to be around for the long haul.
I need my online learning system to increase my collaboration and
sharing with my peer/neighbor institutions.
I need my online learning system to cost less and deliver more over
time.
I need my online learning system to demonstrate how it supports
student learning.
I need my online learning system to directly support my institutional
values.
I need my online learning system to reflect and augment current
practices in teaching and learning.
I need my online learning system to directly support local educational
practices.
I need the maintenance and support of my online learning system to
directly enhance teaching and learning at my institution.
I need my online learning system to quickly and easily reflect my
local teaching and learning needs and priorities.
I need my online learning system to integrate with technologies that
haven't been invented yet.
And so on. Given how often each institution will change learning
platforms, questions like these will matter more over time than purely
functional comparisons.
-- Nate
On Nov 4, 2009, at 11:15 AM, Luke Fernandez wrote:
> Although the virtues of reading and writing as a means of
> communication have been challenged as far back as Plato I’m not sure
> that it’s always my bailiwick as a technologist to do that. I guess
> the question is whether there is a point where we should take the
> technological needs which our faculty articulate at face value. We’re
> trying to puzzle this out here at Weber as we try to develop a rubric
> for choosing our next LMS. More concretely, can we do it using some
> derivative of the needs that are being enumerated on Clay’s
> spreadsheet? Or do we resort to the more
> traditional/conventional/functional edutools rubric which many schools
> use and which our LMS selection committee seems (perhaps at our own
> peril) to be gravitating towards?
>
> Cheers,
>
> Luke
>
> On Wed, Nov 4, 2009 at 10:42 AM, John Norman <john at caret.cam.ac.uk>
> wrote:
>> Well, don't I just love the academic discourse :-)
>>
>> Go gently with me because I am not a professional - but can't we
>> apply
>> the same thinking to your reading and writing example Luke? We may
>> talk in terms of "the goal is to read this article", but that is
>> vaguely absurd as a goal. The goal is to discover, absorb (and
>> perhaps
>> later critique) the _work of the author_, most conveniently done by
>> reading the paper. A secondary goal might be to familiarise yourself
>> with the craft of writing an academic paper so that you can become
>> proficient as an academic (or potential academic), but that is rarely
>> the primary goal.
>>
>> Similarly with writing. The task is to express yourself, demonstrate
>> mastery of something, communicate ideas. Imaginative instructors may
>> accept all sorts of channels/media for such expression/communication,
>> but currently writing is one of the most common. Again a secondary
>> goal _may_ be proficiency in an important academic skill, but a
>> choice
>> of medium does not make use of the medium the goal.
>>
>> Can't wait to see where we go with that one :-)
>>
>> John
>>
>> On 4 Nov 2009, at 17:29, Luke Fernandez wrote:
>>
>>> An interesting exercise....which begs the question (which I think
>>> Clay
>>> alludes to at the end of his post) as to whether pedagogical goals
>>> can, in all instances, be articulated in ways that are abstracted
>>> from
>>> the technologies we use for teaching and learning.
>>>
>>> A case in point is that many instructors (especially in the
>>> humanities) view reading and writing as fundamental skills that they
>>> seek to impart to their students. But reading and writing are
>>> themselves techniques and presume the use of the written word
>>> which is
>>> itself a technology. In the first monday article that Michael
>>> circulated Lane seems to be lamenting as Thoreau did that we are
>>> becoming tools of our tools. But technology is so embedded in the
>>> teaching of some disciplines that it would be difficult to get away
>>> from this circularity.
>>>
>>> Cheers,
>>>
>>> Luke
>>>
>>>
>>>
>>>
>>> On Wed, Nov 4, 2009 at 9:55 AM, Robin Hill <hill at uwyo.edu> wrote:
>>>> I agree completely. Articulating the pedagogical goals rather than
>>>> the
>>>> mechanics is a worthy exercise; in fact, it's the whole point. And
>>>> more
>>>> difficult than it seems, so I invite others to point out the hidden
>>>> assumptions in my stated objectives, as well.
>>>>
>>>>
>>>> Clay Fenlason wrote:
>>>>> I was looking at the "Learning Capabilities" spreadsheet [1]
>>>>> again
>>>>> this morning, and was glad to see it being fleshed out. I did
>>>>> however
>>>>> note a tendency for the "user goals" to creep into feature
>>>>> requests
>>>>> and implementation assumptions as the list grows longer, which
>>>>> starts
>>>>> to dilute its effectiveness. Since I warned on the T&L call a few
>>>>> weeks ago that I would be pushing back on this kind of thing, I
>>>>> now
>>>>> feel free ;) I know it's hard to avoid the sort of language that
>>>>> assumes common web tools, since we all live and breathe in this
>>>>> space, but let me urge the effort once again, and offer a few
>>>>> examples to illustrate the point.
>>>>>
>>>>> Near the top of the sheet the user goals take the form of "I need
>>>>> to
>>>>> see who's in my class" and "I want to learn the names of all my
>>>>> students/peers." Simple and universal needs with no technological
>>>>> or
>>>>> functional assumptions.
>>>>>
>>>>> Near the bottom there are now user goals like "Allow me to use
>>>>> common
>>>>> keyboard shortcuts" and "Allow me to listen to class readings
>>>>> with a
>>>>> screen reader." For such things it would be better to place them
>>>>> among the "capabilities" columns and try to trace them back to
>>>>> the
>>>>> essential, non-technical need. Maybe that's going to be the right
>>>>> exercise for most of us who take these technical tools as second
>>>>> nature: first lay out what seem to us the capabilities in the
>>>>> middle
>>>>> of the sheet, and then try to work back to the left what the
>>>>> underlying, non-technical user goal is. If that can't be done
>>>>> that
>>>>> may be a sign of something.
>>>>>
>>>>> ~Clay
>>>>>
>>>>> [1]
>>>>>
>>>> https://spreadsheets.google.com/ccc?key=0AlfbHxo2qpHEdHRuSnowVGMwWE9HY1MtVjFpY1dtS0E&hl=en
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>>>>
>>>> --
>>>> 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
>>>>
>>>>
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