The document discusses scenario-based design, which involves creating short narratives describing how users will interact with a future system. Scenarios focus on goals, actions, and objects rather than interface details. They guide system development and help evaluate design ideas based on their usefulness. The benefits of scenarios include supporting design progress while remaining open to changes. Examples of scenarios are provided for an online course tool. Evaluating scenarios through participatory design sessions with potential users can provide further insights.
This document discusses scenario-based design. It defines scenarios as stories about people and their activities. The key elements of scenarios are described as setting, actors, goals, actions, events, and objects. Different types of scenarios are outlined for problems, activities, information, and interactions. Five reasons for using scenario-based design are given: to evoke design issues, concretely define interpretations and solutions, allow multiple perspectives, support abstraction and categorization, and anchor design discussions. Examples of scenarios for an online course tool are provided.
Scenario-based design is a technique where envisioned usage scenarios of a future system are described through short stories and used to guide system development. Scenarios focus on goals, actions, and objects rather than interface details. They make possibilities more concrete than abstract lists of features. Benefits include supporting progress through flexible ideas and directing attention to use-appropriateness of designs. Scenarios involve a setting, actors, goals, actions, events, and objects. They can describe current problems or propose new designs and are used in participatory design sessions to gather feedback.
This document discusses scenario-based design and provides examples of scenarios. It defines scenarios as stories about people and their activities that include elements like setting, agents/actors, goals, actions, events, and objects. Scenarios can be used in participatory design to evoke reflection on design issues. Different types of scenarios are described, including problem scenarios, activity scenarios, information scenarios, and interaction scenarios. Examples of scenarios are provided for a history teacher preparing a lesson and for an app called Ach So.
This document discusses scenario-based design. Scenarios are stories that describe people and their activities within a setting. Scenarios contain elements like actors, goals, actions, events, and objects. They can be used to describe current situations, propose new designs, or show how users understand information. Examples of scenarios include a student using an online course feed reader called EduFeedr to manage his class. Participatory design sessions involve discussing scenarios with users to gather feedback through structured questions. Results are summarized in written reports or concept maps.
The document discusses scenario-based design, which involves creating narrative descriptions of envisioned usage scenarios to guide the development of a system. Key points:
- Scenarios describe settings, actors, goals, actions, events, and objects to vividly capture potential human-computer interactions without detailing interfaces.
- A simple example contrasts three scenarios of a club member interacting online in different ways.
- Scenarios are useful early in design to explore possibilities and focus on usability rather than committing to specific solutions or interfaces.
Presentation to the University of Johannesburg (UJ) Faculty of Science First Year Lecturer Academy on 2 November, and to UJ's Faculty of Management and CPASD Teaching and learning seminar on 1 November 2011.
Part 2 in our series of Research in Second Life workshops presents examples from education and scientific research in a virtual world. CTU doctoral class projects and Ramapo\'s Suffern Middle School class activities are also highlighted. The research links are included from current and past research presentations.
This document discusses scenario-based design. It defines scenarios as stories about people and their activities. The key elements of scenarios are described as setting, actors, goals, actions, events, and objects. Different types of scenarios are outlined for problems, activities, information, and interactions. Five reasons for using scenario-based design are given: to evoke design issues, concretely define interpretations and solutions, allow multiple perspectives, support abstraction and categorization, and anchor design discussions. Examples of scenarios for an online course tool are provided.
Scenario-based design is a technique where envisioned usage scenarios of a future system are described through short stories and used to guide system development. Scenarios focus on goals, actions, and objects rather than interface details. They make possibilities more concrete than abstract lists of features. Benefits include supporting progress through flexible ideas and directing attention to use-appropriateness of designs. Scenarios involve a setting, actors, goals, actions, events, and objects. They can describe current problems or propose new designs and are used in participatory design sessions to gather feedback.
This document discusses scenario-based design and provides examples of scenarios. It defines scenarios as stories about people and their activities that include elements like setting, agents/actors, goals, actions, events, and objects. Scenarios can be used in participatory design to evoke reflection on design issues. Different types of scenarios are described, including problem scenarios, activity scenarios, information scenarios, and interaction scenarios. Examples of scenarios are provided for a history teacher preparing a lesson and for an app called Ach So.
This document discusses scenario-based design. Scenarios are stories that describe people and their activities within a setting. Scenarios contain elements like actors, goals, actions, events, and objects. They can be used to describe current situations, propose new designs, or show how users understand information. Examples of scenarios include a student using an online course feed reader called EduFeedr to manage his class. Participatory design sessions involve discussing scenarios with users to gather feedback through structured questions. Results are summarized in written reports or concept maps.
The document discusses scenario-based design, which involves creating narrative descriptions of envisioned usage scenarios to guide the development of a system. Key points:
- Scenarios describe settings, actors, goals, actions, events, and objects to vividly capture potential human-computer interactions without detailing interfaces.
- A simple example contrasts three scenarios of a club member interacting online in different ways.
- Scenarios are useful early in design to explore possibilities and focus on usability rather than committing to specific solutions or interfaces.
Presentation to the University of Johannesburg (UJ) Faculty of Science First Year Lecturer Academy on 2 November, and to UJ's Faculty of Management and CPASD Teaching and learning seminar on 1 November 2011.
Part 2 in our series of Research in Second Life workshops presents examples from education and scientific research in a virtual world. CTU doctoral class projects and Ramapo\'s Suffern Middle School class activities are also highlighted. The research links are included from current and past research presentations.
This document discusses scenario-based design as a method for user-centered design. It defines scenarios as short stories that describe typical user situations and focus on goals, actions, and objects rather than interface details. Scenarios are used early in the design process to envision how a system could be used. They make design ideas more concrete and help evaluate the usability of different design concepts. The document provides examples of scenarios and describes how they can be used in design sessions with users to gather feedback and guide the design process.
Rethinking concepts in virtual worlds and education researchEduserv
A presentation by Diane Carr and Martin Oliver at the Where next for Virtual Worlds in UK higher and further education event held in London in January 2010.
The document discusses using iPad and iPhone apps to foster literacy learning, outlining various apps that can be used for activities like accessing and analyzing information, reading and writing digitally, discussing and collaborating, and playing games and simulations to support learning. It provides examples of apps for social reading and writing, concept mapping, blogging, tweeting, essay writing, discussing online, screencasting, and texting that teachers can utilize to engage students in literacy skills.
The document discusses the need for a "design science of learning" to bridge the gap between experts with design knowledge and those without. It proposes using narratives, or case stories, to share knowledge about solving educational problems. These stories would then be analyzed to identify reusable "design patterns" - descriptions of common problems and core solutions. Sharing and refining patterns could help spread design expertise more widely and support collaborative learning design.
The document discusses the need for a "design science of learning" to bridge the gap between theoretical discussions of learning and technology and anecdotal examples. It proposes using narratives, or case stories, to share real-world experiences and extract design patterns from them. These patterns provide context-specific problem-solution descriptions that can be applied across similar problems. The document advocates establishing an "algebra" of case stories, patterns, and scenarios to build a shared language for designing improved learning experiences and tools.
Social Media and Online Collaboration ToolsBusiness In.docxwhitneyleman54422
Social Media and Online
Collaboration Tools
Business Information Systems
Presented By:
Student Name
Introduction
What is a Social Media and Online Collaboration Tool?
Online Collaboration Tool #1
Online Collaboration Tool #2
Online Collaboration Tool #3
Table of Comparisons
Recommendation
What is a Social Media and Online
Collaboration Tool?
Social Media Collaboration Tool
Online Collaboration Tool
Compare Three Online Collaboration Tools
Background Research
Advantages and Disadvantages
Ease of Use
Reliability and Availability
Cost
Time and Resources to Implement
Online
Collaboration
Tool
Ease of
Use
Reliability
Availability
Cost
Time to
Implement
Resources
to
Implement
Online Collaboration Tool #1
Background Research
Vendor Name
Product Website Address
Key Features
(Bednarski, 2005)
Online Collaboration Tool #1
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #2
Background Research
Vendor Name
Product Website Address
Key Features
(Aguilera, n.d.)
Online Collaboration Tool #2
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #3
Background Research
Vendor Name
Product Website Address
Key Features
(Gutierrez, 2003)
Online Collaboration Tool #3
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Table of Comparisons
Tool #1 Tool #2 Tool #3
Ease of Use Hard Medium Easy
Reliability Low High Average
Availability Windows, Mac iOS, Android, Web All platforms
Cost $2000 $500 Free
Time to Implement 1 year 6 months 1 month
Resources to Implement 3 Personnel 2 Personnel 1 Personnel
Recommendation
Online Collaboration Tool #2
Rationale for Choice
Image of Recommended Tool
Tool #2
(Rainer & Cegielski, 2014)
Conclusion
Conclusion #1
Conclusion #2
Conclusion #3
(Ozkan, n. d.)
Bibliography
Aguilera, V. (n.d.). Working in the computer [digital image]. Retrieved from
http://www.freeimages.com/photo/working-in-the-computer-1243509
Bednarski, A. (2005). Mail button [digital image]. Retrieved from
http://www.freeimages.com/photo/mail-button-1533458
Gutierrez, M. L. (2003). Computers [digital image]. Retrieved from
http://www.freeimages.com/photo/computers-1227142
Ozkan, E. (n.d.). Businessman [digital image]. Retrieved from
http://www.freeimages.com/photo/businessman-1240109
Rainer, R. K., Prince, B., Cegielski, C., Chircu, A., & Marabelli, M. (2014).
.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
More than 'Add-On': Technology as a Teaching and Learning Toolrwarner23
For Connections Participants 2011 at Okanagan College. E-texts, social networking, mobile, blended learning...Are you considering integrating some new information and communication technologies in your classes but are unsure about where to start? In this session, participants will learn about some new technologies and trends in teaching and learning, assess the benefits and challenges of using technologies, and share ideas about the most effective technologies for the specific and unique pedagogical goals of participants' own disciplines. Flexibility and customization are the name of the game, so there is something here for everybody!
This document discusses AeCTS, a methodology for teaching with technology that focuses on solving authentic problems. AeCTS stands for Authentic problem, Exit strategy, Clear outcome, Thinking skills, and Software skills. It provides examples of lessons planned according to the AeCTS framework, including developing a social service announcement video and creating a podcast about monuments. The document emphasizes that AeCTS lessons engage students by focusing on meaningful, real-world problems and using technology tools to develop higher-order thinking skills.
Dr. Marlene Asselin gave a presentation on new literacies at the Manitoba School Library Association Annual Conference. She discussed key differences between print-based and new literacies, major theories around new literacies, and educational issues arising from new perspectives on literacy. She emphasized how new literacies involve expanded opportunities for multi-modal content production and knowledge sharing through social practices and participation.
This document provides information about a unit on geometry in art that incorporates various assessments and technology integration. The unit focuses on identifying geometric relationships in art, architecture, and nature. Students will research an assigned area, present their findings to the class via a wiki, and create a quiz over their topic. Assessments include pre/post-tests, quizzes, observations of student presentations and discussions. Technology like PowerPoint, blogs, and online concept maps are used to support student learning and demonstrate understanding of geometric relationships.
Chapter 13 online communities and interactionsgrainne
The document discusses online communities and interactions. It explores how tools and user practices co-evolve over time as users gain experience with tools and discover new ways to use them. The document also describes different modes of online interaction, from individual to networked. It presents frameworks for understanding online pedagogies and evaluating online communities, including how they support reflection, experience, and conversation.
The document discusses tools and strategies for engaging students in eLearning. It advocates getting students involved in real-world tasks that are relevant and interesting to them. It also promotes using media creation tools like Audacity and online sharing platforms to help students publicly share their work and get feedback from a global audience. The document argues that an excellent teacher models digital literacy, uses technology for collaborative learning, and draws on online resources and networks to remain current in their field.
This lesson introduces students to modern poetry by analyzing T.S. Eliot's "The Love Song of J. Alfred Prufrock." The lesson begins by defining modernism and comparing it to romanticism. Students analyze Marcel Duchamp's painting "Nude Descending a Staircase" and Emily Dickinson's poem "Wild Nights, Wild Nights" to understand modernism. Students then closely read "Prufrock" in sections, analyzing how it depicts modern themes like uncertainty and social anxiety. The lesson incorporates technology like polling apps, random calling, online discussions, and recording the lesson for review. Students are assessed through analyzing their reading of "Prufrock" and writing a personal ad for
Literature circles for the 21st century betaKatie McKnight
The document provides information on implementing literature circles, including consistent structural elements, how to incorporate technology, and potential student roles. Literature circles allow students to choose their own books to read in small, self-managed discussion groups. Key elements include student choice, regular group meetings, and teacher facilitation rather than direction. The document discusses using e-books, online discussions, audio recordings, and other technologies to enhance literature circles. It also provides examples of student roles like discussion director, vocabulary detective, and illustrator that integrate technology.
This activity is designed to help you develop a lesson that teaches .docxhowardh5
This lesson teaches character education through a math curriculum by focusing on the trait of perseverance. Students will watch video clips from Finding Nemo that demonstrate perseverance and discuss how the character shows this trait. They will then discuss how perseverance can be applied in math class and beyond. As an assessment, students will post responses on a collaborative digital bulletin board about how they can demonstrate perseverance in math. The teacher plans to continue developing character education by working with colleagues to identify important virtues and implement them across the curriculum.
Rethinking digital literacies: a sociomaterial analysis of students use of te...Martin Oliver
This document summarizes a study that used sociomaterial analysis to examine students' use of technology. The researchers conducted surveys, focus groups, and multimodal journaling with students to understand their digital practices. Three orientations towards technology emerged: curation, where students carefully organized digital resources; combat, where students reluctantly adopted technologies due to social pressures; and coping, involving pragmatic workarounds used in resource-constrained environments. The study challenges notions of digital literacy as a set of skills and instead frames it as situated socio-technical practices that are distributed across humans and technology.
Information Literacy in virtual worlds Part 1Sheila Webber
This was created as part of a presentation for the Information Literacy with Web 2.0 virtual seminar and is part of a page at http://www.netvibes.com/sheilawebber#Using_virtual_worlds
Transforming Higher Education with Open Educational PracticesHans Põldoja
The document discusses the impact of ChatGPT, an AI assistant created by OpenAI, on student assessments in higher education. It begins by providing background on ChatGPT, describing it as a state-of-the-art language model that can engage in natural conversation. It then discusses concerns that ChatGPT could enable students to generate impressive written work for assignments, challenging traditional written assessments. The document also includes a quote from a student who used AI tools for their assignments, feeling they were penalized for not writing eloquently. Finally, it discusses the need to revisit existing student performance evaluation approaches in higher education in light of new technologies like ChatGPT.
This document discusses scenario-based design as a method for user-centered design. It defines scenarios as short stories that describe typical user situations and focus on goals, actions, and objects rather than interface details. Scenarios are used early in the design process to envision how a system could be used. They make design ideas more concrete and help evaluate the usability of different design concepts. The document provides examples of scenarios and describes how they can be used in design sessions with users to gather feedback and guide the design process.
Rethinking concepts in virtual worlds and education researchEduserv
A presentation by Diane Carr and Martin Oliver at the Where next for Virtual Worlds in UK higher and further education event held in London in January 2010.
The document discusses using iPad and iPhone apps to foster literacy learning, outlining various apps that can be used for activities like accessing and analyzing information, reading and writing digitally, discussing and collaborating, and playing games and simulations to support learning. It provides examples of apps for social reading and writing, concept mapping, blogging, tweeting, essay writing, discussing online, screencasting, and texting that teachers can utilize to engage students in literacy skills.
The document discusses the need for a "design science of learning" to bridge the gap between experts with design knowledge and those without. It proposes using narratives, or case stories, to share knowledge about solving educational problems. These stories would then be analyzed to identify reusable "design patterns" - descriptions of common problems and core solutions. Sharing and refining patterns could help spread design expertise more widely and support collaborative learning design.
The document discusses the need for a "design science of learning" to bridge the gap between theoretical discussions of learning and technology and anecdotal examples. It proposes using narratives, or case stories, to share real-world experiences and extract design patterns from them. These patterns provide context-specific problem-solution descriptions that can be applied across similar problems. The document advocates establishing an "algebra" of case stories, patterns, and scenarios to build a shared language for designing improved learning experiences and tools.
Social Media and Online Collaboration ToolsBusiness In.docxwhitneyleman54422
Social Media and Online
Collaboration Tools
Business Information Systems
Presented By:
Student Name
Introduction
What is a Social Media and Online Collaboration Tool?
Online Collaboration Tool #1
Online Collaboration Tool #2
Online Collaboration Tool #3
Table of Comparisons
Recommendation
What is a Social Media and Online
Collaboration Tool?
Social Media Collaboration Tool
Online Collaboration Tool
Compare Three Online Collaboration Tools
Background Research
Advantages and Disadvantages
Ease of Use
Reliability and Availability
Cost
Time and Resources to Implement
Online
Collaboration
Tool
Ease of
Use
Reliability
Availability
Cost
Time to
Implement
Resources
to
Implement
Online Collaboration Tool #1
Background Research
Vendor Name
Product Website Address
Key Features
(Bednarski, 2005)
Online Collaboration Tool #1
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #2
Background Research
Vendor Name
Product Website Address
Key Features
(Aguilera, n.d.)
Online Collaboration Tool #2
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #3
Background Research
Vendor Name
Product Website Address
Key Features
(Gutierrez, 2003)
Online Collaboration Tool #3
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Table of Comparisons
Tool #1 Tool #2 Tool #3
Ease of Use Hard Medium Easy
Reliability Low High Average
Availability Windows, Mac iOS, Android, Web All platforms
Cost $2000 $500 Free
Time to Implement 1 year 6 months 1 month
Resources to Implement 3 Personnel 2 Personnel 1 Personnel
Recommendation
Online Collaboration Tool #2
Rationale for Choice
Image of Recommended Tool
Tool #2
(Rainer & Cegielski, 2014)
Conclusion
Conclusion #1
Conclusion #2
Conclusion #3
(Ozkan, n. d.)
Bibliography
Aguilera, V. (n.d.). Working in the computer [digital image]. Retrieved from
http://www.freeimages.com/photo/working-in-the-computer-1243509
Bednarski, A. (2005). Mail button [digital image]. Retrieved from
http://www.freeimages.com/photo/mail-button-1533458
Gutierrez, M. L. (2003). Computers [digital image]. Retrieved from
http://www.freeimages.com/photo/computers-1227142
Ozkan, E. (n.d.). Businessman [digital image]. Retrieved from
http://www.freeimages.com/photo/businessman-1240109
Rainer, R. K., Prince, B., Cegielski, C., Chircu, A., & Marabelli, M. (2014).
.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
More than 'Add-On': Technology as a Teaching and Learning Toolrwarner23
For Connections Participants 2011 at Okanagan College. E-texts, social networking, mobile, blended learning...Are you considering integrating some new information and communication technologies in your classes but are unsure about where to start? In this session, participants will learn about some new technologies and trends in teaching and learning, assess the benefits and challenges of using technologies, and share ideas about the most effective technologies for the specific and unique pedagogical goals of participants' own disciplines. Flexibility and customization are the name of the game, so there is something here for everybody!
This document discusses AeCTS, a methodology for teaching with technology that focuses on solving authentic problems. AeCTS stands for Authentic problem, Exit strategy, Clear outcome, Thinking skills, and Software skills. It provides examples of lessons planned according to the AeCTS framework, including developing a social service announcement video and creating a podcast about monuments. The document emphasizes that AeCTS lessons engage students by focusing on meaningful, real-world problems and using technology tools to develop higher-order thinking skills.
Dr. Marlene Asselin gave a presentation on new literacies at the Manitoba School Library Association Annual Conference. She discussed key differences between print-based and new literacies, major theories around new literacies, and educational issues arising from new perspectives on literacy. She emphasized how new literacies involve expanded opportunities for multi-modal content production and knowledge sharing through social practices and participation.
This document provides information about a unit on geometry in art that incorporates various assessments and technology integration. The unit focuses on identifying geometric relationships in art, architecture, and nature. Students will research an assigned area, present their findings to the class via a wiki, and create a quiz over their topic. Assessments include pre/post-tests, quizzes, observations of student presentations and discussions. Technology like PowerPoint, blogs, and online concept maps are used to support student learning and demonstrate understanding of geometric relationships.
Chapter 13 online communities and interactionsgrainne
The document discusses online communities and interactions. It explores how tools and user practices co-evolve over time as users gain experience with tools and discover new ways to use them. The document also describes different modes of online interaction, from individual to networked. It presents frameworks for understanding online pedagogies and evaluating online communities, including how they support reflection, experience, and conversation.
The document discusses tools and strategies for engaging students in eLearning. It advocates getting students involved in real-world tasks that are relevant and interesting to them. It also promotes using media creation tools like Audacity and online sharing platforms to help students publicly share their work and get feedback from a global audience. The document argues that an excellent teacher models digital literacy, uses technology for collaborative learning, and draws on online resources and networks to remain current in their field.
This lesson introduces students to modern poetry by analyzing T.S. Eliot's "The Love Song of J. Alfred Prufrock." The lesson begins by defining modernism and comparing it to romanticism. Students analyze Marcel Duchamp's painting "Nude Descending a Staircase" and Emily Dickinson's poem "Wild Nights, Wild Nights" to understand modernism. Students then closely read "Prufrock" in sections, analyzing how it depicts modern themes like uncertainty and social anxiety. The lesson incorporates technology like polling apps, random calling, online discussions, and recording the lesson for review. Students are assessed through analyzing their reading of "Prufrock" and writing a personal ad for
Literature circles for the 21st century betaKatie McKnight
The document provides information on implementing literature circles, including consistent structural elements, how to incorporate technology, and potential student roles. Literature circles allow students to choose their own books to read in small, self-managed discussion groups. Key elements include student choice, regular group meetings, and teacher facilitation rather than direction. The document discusses using e-books, online discussions, audio recordings, and other technologies to enhance literature circles. It also provides examples of student roles like discussion director, vocabulary detective, and illustrator that integrate technology.
This activity is designed to help you develop a lesson that teaches .docxhowardh5
This lesson teaches character education through a math curriculum by focusing on the trait of perseverance. Students will watch video clips from Finding Nemo that demonstrate perseverance and discuss how the character shows this trait. They will then discuss how perseverance can be applied in math class and beyond. As an assessment, students will post responses on a collaborative digital bulletin board about how they can demonstrate perseverance in math. The teacher plans to continue developing character education by working with colleagues to identify important virtues and implement them across the curriculum.
Rethinking digital literacies: a sociomaterial analysis of students use of te...Martin Oliver
This document summarizes a study that used sociomaterial analysis to examine students' use of technology. The researchers conducted surveys, focus groups, and multimodal journaling with students to understand their digital practices. Three orientations towards technology emerged: curation, where students carefully organized digital resources; combat, where students reluctantly adopted technologies due to social pressures; and coping, involving pragmatic workarounds used in resource-constrained environments. The study challenges notions of digital literacy as a set of skills and instead frames it as situated socio-technical practices that are distributed across humans and technology.
Information Literacy in virtual worlds Part 1Sheila Webber
This was created as part of a presentation for the Information Literacy with Web 2.0 virtual seminar and is part of a page at http://www.netvibes.com/sheilawebber#Using_virtual_worlds
Transforming Higher Education with Open Educational PracticesHans Põldoja
The document discusses the impact of ChatGPT, an AI assistant created by OpenAI, on student assessments in higher education. It begins by providing background on ChatGPT, describing it as a state-of-the-art language model that can engage in natural conversation. It then discusses concerns that ChatGPT could enable students to generate impressive written work for assignments, challenging traditional written assessments. The document also includes a quote from a student who used AI tools for their assignments, feeling they were penalized for not writing eloquently. Finally, it discusses the need to revisit existing student performance evaluation approaches in higher education in light of new technologies like ChatGPT.
This document provides an overview of open education and creative commons licenses. It begins by discussing some issues with copyright law, including long duration of copyright and limited reuse options. It then introduces Creative Commons licenses and describes the types of licenses available. The document explains how works can be marked with licenses and provides examples of Creative Commons icons. It also discusses open educational resources and the open education movement. Examples of open educational resources repositories and collections are provided. The document emphasizes that teachers, authors and organizations should share educational materials using open licenses to allow reuse and adaptation. It recommends that governments and institutions prioritize and support open education.
This document discusses personas used in instructional design. It provides examples of primary, secondary, supplemental, customer, served, and negative personas. The primary persona describes the most important user type for an interface. Secondary personas have similar needs to the primary persona, with some additional needs. Supplemental personas have needs fully met by combining primary and secondary personas. Customer personas describe customer rather than user needs. Served personas are impacted by but do not directly use a product. Negative personas are user types the product is not intended for. The document also discusses scenario-based design and provides an example scenario of a student teacher using a competency assessment tool.
Storytelling For The Web: Integrate Storytelling in your Design ProcessChiara Aliotta
In this slides I explain how I have used storytelling techniques to elevate websites and brands and create memorable user experiences. You can discover practical tips as I showcase the elements of good storytelling and its applied to some examples of diverse brands/projects..
Maximize Your Content with Beautiful Assets : Content & Asset for Landing Page pmgdscunsri
Figma is a cloud-based design tool widely used by designers for prototyping, UI/UX design, and real-time collaboration. With features such as precision pen tools, grid system, and reusable components, Figma makes it easy for teams to work together on design projects. Its flexibility and accessibility make Figma a top choice in the digital age.
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
Architectural and constructions management experience since 2003 including 18 years located in UAE.
Coordinate and oversee all technical activities relating to architectural and construction projects,
including directing the design team, reviewing drafts and computer models, and approving design
changes.
Organize and typically develop, and review building plans, ensuring that a project meets all safety and
environmental standards.
Prepare feasibility studies, construction contracts, and tender documents with specifications and
tender analyses.
Consulting with clients, work on formulating equipment and labor cost estimates, ensuring a project
meets environmental, safety, structural, zoning, and aesthetic standards.
Monitoring the progress of a project to assess whether or not it is in compliance with building plans
and project deadlines.
Attention to detail, exceptional time management, and strong problem-solving and communication
skills are required for this role.
Decormart Studio is widely recognized as one of the best interior designers in Bangalore, known for their exceptional design expertise and ability to create stunning, functional spaces. With a strong focus on client preferences and timely project delivery, Decormart Studio has built a solid reputation for their innovative and personalized approach to interior design.
Technoblade The Legacy of a Minecraft Legend.Techno Merch
Technoblade, born Alex on June 1, 1999, was a legendary Minecraft YouTuber known for his sharp wit and exceptional PvP skills. Starting his channel in 2013, he gained nearly 11 million subscribers. His private battle with metastatic sarcoma ended in June 2022, but his enduring legacy continues to inspire millions.
Revolutionizing the Digital Landscape: Web Development Companies in Indiaamrsoftec1
Discover unparalleled creativity and technical prowess with India's leading web development companies. From custom solutions to e-commerce platforms, harness the expertise of skilled developers at competitive prices. Transform your digital presence, enhance the user experience, and propel your business to new heights with innovative solutions tailored to your needs, all from the heart of India's tech industry.
PDF SubmissionDigital Marketing Institute in NoidaPoojaSaini954651
https://www.safalta.com/online-digital-marketing/advance-digital-marketing-training-in-noidaTop Digital Marketing Institute in Noida: Boost Your Career Fast
[3:29 am, 30/05/2024] +91 83818 43552: Safalta Digital Marketing Institute in Noida also provides advanced classes for individuals seeking to develop their expertise and skills in this field. These classes, led by industry experts with vast experience, focus on specific aspects of digital marketing such as advanced SEO strategies, sophisticated content creation techniques, and data-driven analytics.
Connect Conference 2022: Passive House - Economic and Environmental Solution...TE Studio
Passive House: The Economic and Environmental Solution for Sustainable Real Estate. Lecture by Tim Eian of TE Studio Passive House Design in November 2022 in Minneapolis.
- The Built Environment
- Let's imagine the perfect building
- The Passive House standard
- Why Passive House targets
- Clean Energy Plans?!
- How does Passive House compare and fit in?
- The business case for Passive House real estate
- Tools to quantify the value of Passive House
- What can I do?
- Resources
Visual Style and Aesthetics: Basics of Visual Design
Visual Design for Enterprise Applications
Range of Visual Styles.
Mobile Interfaces:
Challenges and Opportunities of Mobile Design
Approach to Mobile Design
Patterns
2. Carroll, J. M. (2000). Making Use: Scenario-Based
Design of Human-Computer Interactions.
Cambridge, MA: The MIT Press.
3. Rosson, M. B., & Carroll, J. M. (2002). Scenario-
Based Design. In J. A. Jacko & A. Sears, The
Human-Computer Interaction Handbook:
Fundamentals, Evolving Technologies and Emerging
Applications (pp. 1032–1050). Mahwah, NJ:
Lawrence Erlbaum Associates.
Rosson & Carroll: SBD 1
Scenario-Based Design
Mary Beth Rosson and John M. Carroll
Department of Computer Science and Center for Human-Computer Interaction
Virginia Tech, Blacksburg VA
Chapter 53 in J. Jacko & A. Sears (Eds.), The Human-Computer Interaction Handbook: Fundamentals,
Evolving Technologies and Emerging Applications. Lawrence Erlbaum Associates, 2002, pp. 1032-1050.
1. The Basic Idea
Scenario-based design is a family of techniques in which the use of a future system
is concretely described at an early point in the development process. Narrative descriptions
of envisioned usage episodes are then employed in a variety of ways to guide the
development of the system that will enable these use experiences.
Like other user-centered approaches, scenario-based design changes the focus of
design work from defining system operations (i.e., functional specification) to describing
how people will use a system to accomplish work tasks and other activities. However,
unlike approaches that consider human behavior and experience through formal analysis
and modeling of well-specified tasks, scenario-based design is a relatively lightweight
method for envisioning future use possibilities.
A user interaction scenario is a sketch of use. It is intended to vividly capture the
essence of an interaction design, much as a two-dimensional, paper-and-pencil sketch
captures the essence of a physical design.
2. A Simple Example
Scenarios are stories. They consist of a setting, or situation state, one or more actors with
personal motivations, knowledge, and capabilities, and various tools and objects that the
actors encounter and manipulate. The scenario describes a sequence of actions and events
that lead to an outcome. These actions and events are related in a usage context that
includes the goals, plans, and reactions of the people taking part in the episode.
Table 1 presents three brief scenarios in which a member of a club uses different
network tools to interact with club members. In all of these scenarios, the person’s goal is
to visit a club and interact with her friends at the club. The scenarios contrast three ways
that such a goal might be supported by computer network technologies. Each is a potential
“solution” to Sharon’s needs, but the user experience varies from asynchronous text-based
reading and posting, to a real-time graphical simulation of a meeting place.
Designers can quickly construct scenarios like these in order to make envisioned
possibilities more concrete. The example contrasts three contemporary approaches to
online interactions, but not as an abstraction, not as a list of features or functions. It
contrasts three episodes of human-computer interaction and personal experience.
4. What are scenarios?
Short stories of people and their activities that
… describe typical usage situation
… focus on goals, actions and objects
… leave out user interface details
5. Benefits of scenario-based design
• Scenarios support visible progress, but relax commitment to
the ideas expressed in the scenarios
• Scenarios direct attention to the use-appropriateness of design
ideas
• Incomplete nature of scenarios raises questions
(Rosson & Carroll, 2002)
6. Scenario’s elements
• Setting — description of the starting state of the episode and objects
that are involved
• Actors
• Goals
• Actions — things that actors do
• Events — things that happen to actors
• Objects
(Carroll, 2000)
7. Goals
Harry is interested in bridge failures; as a child, he saw a small
bridge collapse when its footings were undermined after a heavy
rainfall.
He opens the case study of the Tacoma Narrows Bridge and requests
to see the film of its collapse. He is stunned to see the bridge
first sway, then ripple, and ultimately lurch apart.
He quickly replays the film, and then opens the associated course
module on harmonic motion.
He browses the material (without doing the exercises), saves the
film clip in his workbook with a speech annotation, and then
enters a natural language query to find pointers to other physical
manifestations of harmonic motion.
He moves on to a case study involving flutes and piccolos.
(Carroll, 2000)
8. Actions
Harry is interested in bridge failures; as a child, he saw a small
bridge collapse when its footings were undermined after a heavy
rainfall.
He opens the case study of the Tacoma Narrows Bridge and requests
to see the film of its collapse. He is stunned to see the bridge
first sway, then ripple, and ultimately lurch apart.
He quickly replays the film, and then opens the associated course
module on harmonic motion.
He browses the material (without doing the exercises), saves the
film clip in his workbook with a speech annotation, and then
enters a natural language query to find pointers to other physical
manifestations of harmonic motion.
He moves on to a case study involving flutes and piccolos.
(Carroll, 2000)
9. Objects
Harry is interested in bridge failures; as a child, he saw a small
bridge collapse when its footings were undermined after a heavy
rainfall.
He opens the case study of the Tacoma Narrows Bridge and requests
to see the film of its collapse. He is stunned to see the bridge
first sway, then ripple, and ultimately lurch apart.
He quickly replays the film, and then opens the associated course
module on harmonic motion.
He browses the material (without doing the exercises), saves the
film clip in his workbook with a speech annotation, and then
enters a natural language query to find pointers to other physical
manifestations of harmonic motion.
He moves on to a case study involving flutes and piccolos.
(Carroll, 2000)
10. Goals + Actions + Objects
Harry is interested in bridge failures; as a child, he saw a small
bridge collapse when its footings were undermined after a heavy
rainfall.
He opens the case study of the Tacoma Narrows Bridge and requests
to see the film of its collapse. He is stunned to see the bridge
first sway, then ripple, and ultimately lurch apart.
He quickly replays the film, and then opens the associated course
module on harmonic motion.
He browses the material (without doing the exercises), saves the
film clip in his workbook with a speech annotation, and then
enters a natural language query to find pointers to other physical
manifestations of harmonic motion.
He moves on to a case study involving flutes and piccolos.
(Carroll, 2000)
12. Scenario 1: First experience with EduFeedr
John is teaching an open online course where he has more than 30 participants.
All the participants have their individual blogs where they publish the weekly
assignment. John is using a feed reader to follow all the student blogs. He is
also trying to comment all the posts that have an inspiring ideas.
In the middle of the course John notices that it becomes increasingly
complicated to manage the course. Several participants are not able to keep up
with the tempo of the course. In the feed reader it is not easy to see how far
different participants have proceeded with the course.
One day John reads about new feed reader EduFeedr that has special features to
support online courses. It an online feed reader similar to Google Reader. John
creates an account and starts exploring the possibilities. He can easily import
all the feeds from his current feed reader.
After importing the feeds he notices that the students’ posts are somehow
grouped by the assignments. This way it is easy to see how far the participants
have proceeded with their work.
It is possible to browse students posts by a tag cloud. Among other tags there
is a tag "urgent". John clicks on the tag and finds out that a few students who
needed fast feedback to proceed with their home task have used that tag.
There is also an image that displays the social network between the student
blogs. John can see which blogs are more actively linked and commented.
John is impressed by these possibilities. He decides to get a cup of coffee and
explore the other features of EduFeedr.
16. Homework and schoolwork “flip”
NARRATIVE OVERVIEW:
I’ve been teaching for nearly ten years and have decided to try the popular idea of “flipping” in my
class. The basic idea behind flipping is that lectures become homework, while class time is used for
collaborative student work, experiential exercises, debate and lab work. Videos and other e-learning
materials are used extensively during “home time” to deliver learning content, while class-time
becomes open to experimentation and collaboration. I’ve read about flipping and realize it’s not a
fully-fledged pedagogical approach, but a philosophy meant to be used flexibly and fluidly alongside
all the tools I have gathered during my career. I’ve read how “flipping” can positively impact student
learning regardless of the subject or the type of classroom.
It is important to me that the additional classroom time gained through flipping is used as effectively
as possible, and that the resources students use in their own time are of the highest possible quality
and appropriate to their current levels of knowledge. A content library that is integrated with online
videos checked for quality and accessibility seems the best way to ensure success. My colleagues
and I have developed teaching resources, videos and online activities over the years, and I’ve also
kept the best revision materials developed by students at the school. Now it’s time to put this rich
repository of content to good use in a structured approach, filling any gaps with high-quality
resources available for free over the internet.
I look within the curriculum to identify topics that lend themselves well to ‘flipping’, like those that
don’t require significant initial student-teacher interaction and that have high-quality resources for
the at-home instructional element. I also ensure that students understand the purpose and format of
‘flipping’. I support students who lack access to resources at home to find other times and locations
to view the materials. I also take advantage of a new school scheme that provides students with
notebooks, to help ensure access for students and encourage them to complete their home tasks.
After the first weeks of flipping, some initial challenges arise. I realize that class time requires a
different, but just as rigorous, form of planning, and that collaborative activities and project work
come with their own issues to be addressed separately. However, after some initial adjustments, the
benefits become evident, as the classroom becomes a place for more effective learning activities and
increased student-teacher and peer interactions. Many students begin to choose how they learn
content and demonstrate understanding, all while being allowed to master it at their own pace.
POSSIBLE APPROACH TO TEACHING AND
ASSESSMENT
- instructional design
- project-based learning
- enquiry-based learning
- formative assessment
PEOPLE & ROLES
This approach requires teachers and students to collaborate and find the most suitable solutions to the issues that may emerge.
This can generate a degree of uncertainty as established conventions and roles are subverted. It is important that teachers are
aware of these issues and of the potential conflict that may arise as a result (for example, it is likely that some students and their
families might oppose ‘flipping’). It is therefore also important for teachers to be explicit with students and families about the
intention and purpose of ‘flipping’.
ACTIVITIES
Activities vary depending on the nature of the subjects, the
goals of the teachers and the levels of cognitive development
of students. Flipping is more like a general philosophy than a
collection of activities. A rigorous approach to planning and a
clear idea of the goals to be achieved are paramount and also
need to be shared explicitly with students at the beginning.
ENVIRONMENT
The classroom and the home – flipped
RESOURCES (INCL. TECHNOLOGIES)
- High quality video resources are essential in the original
“flipping” model (e.g. Khan Academy). However flipping
can involve a wide range of resources and revision
materials. Some people believe that in-house are
particularly effective as they already account for local
differences.
- Possibly include individual laptops for students to ensure
equal access to resources.
CORE PURPOSE: To allow a radical transformation of activities,
relationships and expectations, by “flipping” two core elements of
the educational experience: school-time and home-work time.
TREND/S
Young people are always connected and make heavy use of digital media, this is posing challenges to teachers and education
systems who are yet to identify consistent and effective responses
Increasing frustration of young people with typical classroom activities
18. Participatory design sessions
• 2...3 participants and 1 designer
• Structured discussion about 3...4 scenarios
• Prepared questions about the scenarios
• Should not last more than 2 hours
19.
20. Example questions
• Did the scenario wake-up any thoughts?
• Could you image yourself to the role of the teacher?
• Is there something you would like to change in the scenario?
21. Who to invite to design session?
• People similar to personas
• Customers / stakeholders
22. Summarizing the design sessions
• Written summary based on audio recording or notes
• Concept map
24. References
• Carroll, J. M. (2000). Five reasons for scenario-based design. Interacting with
Computers, 13(1), 43–60. doi:10.1016/S0953-5438(00)00023-0
• Rosson, M. B., & Carroll, J. M. (2002). Scenario-Based Design. In J. A. Jacko
& A. Sears (Eds.), The Human-Computer Interaction Handbook: Fundamentals,
Evolving Technologies and Emerging Applications (pp. 1032–1050). Mahwah,
NJ: Lawrence Erlbaum Associates.
25. Photos
• Hans Põldoja
• Teemu Leinonen, http://lemill.org/trac/attachment/wiki/DesignSessionResults/
finland-02.jpg
26. This work is licensed under the Creative Commons Attribution-ShareAlike 4.0
International License. To view a copy of this license, visit
http://creativecommons.org/licenses/by-sa/4.0/
Hans Põldoja
hans.poldoja@tlu.ee
IFI7313.DT Interaction Design Methods
https://ifi7313.wordpress.com
Tallinn University
School of Digital Technologies