Collaborative Interactive Class Portfolio interim presentation


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My presentation from October 30th '09 on my work so far in my final year project.

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  • Group projects are popular Usually just 2/3 people talking at the top of the class…more interaction??
  • STEPS: Literature review Study of evolution of ePortfolio system Preliminary study of ePortfolio and Web 2.0 usage among students Design theories CLE collaborative learning environment
  • Define portfolio context, audience, goals and tools Collect digital artifacts and interject style to these Select the artifacts and identify learning goals Create links between artifacts Present and publish Combination of Level 4 and Level 5 portfolio: multimedia authoring software (eg in my case, Flash), sound, video, web-based, hyperlinks, artifacts
  • Will use term ‘electronic portfolio’ More widespread digital more limiting?
  • Ease of use: largest People are more technologically savvy, more expectation for easy and fast navigation of a software environment Frustrated and will abandon application Usability is key Well reasoned navigation scheme Logical user interface design Business plan: Next important How CMS brings income to the campus through distance learning programs Lifelong support: Lifelong eP services, incentive to maintain Alumni membership Advanced features eP needs to be attractive, unique, flexible and interactive Interesting, desirable services not conveniently available elsewhere Example of advising students on potential career opportunities, new coursework and skill sets they should learn in final year based on real-time market analysis of new jobs and connects them to nearby companies for job opportunities Technological architecture Very robust Always working software environment Technological usability as opposed to HCI usability Creating a robust eP system is challenging because it must interoperate with existing learning management tools Might be unattainable, because of exchangeability between technology developed by multiple vendors Standards and transportability Transferring data from the system to another institution with different software, no information lost Miscellaneous Unknown attributes that may contribute to the success of the eP system Faculty and student incentive programs In this project’s case: incorporation of personal devices like smartphones, laptops, etc.
  • ePortfolio for faculty focus on students, according to project brief on CSIS and first slide Business plan – not looking to profit developing a lifelong portfolio (also contribute to business success (can be done individually on website, blog etc.) transfering data from one software system to another, if possible -will see the possibilities and limitations further in the design
  • Showcase portfolio most relevant Collection of students’ work which illustrates competencies and achievements Demonstrates effort and progress Based on socio-constructivism generating knowledge and meaning from experiences teacher-directed instructional methods to student-directed methods Encourage inquiry, problem solving and collaboration
  • Defining requirements study current activities gather user stories information on current situation and people’s aspirations Turn this into requirements for the new system functional: “must” do - “must connect to existing content providers” non-functional: a quality it “has” – “elderly people with limited dexterity must be able to use the input devices” Supplementing the requirements list with evidence limited resources, need to prioritize the requirements MoSCoW methods for gathering evidence on next slide… Focus groups as qualitative research - David L. Morgan Points on focus groups, ethnography and interviews
  • Observation permission needs to be sought in interview, an interviewee might describe the ‘official’ procedure hard to describe activity especially if it requires complex and subtle cooperation with others – NB in this project Higher degree of naturalism Video observation Can be combined with focus group data Interview semi-structured pre-prepared questions, explore new topics as they arise Cultural Probes get to know the group in person introduce them to cultural probe packages disposable camera possibility for rich data about collaboration in a group as an accompaniment to another method, like interview or focus group Focus groups generates a wide rand of issues from users in a relatively economical fashion questions posed and encouraged to react to each other’s comments really useful for this project as they can be asked to describe how they cooperate to manage activities can be enhanced by using scenarios and prototypes could intend to go back to the same group using a prototype Large amount of interaction in small space of time Interviewing several people at a time Aids elaboration on points raised Think aloud commentaries talk about operations concerned, including internal cognitive processes, as they use the technology C.I: watch and listen as the user works, don’t impose tasks or scenarios
  • Sketching Individual snapshots of a design can be provided to show key moments in an interaction and are particularly useful for exploring the impact of a certain style or design snapshots can be single sketched or frames from a storyboard, or produced using software Storyboarding get a feel for the ‘flow’ of the experience useful when combined with scenarios traditional storyboard: with some notes attached to each scene expanding on what will happen, show relevant steps from a scenarios Navigation maps how the user moved through the application can highlight where a user would get stranded poor navigational structure is one main reason the user would be put off a system
  • Look into students’ (other students, if PD&T don’t use it) use of Sulis for technological side
  • Collaborative Interactive Class Portfolio interim presentation

    1. 1. Collaborative Interactive Class Portfolio <ul><li>Digital Media Design </li></ul><ul><li>Final Year Project </li></ul><ul><li>Karen Kiely </li></ul><ul><li>0643564 </li></ul><ul><li> </li></ul>
    2. 2. Overview <ul><li>“… the creation of interaction scenarios and prototype of a collaborative interactive class portfolio where a group of students could share and showcase project work interactively within the class and to the outside world” </li></ul><ul><li>Specify requirements </li></ul><ul><li>Create interaction scenarios </li></ul><ul><li>Develop a prototype </li></ul><ul><li>Use of personal devices to create and store work </li></ul><ul><li>Shared networked displays to design and manage the portfolio </li></ul>
    3. 3. Why? <ul><li>Studied CSCW for two semesters </li></ul><ul><ul><li>Examined groupware technologies </li></ul></ul><ul><li>Student work is digitized </li></ul><ul><li>Group projects </li></ul><ul><li>Combine working on group projects with technology </li></ul>
    4. 4. Literature <ul><li>KEEP SLS: an Enhanced ePortfolio System Supporting Constructive Social Learning Activities (2009) Xuesong Zhang, Peter Ractham, Daniel Firpo </li></ul><ul><li>The Implementation and Evaluation of KEEP SLS: An ePortfolio System Supporting Social Constructive Learning (2009) Xuesong Zhang, Lorne Olfman, Peter Ractham, Daniel Firpo </li></ul>
    5. 5. KEEP SLS <ul><li>Steps to develop the prototype </li></ul><ul><ul><li>Literature review </li></ul></ul><ul><ul><li>Study of evolution of ePortfolio system </li></ul></ul><ul><ul><li>Preliminary study of eportfolio and web 2.0 usage among students </li></ul></ul><ul><ul><li>Design theories </li></ul></ul><ul><li>Incorporation of peer review, group collaboration and community learning </li></ul>
    6. 6. KEEP SLS <ul><li>For this project: </li></ul><ul><li>Need to incorporate presentation to the class </li></ul><ul><li>Working collaboratively in class </li></ul><ul><li>Needn’t integrate with existing CLEs (Sakai – Sulis in UL) </li></ul>
    7. 7. Literature <ul><li>Create your own electronic portfolio (2000) Helen C. Barrett </li></ul>
    8. 8. Create your own electronic portfolio <ul><li>Steps for ePortfolio development </li></ul><ul><ul><li>Combination of steps for multimedia project development with steps for portfolio development </li></ul></ul><ul><li>Defines five levels of portfolio based on technological skill and technology available </li></ul><ul><li>Combination of Level 4 and Level 5 portfolio </li></ul>
    9. 9. Create your own electronic portfolio <ul><li>For this project: </li></ul><ul><li>‘ Electronic portfolio’ – possibly analog artifacts </li></ul><ul><li>‘ Digital portfolio’ – all digital artifacts </li></ul><ul><li>Will use term ‘electronic portfolio’ </li></ul>
    10. 10. Literature <ul><li>The “Sticky” ePortfolio System: Tackling Challenges and Identifying Attributes (2004) Ali Jafari </li></ul>
    11. 11. ‘ The “Sticky” ePortfolio system <ul><li>Defines attributes of successful “sticky” ePortfolio system </li></ul>
    12. 12. ‘ The “Sticky” ePortfolio system <ul><li>For this project: </li></ul><ul><li>avoid integration with existing CLE </li></ul><ul><li>ePortfolio for students only </li></ul><ul><li>not looking to profit, no business plan </li></ul><ul><li>developing a lifelong portfolio, not a priority </li></ul><ul><li>transferring data from one software system to another - if possible, will see </li></ul>
    13. 13. Literature <ul><li>Barrett & Abrami (2004): Directions for research and development on electronic portfolios </li></ul>
    14. 14. Directions for research and development on electronic portfolios <ul><li>ePortfolios’ broad purpose: to support learning </li></ul><ul><li>Three broad kinds </li></ul><ul><ul><li>Process, showcase and assessment </li></ul></ul><ul><li>Showcase portfolio most relevant </li></ul><ul><li>Based on socio-constructivism </li></ul><ul><li>Advantages of multimedia materials/communication </li></ul><ul><ul><li>easy to share with peers, teachers etc </li></ul></ul>
    15. 15. Directions for research and development on electronic portfolios <ul><li>For this project: </li></ul><ul><li>Assessment and process portfolios </li></ul><ul><ul><li>Not relevant to this project </li></ul></ul><ul><li>“ Providing feedback through a single electronic container…” </li></ul><ul><ul><li>In this project, we will aim to use multiple personal devices </li></ul></ul>
    16. 16. Research Methodology <ul><li>From: Designing Interactive Systems (2005) Benyon et al </li></ul><ul><li>Defining requirements </li></ul><ul><ul><li>Functional and non functional </li></ul></ul><ul><li>Supplementing with evidence </li></ul><ul><ul><li>Need to prioritize </li></ul></ul><ul><ul><li>MoSCoW </li></ul></ul><ul><ul><ul><li>M ust have </li></ul></ul></ul><ul><ul><ul><li>S hould have </li></ul></ul></ul><ul><ul><ul><li>C ould have </li></ul></ul></ul><ul><ul><ul><li>W ant to but w on’t </li></ul></ul></ul>
    17. 17. Research Methodology <ul><li>Group collaboration </li></ul><ul><ul><li>Observation </li></ul></ul><ul><ul><li>Interview </li></ul></ul><ul><ul><li>Cultural probes </li></ul></ul><ul><ul><li>Focus groups </li></ul></ul><ul><li>Use of CLEs </li></ul><ul><ul><li>Think aloud commentaries </li></ul></ul><ul><ul><li>Contextual interviews </li></ul></ul>
    18. 18. Design methods <ul><li>Sketching </li></ul><ul><li>Storyboarding </li></ul><ul><li>Mood board </li></ul><ul><ul><li>More aesthetic, not as relevant </li></ul></ul><ul><li>Navigation maps </li></ul>
    19. 19. User group <ul><li>Product design students </li></ul><ul><li>3 rd years </li></ul><ul><li>Don’t work on portfolios until right before graduation or co-op </li></ul><ul><li>Will focus on group projects firstly </li></ul><ul><li>Look into students’ use of Sulis for technological side </li></ul>
    20. 22. Timeline <ul><li>Sept Oct Nov Dec Jan Feb Mar Apr May </li></ul>Proposal deadline Presentation Marking agreement Draft report Final submission Demo Day Observing, interviews & cultural probes CLE studies Navigation maps and story boarding User Research Iterative Design Process Participatory design Low-fi Prototype Working prototype Evaluation
    21. 23. [email_address]