The document provides guidance on designing an eLearning module for subject matter contributors/writers at the Australian Institute of Company Directors (AICD) who have little background in education. The module will cover fundamental principles of instructional design using a self-paced eLearning format. Learners will engage with content through reading, choosing, describing, reflecting, planning, investigating and inquiring. The module will also provide opportunities for collaborative work and reflective practice during development.
Qube Architecture is an international design studio with offices in Hong Kong and New Zealand. It believes in a collaborative approach to design and gathers a diverse team of talented professionals for each project. The core team includes experts in design, technology, sustainability, facades, and landscaping. Qube aims to produce sustainable, cost-effective designs through a bottom-up process that considers client needs and the project brief. It uses advanced technology like BIM and form-finding software to support the design process and maximize efficiency.
Intc5001 – final project presentation j.kowaljakowal
This digital lesson provides a comprehensive overview of the Development and Alumni Affairs program through an interactive PowerPoint presentation. The presentation is designed to inform internal staff and external audiences such as campus community members, foundation board members, and alumni association members. By utilizing PowerPoint's design and development features, the presentation allows audiences to learn about the program through its construction of knowledge and meaningful interactions with information and ideas.
Plan, Adapt, Emerge: Unthinkable keynote to the Arts Marketing Associationlifestooshorter
Justin Spooner & Matthew Shorter from Unthinkable were invited to give the keynote speech to the Arts Marketing Association's Digital Day on 22 November 2012. They invited us to speak about content strategy, and we took the opportunity to outline our thoughts about the balance between planning, adaptation and allowing room for emergence in the creation of digital strategies. These slides will make sense as an aide-memoire to those who were present, and we hope to supplement them in the near future with notes that will make sense of them to everyone else.
This document describes a design firm called (ELEVEN) that takes a user-centered approach. It discusses the firm's philosophy of deeply understanding users through research to create products that meet needs and desires. The document outlines (ELEVEN)'s process from research and ideation to refinement. It also introduces some of the partners and their backgrounds.
This document provides an overview of the School of Technology and Creative Arts program at Carnegie College. It discusses the various creative fields covered including graphic design, animation, web design, photography, and games development. It outlines the qualification structure including NC, HNC, and HND awards over 1-2 years. Course content involves both practical software skills and project-based learning involving real clients and exhibitions. Students have access to industry-standard hardware and software. Support services are available and attendance is required for 12-19 hours per week depending on the level of study. Contact details are provided for further course information.
Why Can't We All Just Get Along? Improving Designer/Developer CollaborationAllison Corbett
This document discusses improving collaboration between designers and developers on agile teams. It begins by debunking common myths that designers and developers have about each other. It then provides tips for improving the collaboration process, such as getting design work done before development starts and using tools like sketching, paper prototypes, and wireframes. The document concludes with tips for designers, developers, product owners, and scrum masters to foster collaboration, such as involving all roles in requirements gathering, providing constructive feedback, and maintaining respect.
Michael sweet education_summit_gameaudioeducation.keyccbmp
This document discusses Berklee College of Music's Game Audio Education program. It began in 2007 in response to student demand. The program aims to teach students the specific skills required to work in the game industry. It takes a collaborative approach across different departments and leverages resources outside of dedicated classes. The program includes a video game scoring minor and is supported by facilities, guest speakers, and student organizations like the Video Game Music Club. The goal is to continue improving access to tools and resources to better prepare students for careers in game audio.
The document provides guidance on designing an eLearning module for subject matter contributors/writers at the Australian Institute of Company Directors (AICD) who have little background in education. The module will cover fundamental principles of instructional design using a self-paced eLearning format. Learners will engage with content through reading, choosing, describing, reflecting, planning, investigating and inquiring. The module will also provide opportunities for collaborative work and reflective practice during development.
Qube Architecture is an international design studio with offices in Hong Kong and New Zealand. It believes in a collaborative approach to design and gathers a diverse team of talented professionals for each project. The core team includes experts in design, technology, sustainability, facades, and landscaping. Qube aims to produce sustainable, cost-effective designs through a bottom-up process that considers client needs and the project brief. It uses advanced technology like BIM and form-finding software to support the design process and maximize efficiency.
Intc5001 – final project presentation j.kowaljakowal
This digital lesson provides a comprehensive overview of the Development and Alumni Affairs program through an interactive PowerPoint presentation. The presentation is designed to inform internal staff and external audiences such as campus community members, foundation board members, and alumni association members. By utilizing PowerPoint's design and development features, the presentation allows audiences to learn about the program through its construction of knowledge and meaningful interactions with information and ideas.
Plan, Adapt, Emerge: Unthinkable keynote to the Arts Marketing Associationlifestooshorter
Justin Spooner & Matthew Shorter from Unthinkable were invited to give the keynote speech to the Arts Marketing Association's Digital Day on 22 November 2012. They invited us to speak about content strategy, and we took the opportunity to outline our thoughts about the balance between planning, adaptation and allowing room for emergence in the creation of digital strategies. These slides will make sense as an aide-memoire to those who were present, and we hope to supplement them in the near future with notes that will make sense of them to everyone else.
This document describes a design firm called (ELEVEN) that takes a user-centered approach. It discusses the firm's philosophy of deeply understanding users through research to create products that meet needs and desires. The document outlines (ELEVEN)'s process from research and ideation to refinement. It also introduces some of the partners and their backgrounds.
This document provides an overview of the School of Technology and Creative Arts program at Carnegie College. It discusses the various creative fields covered including graphic design, animation, web design, photography, and games development. It outlines the qualification structure including NC, HNC, and HND awards over 1-2 years. Course content involves both practical software skills and project-based learning involving real clients and exhibitions. Students have access to industry-standard hardware and software. Support services are available and attendance is required for 12-19 hours per week depending on the level of study. Contact details are provided for further course information.
Why Can't We All Just Get Along? Improving Designer/Developer CollaborationAllison Corbett
This document discusses improving collaboration between designers and developers on agile teams. It begins by debunking common myths that designers and developers have about each other. It then provides tips for improving the collaboration process, such as getting design work done before development starts and using tools like sketching, paper prototypes, and wireframes. The document concludes with tips for designers, developers, product owners, and scrum masters to foster collaboration, such as involving all roles in requirements gathering, providing constructive feedback, and maintaining respect.
Michael sweet education_summit_gameaudioeducation.keyccbmp
This document discusses Berklee College of Music's Game Audio Education program. It began in 2007 in response to student demand. The program aims to teach students the specific skills required to work in the game industry. It takes a collaborative approach across different departments and leverages resources outside of dedicated classes. The program includes a video game scoring minor and is supported by facilities, guest speakers, and student organizations like the Video Game Music Club. The goal is to continue improving access to tools and resources to better prepare students for careers in game audio.
The document outlines an academic practice module that encourages collaborative groups to work on a practice-based project, provides various forms of guidance, support and resources through workshops, meetings and online platforms, and assesses participants through self and peer evaluations, filling out proformas, and presenting their projects through posters and reports.
This document outlines a draft for Version 2.0 of a Diploma of Applied Permaculture Design. The diploma system is designed to be agile, project-based, and involve ongoing mentoring. It aims to grow the permaculture community and provide low-cost, lifelong learning opportunities. Students would complete design packets to demonstrate their learning over 2 years until graduation, with support from local and online mentors. The diploma would be initially accredited by Gaia University and local colleges. Feedback is requested on the draft proposal.
The document provides guidance on designing an eLearning module for subject matter contributors/writers at the Australian Institute of Company Directors (AICD) who have little background in education. The module will cover fundamental principles of instructional design using a self-paced eLearning format. Learners will engage with content through reading, choosing, describing, reflecting, planning, investigating and inquiring. The module will also provide opportunities for collaborative work and reflective practice during development.
The Value of Critique and Integrating it into Your Design ProcessAdam Connor
Slides from my presentation with Alla Zollers at Boston UPA's 2010 Conference
Foe an updated version of this presentation please see: http://www.slideshare.net/adamconnor/ready-set-critique
The document discusses critique as a way to provide structured feedback on designs. It defines critique as feedback focused on what works and doesn't work in a design and why, from the perspective of users and goals. Critique is valuable for designers as it helps them examine designs objectively and get new ideas. When incorporated into the design process, critique allows for collaboration and helps establish frameworks for discussion. The document provides tips for planning and running effective critique sessions, such as setting clear goals and time limits. It also discusses incorporating critique into both traditional and agile project lifecycles.
Research Ready to Build: Compelling Artefacts that Speak Your Agile Team's La...Joshua Ledwell
This document summarizes two case studies of ensuring user research findings and early design guidance stay relevant for agile teams over time. Case study 1 involved creating a long-term customer data experience strategy to guide four agile teams. Case study 2 aimed to improve a complex software feature with dependencies on other parts. Key lessons included creating artifacts in the team's language, showing how design builds on research, hijacking agile ceremonies, sustaining buy-in from stakeholders, and committing to sustainability over burnout. The document concludes by discussing making artifacts easy to maintain and evolve the practice across projects.
Designing open badges for a technology integration courseRick West
This document describes the design of an open badge system for a technology integration course. It discusses how smaller, lower-level badges can be earned for completing individual skills and projects, and combined to earn higher-level badges. The system was adapted from Mozilla's open badge infrastructure and uses a "constellation" approach. The document outlines the various projects, technologies, and skills students can earn badges for, and discusses criteria and rubrics used to assess badge mastery. It also proposes future iterations and research on the effectiveness of open badges for motivation and professional development.
AECT 2013 - Designing Open Badges for a Technology Integration CourseDan Randall
In this presentation we provide an overview of the Open Badge concept and our design of an Open Badge system to support our undergraduate course on technology integration in secondary education. Future design challenges and the areas where additional research is needed are also highlighted.
Collaboration At a Distance in Higher EducationEileen O'Connor
The document discusses collaborating and sharing at a distance through virtual and web-mediated approaches. It provides an agenda that includes reasons for collaboration from educational and research perspectives, approaches to distance and e-mediated collaborations, and examples of eTools for collaboration like Diigo, Google Docs, websites/wikis, and virtual worlds. Specific examples are given for using tools like Google Docs and sites to create shared documents and websites, Diigo for bookmarking and sharing resources, videos on YouTube, and virtual spaces like Second Life. The document advocates for using these tools to enhance collaboration, sharing, and extending learning among educational partners separated by distance.
Accessibility as a Design Tool
Derek Featherstone argues that accessibility should be integrated into design workflows from the beginning of any project. He advocates including people with disabilities in user research, testing designs for accessibility, and validating solutions with people with disabilities. Featherstone believes accessibility makes for better design overall when incorporated throughout the entire design process, from project definition to launch.
Beyond Usability Testing: Assessing the Usefulness of Your DesignDan Berlin
This document discusses how usability testing can be adapted to assess the usefulness of a design when the goals differ from just finding usability problems. It proposes conducting usability tests with three components: 1) Pre-task questions that set the context of usefulness instead of just demographics, 2) Participant-directed tasks instead of predefined tasks, and 3) Post-task questions that compare expectations and value instead of just satisfaction. This adapted approach leverages the strengths of usability testing while allowing different objectives of understanding usefulness rather than just usability problems.
European Communication School: Social Media Session 5Richard Stacy
This document discusses producing a social media plan, including defining objectives, infrastructure requirements, operational plans, and people roles. It provides an example of how Vodafone used social media for direct recruitment to hire technicians. The document also discusses how Norfolk County Council could use social media to engage local communities with libraries by having librarians answer questions online. It outlines potential plans for Norfolk including monitoring conversations, creating a content hub, training librarians, and reviewing the initiative. The session aims to help construct a comprehensive social media plan.
The document outlines a social authoring process used by NROC to collaboratively develop open educational resources. Key aspects of the process include:
1. Author teams are formed around subject areas and work together online to develop content outlines, scripts, and assignments.
2. Authors post draft scripts for peer and NROC review before moving to the next stage of development.
3. Designers, artists, and producers then work to develop learning objects incorporating text, visuals, activities, and multimedia.
4. Feedback is gathered from users through online communities to continuously improve the resources through this collaborative development cycle.
This document summarizes a workshop on developing students' skills for their final year projects. It introduces an online resource called "The Final Chapter" created at the University of Leeds to help students with dissertation writing. The resource was developed in response to student concerns about critical thinking, project planning, and confidence. It includes videos of staff and students, and was created using existing materials and Articulate Storyline. Feedback from over 500 students showed they found it reassuring and that it helped improve their arguments, planning, and confidence. Suggestions are made to expand the resource.
This document provides a summary of qualifications and accomplishments for Jesse C. Kells. It outlines their experience in networking, business, programming, and computer support with strengths in problem solving, research, communication, and attention to detail. Notable accomplishments include creating applications, assessing business needs, developing networking solutions, presenting to audiences, and documenting procedures. Kells' education includes an Associate's degree in Business Computer Information Systems.
This document summarizes Dr. Alejandro Armellini's presentation on designing courses for openness. It discusses how the Carpe Diem learning design process has evolved over 3 years to focus on open educational practices and using open resources. Carpe Diem helps educators redesign courses in 2 days to make better use of learning technologies, open resources, and design for participation. The process provides deliverables like course blueprints, storyboards, and action plans. Quality is ensured through a framework that evaluates content, openness, reuse, evidence, and more.
Can social awareness foster trust building in global software teams?Fabio Calefato
This document describes a study investigating whether social awareness fostered through social media can build trust in global software teams. It presents a theoretical model of trust antecedents and proposes using a tool called SocialCDE to aggregate developers' personal social media content in their workspaces. The study design involves a field study of an open source project and a controlled experiment comparing teams using Visual Studio with and without SocialCDE. The goal is to analyze collected data and determine if social awareness positively correlates with affective trust and project performance between distant teams.
The document discusses learning design and the OU LD project. It provides information on:
1) The OU LD project which involved case studies, interviews, workshops and tool development like CompendiumLD to support the visualization, sharing and reuse of learning designs.
2) Different ways of representing learning designs including visual maps, case studies, and pedagogical patterns.
3) Issues around learning design discussed in interviews like the tacit nature of the design process and balancing structure and flexibility.
This study focuses on the effects of interactive energy visualization in residential domain to understand if an energy interface with social and competitive elements motivates residential users to become proactive in energy conservation; further verifying effectiveness of such interfaces in increasing awareness at community level.
This document summarizes three different open online learning experiences called flavors of learning: 1) A gentle introduction to Python by Steve Carson, 2) Creative learning community by Natalie Rusk, 3) Play with your music by S. Alexander Ruthmann. The experiences leveraged existing resources without a centralized platform or teachers. They explored using email lists, WordPress, and Google+ for communication. The experiences faced challenges with student data distribution and reliance on project timelines but had success with affordability, openness, and learner-defined success. Improvements for the future include new collaboration tools and more flexible, project-based structures.
This document summarizes Vanessa Genarelli's research on coworking spaces. It begins with an introduction to coworking and its origins in 2005. The research questions examine if coworking spaces can expand human potential and which interaction design principles nurture excellent work. Research methods included interviews and site visits to coworking spaces on the East Coast. Key findings discussed recruitment differences between spaces, the importance of onboarding and socialization, the impact of space design on mixing and sharing, and different approaches to discipline and governance and their correlation to culture and sustainability. The discussion examines relationships between emergent culture, mixed desks for skills learning, and low dismissal rates.
The document outlines an academic practice module that encourages collaborative groups to work on a practice-based project, provides various forms of guidance, support and resources through workshops, meetings and online platforms, and assesses participants through self and peer evaluations, filling out proformas, and presenting their projects through posters and reports.
This document outlines a draft for Version 2.0 of a Diploma of Applied Permaculture Design. The diploma system is designed to be agile, project-based, and involve ongoing mentoring. It aims to grow the permaculture community and provide low-cost, lifelong learning opportunities. Students would complete design packets to demonstrate their learning over 2 years until graduation, with support from local and online mentors. The diploma would be initially accredited by Gaia University and local colleges. Feedback is requested on the draft proposal.
The document provides guidance on designing an eLearning module for subject matter contributors/writers at the Australian Institute of Company Directors (AICD) who have little background in education. The module will cover fundamental principles of instructional design using a self-paced eLearning format. Learners will engage with content through reading, choosing, describing, reflecting, planning, investigating and inquiring. The module will also provide opportunities for collaborative work and reflective practice during development.
The Value of Critique and Integrating it into Your Design ProcessAdam Connor
Slides from my presentation with Alla Zollers at Boston UPA's 2010 Conference
Foe an updated version of this presentation please see: http://www.slideshare.net/adamconnor/ready-set-critique
The document discusses critique as a way to provide structured feedback on designs. It defines critique as feedback focused on what works and doesn't work in a design and why, from the perspective of users and goals. Critique is valuable for designers as it helps them examine designs objectively and get new ideas. When incorporated into the design process, critique allows for collaboration and helps establish frameworks for discussion. The document provides tips for planning and running effective critique sessions, such as setting clear goals and time limits. It also discusses incorporating critique into both traditional and agile project lifecycles.
Research Ready to Build: Compelling Artefacts that Speak Your Agile Team's La...Joshua Ledwell
This document summarizes two case studies of ensuring user research findings and early design guidance stay relevant for agile teams over time. Case study 1 involved creating a long-term customer data experience strategy to guide four agile teams. Case study 2 aimed to improve a complex software feature with dependencies on other parts. Key lessons included creating artifacts in the team's language, showing how design builds on research, hijacking agile ceremonies, sustaining buy-in from stakeholders, and committing to sustainability over burnout. The document concludes by discussing making artifacts easy to maintain and evolve the practice across projects.
Designing open badges for a technology integration courseRick West
This document describes the design of an open badge system for a technology integration course. It discusses how smaller, lower-level badges can be earned for completing individual skills and projects, and combined to earn higher-level badges. The system was adapted from Mozilla's open badge infrastructure and uses a "constellation" approach. The document outlines the various projects, technologies, and skills students can earn badges for, and discusses criteria and rubrics used to assess badge mastery. It also proposes future iterations and research on the effectiveness of open badges for motivation and professional development.
AECT 2013 - Designing Open Badges for a Technology Integration CourseDan Randall
In this presentation we provide an overview of the Open Badge concept and our design of an Open Badge system to support our undergraduate course on technology integration in secondary education. Future design challenges and the areas where additional research is needed are also highlighted.
Collaboration At a Distance in Higher EducationEileen O'Connor
The document discusses collaborating and sharing at a distance through virtual and web-mediated approaches. It provides an agenda that includes reasons for collaboration from educational and research perspectives, approaches to distance and e-mediated collaborations, and examples of eTools for collaboration like Diigo, Google Docs, websites/wikis, and virtual worlds. Specific examples are given for using tools like Google Docs and sites to create shared documents and websites, Diigo for bookmarking and sharing resources, videos on YouTube, and virtual spaces like Second Life. The document advocates for using these tools to enhance collaboration, sharing, and extending learning among educational partners separated by distance.
Accessibility as a Design Tool
Derek Featherstone argues that accessibility should be integrated into design workflows from the beginning of any project. He advocates including people with disabilities in user research, testing designs for accessibility, and validating solutions with people with disabilities. Featherstone believes accessibility makes for better design overall when incorporated throughout the entire design process, from project definition to launch.
Beyond Usability Testing: Assessing the Usefulness of Your DesignDan Berlin
This document discusses how usability testing can be adapted to assess the usefulness of a design when the goals differ from just finding usability problems. It proposes conducting usability tests with three components: 1) Pre-task questions that set the context of usefulness instead of just demographics, 2) Participant-directed tasks instead of predefined tasks, and 3) Post-task questions that compare expectations and value instead of just satisfaction. This adapted approach leverages the strengths of usability testing while allowing different objectives of understanding usefulness rather than just usability problems.
European Communication School: Social Media Session 5Richard Stacy
This document discusses producing a social media plan, including defining objectives, infrastructure requirements, operational plans, and people roles. It provides an example of how Vodafone used social media for direct recruitment to hire technicians. The document also discusses how Norfolk County Council could use social media to engage local communities with libraries by having librarians answer questions online. It outlines potential plans for Norfolk including monitoring conversations, creating a content hub, training librarians, and reviewing the initiative. The session aims to help construct a comprehensive social media plan.
The document outlines a social authoring process used by NROC to collaboratively develop open educational resources. Key aspects of the process include:
1. Author teams are formed around subject areas and work together online to develop content outlines, scripts, and assignments.
2. Authors post draft scripts for peer and NROC review before moving to the next stage of development.
3. Designers, artists, and producers then work to develop learning objects incorporating text, visuals, activities, and multimedia.
4. Feedback is gathered from users through online communities to continuously improve the resources through this collaborative development cycle.
This document summarizes a workshop on developing students' skills for their final year projects. It introduces an online resource called "The Final Chapter" created at the University of Leeds to help students with dissertation writing. The resource was developed in response to student concerns about critical thinking, project planning, and confidence. It includes videos of staff and students, and was created using existing materials and Articulate Storyline. Feedback from over 500 students showed they found it reassuring and that it helped improve their arguments, planning, and confidence. Suggestions are made to expand the resource.
This document provides a summary of qualifications and accomplishments for Jesse C. Kells. It outlines their experience in networking, business, programming, and computer support with strengths in problem solving, research, communication, and attention to detail. Notable accomplishments include creating applications, assessing business needs, developing networking solutions, presenting to audiences, and documenting procedures. Kells' education includes an Associate's degree in Business Computer Information Systems.
This document summarizes Dr. Alejandro Armellini's presentation on designing courses for openness. It discusses how the Carpe Diem learning design process has evolved over 3 years to focus on open educational practices and using open resources. Carpe Diem helps educators redesign courses in 2 days to make better use of learning technologies, open resources, and design for participation. The process provides deliverables like course blueprints, storyboards, and action plans. Quality is ensured through a framework that evaluates content, openness, reuse, evidence, and more.
Can social awareness foster trust building in global software teams?Fabio Calefato
This document describes a study investigating whether social awareness fostered through social media can build trust in global software teams. It presents a theoretical model of trust antecedents and proposes using a tool called SocialCDE to aggregate developers' personal social media content in their workspaces. The study design involves a field study of an open source project and a controlled experiment comparing teams using Visual Studio with and without SocialCDE. The goal is to analyze collected data and determine if social awareness positively correlates with affective trust and project performance between distant teams.
The document discusses learning design and the OU LD project. It provides information on:
1) The OU LD project which involved case studies, interviews, workshops and tool development like CompendiumLD to support the visualization, sharing and reuse of learning designs.
2) Different ways of representing learning designs including visual maps, case studies, and pedagogical patterns.
3) Issues around learning design discussed in interviews like the tacit nature of the design process and balancing structure and flexibility.
This study focuses on the effects of interactive energy visualization in residential domain to understand if an energy interface with social and competitive elements motivates residential users to become proactive in energy conservation; further verifying effectiveness of such interfaces in increasing awareness at community level.
This document summarizes three different open online learning experiences called flavors of learning: 1) A gentle introduction to Python by Steve Carson, 2) Creative learning community by Natalie Rusk, 3) Play with your music by S. Alexander Ruthmann. The experiences leveraged existing resources without a centralized platform or teachers. They explored using email lists, WordPress, and Google+ for communication. The experiences faced challenges with student data distribution and reliance on project timelines but had success with affordability, openness, and learner-defined success. Improvements for the future include new collaboration tools and more flexible, project-based structures.
This document summarizes Vanessa Genarelli's research on coworking spaces. It begins with an introduction to coworking and its origins in 2005. The research questions examine if coworking spaces can expand human potential and which interaction design principles nurture excellent work. Research methods included interviews and site visits to coworking spaces on the East Coast. Key findings discussed recruitment differences between spaces, the importance of onboarding and socialization, the impact of space design on mixing and sharing, and different approaches to discipline and governance and their correlation to culture and sustainability. The discussion examines relationships between emergent culture, mixed desks for skills learning, and low dismissal rates.
How can your students use Badges in the classroom? P2PU has built a learner-centered platform for your classroom community to give feedback to each other and recognize skills.
Peer 2 Peer University has a different take on measurement: we see assessment and learning as one loop, with peers constantly giving feedback to each other and learning in that process.
As such, we've build a very different kind of assessment platform: our Badges enable feedback and conversations. This presentation will walk through our platform and present a use case in how Youth Voices Summer Program used Badges for learners to assess each other.
The document discusses strategies for generating user-generated content (UGC) through peer learning. It describes Peer 2 Peer University, which has 67,000 users in 550 courses relying entirely on UGC. The author advocates shining a light on exemplary contributors, providing sample content, developing helpful inline resources, and establishing community safeguards for quality assurance. Readers are challenged to design a platform combining their talents that facilitates UGC using these strategies.
Jason Haas and Vanessa Gennarelli presented to Dr. Mitchell Resnick's MAS 714 Course "Technologies for Creative Learning" at MIT Media Lab, December 6, 2011
My slides for our group presentation for Open Education Week with Karen Fasimpaur and Jane Park. Full presentation at http://www.slideshare.net/kfasimpaur/p2-pu-openedwk2013
The document outlines design priorities and user flows for a badge system called Badges.p2pu.org, including creating badges, applying for badges, reviewing badge applications, and adding badges to courses on p2pu.org. It provides wireframes and user scenarios to illustrate the badge creation process and giving/receiving feedback to earn badges for completed projects.
Formative Evaluation for Educational Product DevelopmentVanessa Gennarelli
This document discusses formative evaluation for educational product development. Formative evaluation involves testing an educational product with users during development to inform the product's direction. It can be conducted at any time during development. Some key methods discussed include interviews, think-aloud protocols, focus groups, questionnaires, and click-testing. Conducting formative evaluation with target users for around a week can help identify usability issues, measure user appeal and engagement, and test user comprehension to improve the educational product.
The document provides guidance on creating courses on the P2PU platform, noting that P2PU courses consist of conversations, activities, and projects. It recommends including interesting projects for learners to accomplish and ways for them to work together and give each other feedback. The document also highlights improvements to the course creation process and user experience, including in-line help, smooth content entry, and markdown support. Learners are directed to the new course creation site and a discussion forum to ask questions and provide feedback to a P2PU representative.
P2PU courses are online learning experiences that involve tasks completed within a set timeframe. Courses have discussions and are facilitated. Challenges are less structured, allow self-paced learning, and use badges for assessment. Both involve projects and skills development. Future plans are to unify courses and challenges into a single learning experience.
The document discusses strategies for user-generated content (UGC) platforms, including curating high-quality content, providing users with content tools and templates, interweaving helpful content, making resources engaging, focusing on real-world applications, and implementing quality assurance processes like community review. The overall message is about guiding users and communities to create valuable UGC through best practices, resources, and governance.
This document discusses badges and P2PU's badge system. It provides background on P2PU and badges, describes the current badge ecosystem including the different types of badges, and outlines plans to test and improve the badge system through empirical research and usability testing. The future sections discusses finishing the plan for the next iteration of the badge system and a phased deployment approach.
This document summarizes research from interviews and usability testing on the process of creating courses on the P2PU platform. Key findings include that users iterate a lot when developing courses, with over 70% visiting P2PU over 20 times. Collaborative tools like Etherpad are popular for drafting content. Recommendations focus on improving the in-platform editing and creation process to better support collaboration and iterative development. Next steps include additional user testing and integrating the findings with other platform initiatives.
The document summarizes user research testing done on the P2PU homepage. Key findings include:
1) Labeling of elements like "featured courses" and "course covers" needed more clarity.
2) The activity feed was often mistaken for Twitter and seen as irrelevant on the homepage.
3) In an annotation test, users were confused by the "Find" vs. "Create" flows and wanted to see courses first before being prompted to create.
4) Future tests should focus questions individually and stagger multiple small tests.
1. P2PU & Badges
An Update from the Flight Deck
Vanessa Gennarelli
Learning Lead, P2PU
@mozzadrella
2. Refocusing & Regrouping
Are we measuring the right things? Previous
metrics include:
Usage stats
Rubrics
Average ratings
Manual implementation --> little experimentation
Conclusion: P2PU <3 the squishy stuff
3. Design Priorities
Feedback == assessment
Focus on qualitative feedback to improve projects
Prompt iteration and resubmission of projects
Nurture mentorship through sustained feedback
relationships
4. Badge UX: Apply for Badge
Learner Modal opens
submits project with questions
for a specific about the
badge project
Submit Project for Content Marketing Badge
An expert with this badge has created a blog,
installed analytics, and created a voice
and tone style guide for their site.
SUBMIT PROJECT FOR:
CONTENT MARKETING BADGE
Project URL?
What stepsthe URL for yourcomplete this
What’s did you take to project?
task?
What steps did you take to complete this task?
What would you do differently next time?
Learner is asked to
Submit give some context to
help direct the nature
of the feedback
Submit Project:
Content Marketing
5. Badge UX: Review a Badge
Experts are sent to Review Project for Content Marketing Badge
badges.p2pu.org An expert with this badge has created a blog,
installed analytics, and created a voice
and tone style guide for their site.
Project URL: http://ilovecharts.tumblr.com/
Experts can see the context of the project, Steps Involved: Installed tumblr, analytics, voice and tone guide.
and give personalized feedback
Reflection for next time: I would have used another theme.
Your Feedback to John K. Samson
KUDOS
What is strong about this project?
Expert is prompted to focus on what
works well, unclear areas, and areas to
QUESTIONS
What is unclear about this project?
improve
CONCERNS
What is incorrect, missing, or doesn’t work about this project?
Expert either awards badge, or asks Award Ask Peer to
learner to revise and resubmit Badge Resubmit
6. Badge UX: Create a Badge
1
Occurs on badges.p2pu.org
User is provided with:
Gallery of P2PU’s most-prized badges to
model good badge behavior
Selection of shapes and icons to use
Option to peg the badge to a P2PU course
7. Badge UX: Badge Dashboard
Appears in both 1
a learner’s p2pu.org profile
and at badges.p2pu.org
Key Features: Badges Feedback
•Badges: Earned, In Earned In Process Awarded Latest Your Projects Peer Projects
Process, Awarded to Content Marketing Dirk Kahnerelli
others Earned 10/01/2012 resubmitted work
•Feedback: latest activity
SoundCloud Maestro Vanessa Browne
Earned 12/04/2012 earned the Music
Hacker badge
from feedback partners,
feedback on your
projects, feedback
you’ve left for others
8. Milestones & Next Steps
1
Wireframing--in process, complete January 30th
Building--start January 31st, end February 28th
Testing & refining--start March 1, end March 13
Launch at DML--March 14, 2013