Rethinking Learning Activities: Taking action on user research Keli Amann, User Experience Specialist, Stanford University Daphne Ogle, Senior Interaction

Rethinking Learning Activities: Taking action on user research

Keli Amann, User Experience Specialist, Stanford UniversityDaphne Ogle, Senior Interaction Designer, UC Berkeley

June 16, 2010

Unless otherwise noted, photos in this presentation are licensed from iStockPhoto.com and may not be reused outside this context.

“Rethinking Learning Activities”

211th Sakai Conference - June 15-17, 2010

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Silo Antelope by ken mccown / © Some rights reserved. http://www.flickr.com/photos/kenmccown/132990634/

“Taking action on user research”


Goal Directed Design

Two goals for this presentation

Present outcomes of work• New framework for learning activities

Explain the process we used

In both cases, stick around for the Workshop


Goal Directed Design

• Project Planning• Research• Modeling• Requirements Definition• Framework Definition• Detailed Design• Development


Project Planning: Sept/Oct 2009

Scope and recruiting• What are we doing and how• Training researchers

8 schools• Recruiting interviewees• IRB approvals





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Interviewers

• 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

Summers711th Sakai Conference - June 15-17, 2010

Research: Nov/Dec 2009

We interviewed people who• create activities (instructors, IDs)• take activities (students)• evaluate activities (instructors, TA) from different types of • schools and disciplineswith different • stages and priorities


Diversity

Eight institutions, 30 interviews• 20 instructors (lecturer to tenured professors), 3 instructional staff• 3 undergraduates, 4 graduates• 2 students, 2 instructors representing courses completely online

Schools of various sizes• 4,000 to 40,000 undergrads• 900 to 16,000 graduate

Disciplines• Humanities: writing, history, languages• Sciences & engineering: biology, chemistry, engineering, nutrition• Graduate: math education, medicine, pharmacy, law


Analysis: Jan/Feb 2010

User and domain analysis

http://confluence.sakaiproject.org/display/UX/User+and+Domain+Analysis+Part+1


Problem Statement

• Disparate tools: flexibility but also burden

• Communication separated from assignment

• Difficult to manage offline files when work must be manipulated offline (download/printout)

• Offline activities can’t take advantage of online

management tools.


Disparate tools: flexible burden


Tests & QuizzesAssignmentsForums (Discussion)Resourcesemailexternal wikis external websites

Communication | Assignment


SyllabusAnnouncementsScheduleemail

Assigned activities

Vision Statement

To give 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, adjustments, and exceptions in deployment

• Integrating communication into the context of the assignment


Vision Statement

• Making it possible/easier to create and submit assignments that require rich text or multimedia expression directly online and/or manage printing and file transfer.

• Allow offline activities to take advantage of online capabilities.


Modeling: Personas

16

8 persona for Instructor and staff

• Types of learning activities: 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

Instructor/Staff: Problem Sets

Chikako Nakamura Japanese instructor

Terry HeinleinMajors Bio coordinator

Bob MurphyOnline Math Professor

Amanda HarperInstructional Tech Associate

Instructors: Writing

Denise Garza Freshman Writing Lecturer

Landon JonesAssociate Professor, Philosophy

Irina Nemkova Graduate Teaching Assistant

Jan NelsonNursing Practicum Instructor

Review submission status

Review individuals

Activity deployment

Activity Creation

Course planning

Activity creators Activity evaluators

Review submission status

Review individuals

Activity deployment

Course planning

Activity creation

Requirements Definition March/April

Write scenarios for specific persona, then pull out functional & data requirements

• Salwa Khan & Whitten Smart, Texas State University, San Marcos• Kristol Hancock, Indiana University• Daphne Ogle, UC Berkeley• Keli Amann, Stanford University

Framework Definition May/June

List functional & data elements, then organize them

• Kristol Hancock, Indiana University• Daphne Ogle, UC Berkeley• Keli Amann, Stanford University

Let’s show framework by walking through scenarios for three persona…

Denise, Freshman Writing Lecturer

Denise’s homepage



Denise!

Race and Ethnicity in Film, Winter 2010

Denise goes to her course home



Denise reviews last year's syllabus



Denise edits a reading in syllabus



Denise edits a reading












Denise adds a new assignment



Denise adds new assignment



Denise adds new assignment



Denise saves new assignment for later



Denise reuses a survey















Denise finishes assignment









Denise reviews her edits



Denise’s workflow

Course Schedule

Activity Bank

Activitycreation

To do

Activity

Usage

Landon, Associate Professor

Landon’s homepage



Create newTask for myselfTask for othersAssignment for class

Intro to Environmental Ethics, Winter 2010

Landon adds impromptu survey


are needed to see this picture.-choose course-

Landon adds impromptu poll












Now, when a student logs in



Samantha!

Landon’s workflow

Course Schedule

To do

Activity Activitycreation

Amanda, Instr.Technology Associate

Amanda goes to her content bank



Amanda goes to details of quiz



Amanda tries to publish quiz to Bob



Amanda makes her quiz available



Amanda’s workflow

Activity Bank

Activity Activitycreation

Course Schedule

To do

Plan Course, Create Activity, Usage

Course Schedule

Activitycreation

To do Activity Bank

Activity

Does design tie back to vision?

11th Sakai Conference - June 15-17, 2010 63

Vision Statement

• Giving instructors and students a common view across activities and classes to help them plan, direct their attention, and improve.

• Integrating communication into the context of the assignment

• Planning for peer involvement and adjustments in deployment

Next Steps

11th Sakai Conference - June 15-17, 2010 65

Next Steps

Work through more scenarios: Deepen, Broaden

Reconcile designs with other work• Design work: Cambridge, Michigan• Learning Capability Lenses• Others? (Portfolio? Syllabus? )

Working out timeline and collaboration

Deepen/reconcile: Syllabus, to do

Syllabus: Grade weighting for assignmentsSchedule creation:• Other views: topic/objective, project, calendar• Editing; moving activity to new dates/session• Pre-existing offline course (Import?)Notification of updatesOther structures? (portfolio) Course

ScheduleActivitycreation

To do Activity Bank

Activity

Deepen/reconcile: Activity bank

Course Schedule

Activitycreation

To do Activity Bank

Activity

Compare to other repository work: Cambridge, Michigan;also “drawer”

Deepen/reconcile: Settings,sharing

Course Schedule

Activitycreation

Activity Bank

Activity

Usage Usage

Course Schedule

To do

More scenarios: objectives, group projects, exceptions;More learning activities: discussion, modules

Deepen: Create specific activities

Course Schedule

Activitycreation

To do Activity Bank

Activity

Papers, tests, polls, discussion, modules

Broaden framework to other areas

Course Schedule

Activitycreation

To do Activity Bank

Activity

Course Schedule

Activity Completion

To do

ActivityDescription

Feedback/ScoreEntry

PublishedAssignments

Studentwork

Feedback/ScoreEntry


Studentwork

Plan course, Create Activities, Set Usage Giving Evaluation

Receiving EvaluationKnowing expectations, completing work

Instructor frameworks | Student frameworks

Use persona in other domain?

Online modules Student reflections

Student portfolios, unstructured learning

Learning Capabilities & Timeline



An analogy: two ways of seeing



Photo from Arno & Louise, http://www.flickr.com/photos/arnolouise/3252847397/

The Workshop

Course Schedule

Activitycreation

To do Activity Bank

ActivityFeedback/

ScoreEntry


Studentwork

Plan course, Create Activities, Set Usage Giving Evaluation

Thank you

Questions and commentsKeli Amann, [email protected] Ogle, [email protected]

More info:http://confluence.sakaiproject.org/display/UX/ Sakai+3.0+capabilities+for+learning+activities

Documents

Rethinking Learning Activities: Taking action on user research Keli Amann, User Experience Specialist, Stanford University Daphne Ogle, Senior Interaction