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I (John) find intriguing the approach being taken in the portfolio group to allow thinking to develop without technology prejudice; they are identifying verbs (assess, grade, create, display) that capture 'essential' (as in essence) processes and then planning to build out from there. If we can identify the right words and capture useful meanings across institutions without going bland, it could be very valuable. A lot of "ifs" there but worth considering I think.

Wiki MarkupI (David G.) agree that these fundamental needs, expressed in simple everyday language, are anchors for what we hope Sakai might support. Those fundamental needs can lead to very complex scenarios.    For example,    starting with "I want my students to receive feedback on their performance or progress"    I see that in Sakai 2 the instructor can add a simple text note to a grade, can add a rich-text comment and attachment to an assignment, can send a message to an individual student.    Instructors have already asked for broader capabilities (some of which are available in selected Sakai tools) \ -\- the ability to make a private comment on authored content and the ability to comment on a collection of artifacts.    Even more broadly, one could see supporting instructor feedback, self feedback, peer feedback, feedback from someone outside the class, outside the system, outside the institution; see the need for unstructured as well as structured feedback; structured feedback may be defined by the individual, the instructor, the program, the department, the campus; and so on.    Despite the complexity, it's still important to understand the fundamental need of providing feedback. \
[Update\] I've added an [attachment|] to this page which is a very rough attempt at describing in plain language some basic T&L needs, current touchpoints in Sakai 2, basic and expanded capabilities, and short descriptions of complex cases and pie-in-the-sky thinking (i.e., functional visioning).

References to other work

Video from Sakai Boston