VCCS NH'10: Refining Course Management Systems: Listening to Those Who Do It and Use It
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How do users use content and collaborative systems? Does using a CMS imply certain pedagogies? Presenters will examine the natural teaching and instructional workflow of users as they interact with a collaborative course management system and how it compliments or conflicts with using a CMS. Three perspectives will be examined: instructional designers, instructors, and graduate/teaching assistants.
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VCCS NH'10: Refining Course Management Systems: Listening to Those Who Do It and Use It
- 3. CMS/CLE & Pedagogy Amber D. Evans
- 7. Research Design Samantha Blevins
- 14. Research Progress Amber D. Evans
- 17. Examples & Samples Amber D. Evans
- 18. Instructor/Staff: Problem Sets Chikako Nakamura Japanese instructor Terry Heinlein Majors Bio coordinator Bob Murphy Online Math Professor Amanda Harper Instructional Tech Associate
- 19. Instructors: Writing Denise Garza Freshman Writing Lecturer Landon Jones Associate Professor, Philosophy Irina Nemkova Graduate Teaching Assistant Jan Nelson Nursing Practicum Instructor
- 20. Review submission status Review individuals Activity deployment Course planning Activity creation Activity creators Activity evaluators
- 21. Review submission status Review individuals Activity deployment Course planning Activity creation
Notes de l'éditeur
- Does using a CMS/CLE imply or impose certain pedagogy? (Amber) "3 perspectives presented: ISD, Instructors, GTAs and how CMS may imply pedagogies." Discuss the (in progress) research we are doing and what we've discovered thus far. Amber is leading this presentation. Amber and/or Sam is responsible for info about implied pedagogies, the info about the collected summaries (what we have done and learned so far), and info about what Contextual Inquiry and Goal-Directed Design research is. Teggin will be unavailable to present. Accidental Pedagogy: Faculty teaching is improved through the use of the CMS, but this is a side effect of the use of the software rather than a direct result of its use. Quotes from pg. 4 of Morgan, G.
- "3 perspectives presented: ISD, Instructors, GTAs and how CMS may imply pedagogies." Discuss the (in progress) research we are doing and what we've discovered thus far. Amber is leading this presentation. Amber and/or Sam is responsible for info about implied pedagogies, the info about the collected summaries (what we have done and learned so far), and info about what Contextual Inquiry and Goal-Directed Design research is. Teggin will be unavailable to present. Does using a CMS/CLE imply or impose certain pedagogy? (Amber) Toolbox or Trap? Course Management Systems and Pedagogy ( Lane, 2008, EDUCAUSE Quarterly, vol. 31, no. 2 (April--June 2008)) Course Management Systems and Pedagogy (Lane, 2007) Lane conducted surveys of Blackboard/WebCT, Moodle, and other CMS users
- The research thus far (Amber) Sakai community still collecting interview summaries for personas that are missing or are incomplete (i.e., ISD), although all other personas have been created (see PPT attachment ) and their " Requirements Definitions " are being drafted by the team at Stanford. Eight institutions, 30 interviews 20 instructors, 3 instructional staff, 3 undergraduates, 4 graduates 2 students, 2 instructors representing courses completely online
- “ Requirements Definition” Creating problem and vision statement Identifying persona expectations Constructing context scenarios-- ”describe the broad context in which usage patterns are exhibited and include environmental and organizational considerations.” Identify requirements : action, object, context Problem Set Creation Describe the assumptions, steps, and process
- This Slide and Notes are credited to Keli Aman and Jackie Mai from Stanford University. Chikako does it all: creates and deploys activities, gives detailed feedback to freeform response Terry reedits autograded problem sets from multiple reviewer, deploys, deals with problems Bob conceptualized all activities and runs an online class and gives feedback, but creation is done by Amanda Amanda is only involved in creation of activities--randomized tests, modules 8 persona for Instructor and staff Types of learning activities used in class: 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
- This Slide and Notes are credited to Keli Aman and Jackie Mai from Stanford University. Denise reviews freshman students papers and drafts, gives lots of feedback Landon teaches upperclassmen and grad students, works with 2 graduate teaching assistants, including Irina Irina does all the grading of student papers and participation in discussion. Jan runs a practicum, where nursing students work in a clinic. Students are required to keep a weekly journal. 8 persona for Instructor and staff Types of learning activities used in class: 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
- This Slide and Notes are credited to Keli Aman and Jackie Mai from Standford University.
- This Slide and Notes are credited to Keli Aman and Jackie Mai from Standford University.