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Instructional Visioning

The Sakai community has formulated teaching requirements in several different ways.  Robin Hill has pressed this page into service as a collection point for various documents that reflect past efforts to analyze or synthesize the requirements of teaching and learning.

For capture of discussions that crop up on the e-mail lists, and also in person, please use this page:  Instructional Visioning Ad-Hoc Discussions

Integration of the Efforts

Notes:  This matrix shows my impressions and is not in any way "official."  Entries on the diagonal, in green and italics, show definitions and references.

Intended Relationship,
Influence, or Effect

MInispecs

T&L Design Lenses

Manifestos

Learning Capabilities
(Spreadsheet)

Learning Activities (UX)

OSP Action
Verbs

Potential Vignette
Use Cases

Minispecs

Minispecs:  Brief, schematic descriptions of particular areas of functionality. Their goal is to inform and guide interaction design for Sakai 3
 http://confluence.sakaiproject.org/display/3AK/Functional+minispecs

Minispecs focus and articulate the work of the design lenses, for developers.

Manifestos carry the same perspective as minispecs-- what the user (usually, faculty member) wants to do-- but from a larger scope.

Minispecs attempt to capture the learning capabilities elicited.

 

 

T&L Design Lenses

The lenses provide perspectives for assessment of the minispecs.

T&L Design Lenses: Pedagogical perspectives from which the entire system should be considered.
http://confluence.sakaiproject.org/display/PED/Sakai+Learning+Capabilities+v+1.0

 

The T&L Design Lenses were synthesized from the Learning Capabilities Spreadsheet.

 

Two of the facets for the T&L Design Lenses reflect portfolio user needs. Learning and Teaching Management has a facet called Portfolio Design. Learning Activities has a facet called Portfolio Processes.

 

Manifestos

 


Manifestos: High-level narratives about an area of user activity that Sakai aims to support; aspirational, visionary, and generally expressed in non-technical language
http://confluence.sakaiproject.org/display/3AK/Functional+manifestos

The manifestos contain specific user needs that should be listed in the Learning Capabilities.

A manifesto expresses the needs of one or more personas-- ideally, all personas-- in the same way that the Learning Activities user scenario expresses the needs an individual user.


 

Learning Capabilities
(Spreadsheet)

All of the Learning Capabilities should be reflected in one or more appropriate minispecs.

The T&L Design Lenses were synthesized from the Learning Capabilities Spreadsheet.

The discussion during the development of Learning Capabilities inspired some manifestos, which are sometimes like the "user journeys," or dynamic descriptions that complement the Learning Capabilities.

Learning Capabilities: User-centric, tool-agnostic, visions of the types of instructional practices that Sakai 3 should offer
http://confluence.sakaiproject.org/pages/viewpage.action?pageId=21954623
See Archive and meeting notes (from about Sept 09 - June 10)

The Learning Capabilities spreadsheet grew as institutions submitted new entries as rows; it was encouraged by the Learning Activities effort to capture such requirements for assessments (Tests and Quizzes)

Each portfolio action verb was entered on the Teaching and Learning Capabilities spreadsheet as a desirable learning capability.

 

Learning Activities (UX)

The Learning Activities, with their emphasis on users and scenarios, provided something of a model for manifestos.

 

The products of Learning Activities are user scenarios that constitute manifestos for individual personas.

The Learning Activities effort started at Stanford with a focus on the re-design of Tests and Quizzes, based strictly on the needs of the users, inspiring the parallel effort of the T&L group in listing Learning Capabilities for pedagogy in general.

Learning Activities (UX): From redesigning the core functionality provided by Tests & Quizzes, this focused initiative has expanded to understanding the range of people who use Sakai to create, manage, complete, and assess learning activities in general and how they think about their work.  Scenarios for key personae express requirements in context.
http://confluence.sakaiproject.org/display/UX/Sakai+3.0+capabilities+for+learning+activities

 

 

OSP Action Verbs


Two of the facets for the T&L Design Lenses reflect portfolio user needs. Learning and Teaching Management has a facet called Portfolio Design. Learning Activities has a facet called Portfolio Processes.

 

Each portfolio action verb was entered on the Teaching and Learning Capabilities spreadsheet as a desirable learning capability.


The OSP (portfolio) action verbs describe the basic functionality that is currently available in OSP and that current users would like to see added in future versions of Sakai.
http://confluence.sakaiproject.org/display/UX/Portfolio-related+vignettes

 

Potential Vignette Use Cases

 

 

 


 


Potential Vignette Use Case: Chunk or snippet or piece of Sakai's capabilities that can be incorporated into a page; like widget, gadget, entity.
http://confluence.sakaiproject.org/display/UX/Potential+Vignette+Use+Cases

Lists and terms not shown in the table above, but also relevant, include:

  • Coursonas
  • Top 5 Issues

 See below.



As of the 11th Sakai Conference, Denver, June 2010, here are the source documents.

Definitions/Terminology

  1. Instructional Visioning - ???
  2.  

Research Materials and Articles

  • OCLC report on Scholarly Information Practices in the Online Environment - Report shared by John Norman on list that provides some conceptual ideas related to the use of "action verbs" or "primitives" to describe the fundamentals of, in this case, scholarly practices.
  • The Horizon Report - Yearly report published by the New Media Consortium that looks at technology trends and their short and longer-term impact in the teaching and learning space.
  • Opening Up Education - Compilation of articles on the "open education movement" published in 2008 by MIT Press.

Process Overview

Draft Instructional Visioning Proposal from Josh Baron

Related Contributions


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1 Comment

  1. Hey!  I'm the only one listed up there under "Related Individual Contributions," and I feel conspicuous.  Anybody else have a page to offer, from the history of Sakai discussions?