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  • -what we need to do according to the DoW
  • Given these complex and diverse user scenario’s ECLAP as an educational portal for performance art should consider itself as
  • Given these complex and diverse user scenario’s ECLAP as an educational portal for performance art should consider itself as
  • Given these complex and diverse user scenario’s ECLAP as an educational portal for performance art should consider itself as
  • Given these complex and diverse user scenario’s ECLAP as an educational portal for performance art should consider itself as
  • Given these complex and diverse user scenario’s ECLAP as an educational portal for performance art should consider itself as
  • Given these complex and diverse user scenario’s ECLAP as an educational portal for performance art should consider itself as
  • Given these complex and diverse user scenario’s ECLAP as an educational portal for performance art should consider itself as

Wp 6.3 presentation v0.2_el Wp 6.3 presentation v0.2_el Presentation Transcript

  • ECLAP WP 6.3 Josefien Schuurman, UvA 19 October 2011
  • WP 6.3 in the DoW?
    • Something about educational services
  • Use case 1 [peter]
  • Use case 2 [peter]
  • Use case 3 [peter]
  • Educational use = multiple diversity
    • High Education user group is a multifaceted field characterized by a large diversity in
  • Educational use = multiple diversity
    • High Education user group is a multifaceted field characterized by a large diversity in
    • users: students, lecturers, researchers
  • Educational use = multiple diversity
    • High Education user group is a multifaceted field characterized by a large diversity in
    • users: students, lecturers, researchers
    • interest, perspectives, methodologies
  • Educational use = multiple diversity
    • High Education user group is a multifaceted field characterized by a large diversity in
    • users: students, lecturers, researchers
    • interest, perspectives, methodologies
    • sources they seek and edu/research goals
  • Educational use = multiple diversity
    • High Education user group is a multifaceted field characterized by a large diversity in
    • users: students, lecturers, researchers
    • interest, perspectives, methodologies
    • sources they seek and edu/research goals
    • skills, capabilities, requirements in the field of ICT and tools they prefer/obliged to use
  • Educational use = multiple diversity
    • High Education user group is a multifaceted field characterized by a large diversity in
    • users: students, lecturers, researchers
    • interest, perspectives, methodologies
    • sources they seek and edu/research goals
    • skills, capabilities, requirements in the field of ICT and tools they prefer/obliged to use
    • educational practice and classrooms
  • Educational use = multiple diversity
    • basic assumption #1 A generic classroom environment to serve th e needs of this heterogeneous group of users with different goals is not possible .
    • But specialised libraries are essential and indispensable to them. E fficient use and disclosure is a prerequisite for success .
  • Working towards ECLAP-edu
    • basic assumption #2 ECLAP-edu is primarily a domain specific library and a service. It functions within a network of other real and virtual libraries and collections. Ideally it offers a pragmatic and time saving service for education, to be able to act as hub for the social use of its own content.
  • Exploding the ‘Myth of the Digital Native’
    • basic assumption #3 The younger generation is used to work with intuitive service based software and google.
  • Exploding the ‘Myth of the Digital Native’
    • basic assumption #3 Nevertheless: “The majority of students -- of all levels -- exhibited significant difficulties that ranged across nearly every aspect of the search process,” according to researchers at Illinois Wesleyan University . Students tended to overuse Google and misuse scholarly databases.
  • Exploding the ‘Myth of the Digital Native’
    • basic assumption #3 Librarians , professors and system designers are also to BLAME because…
    • ” They all tend to overestimate the research skills of some of their students, which can result in interactions that leave students feeling intimidated and alienated ”...
  • Exploding the ‘Myth of the Digital Native’
    • basic assumption #3 and statement “If we quietly hope to convert all students to the liberal ideals of higher education, we may miss opportunities to connect with a pragmatic student body,” “ Now more than ever, academic librarians should seek to ‘save time for the reader ' . ”
  • Exploding the ‘Myth of the Digital Native’
    • basic assumption #3 and statement But even like students, teachers and lecturers experience lack of time and digital expertise. In the age of the digital and life long learning we all are becoming pragmatic student bodies .
  • Exploding the ‘Myth of the Digital Native’
    • basic assumption #3 and advice for ELCAP-edu Be pragmatic
    • & try to save time for your users
  • Intermezzo key findings of research done in the NL secundary education is like higher education
    • S tudents state: the role of the teacher is crucial
    • Teachers experience lack of time for preparation
    • Teachers experience lack of ict knowledge
    • Teachers experience little support within their own institution, no framework or method
    • within the arts theater has low status
  • Basic findings & assumptions #4 derived from this research
    • Bottleneck = TIME
    • ict learning curves are crucial barriers
    • Teachers will NOT create classes
    • teachers use Digiboard / beamers to present
    • students scan and judge systems <3 min
    • simplicity and speed
    • deliver what they can expect to find fast
    • clear navigation
    • clear lay out, no distraction
    • show: it’s all about the content
    • Make it attractive in look and feel for students
  • Think from scratch Mobile EDU is the future
  • Think from scratch Mobile EDU is the future
    • Why from scratch? Teachers will only start using ECLAP, when it saves TIME, and when students and teachers sense that it’s created as a special service for them.
  • Think from scratch Mobile EDU is the future
    • table of contents: list, categories, nested menus
  • Think from scratch Mobile EDU is the future
    • table of contents: list, categories, nested menus
    • in 3 steps to content
  • Think from scratch Mobile EDU is the future
    • table of contents: list, categories, nested menus
    • in 3 steps to content
    • simple straight forward design
  • Think from scratch Mobile EDU is the future
    • table of contents: list, categories, nested menus
    • in 3 steps to content
    • simple straight forward design
    • NO distracting noise at 1st level like extensive meta data info
  • Think from scratch Mobile EDU is the future
    • table of contents: list, categories, nested menus
    • in 3 steps to content
    • simple straight forward design
    • NO distracting noise at 1st level like extensive meta data info
    • show it’s all about the CONTENT
  • Think from scratch Mobile EDU is the future
    • table of contents: list, categories, nested menus
    • in 3 steps to content
    • simple straight forward design
    • NO distracting noise at 1st level like extensive meta data info
    • show it’s all about the CONTENT
    • And it’s all curated at your service
  • Example 2 [erik]
  • Example 3 [erik]
  • Example 3 [erik]
  • Example 3 [erik]
  • assumption & statement
    • So we believe ELCAP-edu should act
    • as a domain specific library and knowledge centre….
    • that acts as a hub that saves time.
  • But how about classrooms?
  • And what about the ECLAP classroom?
  • It could be a pragmatic manual ‘ how to use ECLAP’ and ‘ how to create digital lessons ’ for your real performance art classroom:… a manual and service that saves time . We don’t know yet, but…..
  • What will it look like?
    • - Just choose a single item of your collection and think of a message, a class
    • Write a simple text file or ppt presentation
    • Address people, write for them
    • Make us of building blocks / text / images.
    • Think of the future of social learning
    • Don’t forget (live) feedback & conversation
    • Relate to the Other, hyperlink to the virtual world outside ECLAP
    Let’s give it a try?
  • Source: http://openmargin.com/
  • Source: http://openmargin.com/
  • Source: http://openmargin.com/ http://openmargin.com/
  • Source: http://openmargin.com/ http://openmargin.com/
  • Source: http://openmargin.com/ http://openmargin.com/
  • Source: http://openmargin.com/
  •  
  • So do not forget nor ignore what is out there
    • Teachers and student use: Power Point: Slideshare MSWord: Google Docs or delicious, worldcat.org or Dipity Timelines
  • timelines
  • timelines slideshare
  • Worldcat.org
  • Worldcat.org Worldcat.org
  • Final assumption
    • So we believe ELCAP-edu should act
    • as a domain specific library and knowledge centre….
    • that acts as a hub that saves time.
  • DE 6.2.1: goals
    • Knowing what is being used at this moment
    • Knowing what is expected
    • Knowing what is wished
  • DE 6.2.1: research
    • Survey
    • Expert interviews
    • Desk research
    • Usability tests
  • DE 6.2.1 survey
    • Who
    • Why
    • How
    • What insight do we expect
    • Connections with other WP
    • Partner’s contribution
  • DE 6.2.1. interviews
    • Who
    • Why
    • How
    • What insight do we expect
    • Connections with other WP
    • Partner’s contribution:
  • DE 6.2.1: planning
    • October:
      • Start survey
      • Usability tests
      • Input partners
      • DE: design structure
      • DE: desk research
    • November
      • Expert interviews
      • DE: writing the damn thing
    • December: deadline
  • The way you can help
    • Make short use stories around one or more of your most important objects
    • Put your ideas on the blog of the working group for education
    • Bring the UvA in contact with interesting and inspiring performing arts-education experts
    • Fill out and spread the surveys
    • Contact Erik, Peter or me any time with questions, examples you stumble upon or inspiring brainwaves