[DG: Teaching & Learning] Syllabus related mini-spec discussion this Thursday , October 7, 3PM pacific 6 PM eastern, Friday 8AM NSW
Daphne Ogle
daphne at media.berkeley.edu
Mon Oct 11 11:10:34 PDT 2010
I like the idea of capturing it as a non-goal for now. Although we
are trying to capture needs outside of what's immediately in front of
us (Q2 & Q3), I think they will continue to grow overtime. We may
later decide that this kind of thing belongs in this mini-spec but
putting it in non-goals will at least capture the thought.
Lynn - are you willing to make the edit since you understand the need?
-Daphne
On Oct 10, 2010, at 5:46 AM, Ward, Lynn E. wrote:
> I agree that this sort of activity is important to document in the
> minispecs. In addition to identifying the which outcomes are
> addressed in a given course, instructors may wish to make a
> connection between specific tasks and/or assessments and outcomes
> published by the department, college, or campus.
>
> 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 225D)
> 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 Sean Keesler
> Sent: Friday, October 08, 2010 8:52 AM
> To: Keli Sato Amann
> Cc: pedagogy Learning
> Subject: Re: [DG: Teaching & Learning] Syllabus related mini-spec
> discussion this Thursday , October 7, 3PM pacific 6 PM eastern,
> Friday 8AM NSW
>
> The personas in this mini-spec are focused on the tasks of
> implementing their own course plan.
> I wonder if the team considered a persona where a faculty is
> planning a course that must address and document certain outcomes
> that come from their department head or a professional association.
>
> If that sort of activity was to occur, doing it during the planning
> of the sequence of the course activities would make a lot of sense,
> particularly when you start to look look at commenting/assessing
> student work as it would frame the discussion about whether the work
> done met the objectives.
>
> Maybe this is sort of curriculum mapping should be considered or
> listed as a "non-goal".
>
> Sean Keesler
> 130 Academy Street
> Manlius, NY 13104
> 315-682-0830
> sean.keesler at threecanoes.com
>
>
>
> On Thu, Oct 7, 2010 at 9:59 PM, Keli Sato Amann
> <kamann at stanford.edu> wrote:
> Hello
> Notes from our meeting today about syllabus and how it's being
> addressed by the minispec process can be found here.
> http://confluence.sakaiproject.org/display/UX/October+7%2C+2010
>
> For convenience, the notes are also copied below.
>
> Best to all,
> Keli
>
> What was discussed
> 1. Syllabus Manifesto: This is meant to be an overview of syllabus
> related issues; a placeholder has been placed here (http://confluence.sakaiproject.org/display/3AK/Syllabus+Manifesto
> ). Jacques and Yitna have agreed to work on this together.
>
> 2. Minispecs related to Syllabus: minispecs address functionality,
> but starting with a user perspective rather than a technical one.
> There are various existing minispec just starting to be written that
> are related to Syllabus. I pointed out a few that are written now,
> as well as some prospective ones that might be written to cover
> other aspects of Syllabus (http://confluence.sakaiproject.org/display/3AK/Related+minispecs+and+references)--however
> , it will be up to Clay to create actual minispec titles
>
> 3. Minispec on arranging structured flow of content and activities:
> Keli walked through one minispec (http://confluence.sakaiproject.org/display/3AK/I+want+to+arrange+a+structured+flow+of+content+and+activities
> ); everyone was encouraged to leave comments on this page (since
> those who will be editing it or referencing it may not be on this
> call or on T&L list). There were a few questions about the minispec
> as written.
> a. Why "activities" and not "tasks"? The term "task" was
> introduced in earlier minispecs. They are things that someone, or
> some group, is assigned to do, typically by a certain date, or that
> someone might give to themselves. Those early minispecs also
> described "activity" as the thing that someone was asked to do.
> Activities have an existence before they are assigned to someone or
> given a date. Case in point: the third persona in the minispec, an
> instructional technology associate named Amanda, is creating a
> standalone independent learning module made of activities. The
> module and the activities and content within it is not yet assigned
> (and I suppose could even be used by a someone without being required)
> b. Patrice's scenario seems more prescriptive than others.
> Girish represents a user creating a new course, so all his efforts
> to create a schedule is new. Patrice is there to represent an
> instructor with an existing schedule in Word. Jacques asked why she
> couldn't just paste her word doc into a page, in which case it could
> be taken care of with existing minispecs on page creation (http://confluence.sakaiproject.org/display/3AK/I+want+to+create+pages+with+rich+functionality
> ). I said that Patrice actually would like the benefits of a
> syllabus built on structured data, but might get discouraged if it
> is too hard. Her story (http://confluence.sakaiproject.org/display/3AK/Patrice%2C+Content-10
> ) is a reminder to the designers reading the minispec to aim for
> a design solution that will work for both of them, and not
> necessarily by putting a fork in the road. However, Patrice's
> scenario, if not her user story, does have more design thinking than
> a minispec should, though it was hard not to when you have the
> premise that the system should try to do as much as possible to
> assist Patrice. A functional analyst assigned to edit this might try
> to do better to take out the specifics from the scenario, but I
> think Patrice's story itself must stay.
> c. Is assessment related to tasks? There is a relationship,
> for sure. There were 4 minispecs on tasks, one on creation, one on
> fulfilling, one on evaluating a student's work, and one on students
> collecting the work they had turned in. Overall, I think Tasks are
> being moved down in priority to quarter 3, however the third one on
> evaluating student work (http://confluence.sakaiproject.org/display/3AK/I+want+to+provide+feedback+on+completed+work
> ) was taken out because it will be readdressed as part of a
> larger minispec tentatively titled "I want to comment on something."
> This is because commenting has value, even if reading a page or
> viewing some content was not an assigned task.
>
> 4. Continue this meeting? Everyone agreed this meeting should
> continue. Jacques will organize, Daphne and John Hayes will serve as
> liasons to the managed project.
>
> 5. "homework" for next meeting in 2 weeks: Yitna and Jacques will
> work on manifesto (http://confluence.sakaiproject.org/display/3AK/Syllabus+Manifesto
> ), all others should review and leave comments on minispec (http://confluence.sakaiproject.org/display/3AK/I+want+to+arrange+a+structured+flow+of+content+and+activiti
> es )
>
>
>
> ----- Original Message -----
> From: "Keli Sato Amann" <kamann at stanford.edu>
> To: "Yitna Firdyiwek (ybf2u)" <ybf2u at eservices.virginia.edu>, "Lynn
> E. Ward" <leward at iupui.edu>, "Maryanne Mozer" <MMozer at csu.edu.au>,
> "Jacques Raynauld" <jacques.raynauld at hec.ca>, "Patricia Gordon
> (psg3a)" <psg3a at eservices.virginia.edu>, "Daphne Ogle" <daphne at media.berkeley.edu
> >, "Stephanie Conley (sbs8j)" <sbs8j at eservices.virginia.edu>, "Clay
> Fenlason" <clay.fenlason at et.gatech.edu>, "pedagogy Learning" <pedagogy at collab.sakaiproject.org
> >
> Sent: Tuesday, October 5, 2010 7:21:54 PM
> Subject: Syllabus related mini-spec discussion this Thursday ,
> October 7, 3PM pacific 6 PM eastern, Friday 8AM NSW
>
> Hello
> Two of the members of the S3 managed UX team, Daphne Ogle from
> Berkeley and myself, have been having meetings every other Thursday
> since the Denver conference with representatives of three schools
> who had developed syllabi that work in the S2 environment, to keep
> the conversation going about syllabus, knowing it would eventually
> be important, but not exactly knowing how we could roll this into
> the managed project.
>
> Recently, the minispec process emerged as a way for the managed
> project to engage with the community. It's continuing to evolve but
> we are now starting to take on minispecs related to portfolio and
> syllabus. Thus, we'd like to get some input from both the syllabus
> BOF and the wider T&L community on what is starting to emerge. The
> intention of the minispec is to be an expression of user need, not a
> technical spec or an expression of design--that will come down the
> road.
>
> Agenda: Overview of minispecs relating to syllabus as a sequenced
> list of content and activities (will send links closer to Thursday)
> When: Thursday, 3PM pacific 6 PM eastern, Friday 8AM NSW
> Where: Elluminate--please log in a little early to set up
> whiteboard and voice (Elluminate was used to avoid international
> calls. It works like a walkie-talkie--you have to press the speaker
> button to talk).https://sas.elluminate.com/m.jnlp?password=M.C8FA6AF41842E2BCBFE0AA3BEBD24E
>
> Please RSVP by writing your name on this page so we can get a sense
> of who is coming:
> http://confluence.sakaiproject.org/display/UX/October+7%2C+2010
>
> It's unclear if future meetings of the BOF are needed. I still think
> members of the managed project (someone other than me as I'm about
> to go on leave until February) will still ask for feedback and
> advice from this group as well as the wider T&L community, but it
> may be via comments and email, rather than a meeting.
>
> Keli Amann
> User Experience Specialist
> Academic Computing Services, Stanford University
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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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