| 1.Function |
2.
Category |
3.
Examples |
4.(a)Active |
4.(b)Social |
4.(c)Contextualized |
4.(d)Engaged |
4.(e)Ownership |
5.
Teaching Practice |
6.
Learning Activities |
| Methodology
and course flow needs to be visible to students (meta-cognitive
aspects of course); to help students situate their position
in the narrative and flow of the course. |
Cognitive
Supports/ Organizational Tools |
For
example, pop-ups to provide information as needed. |
By
knowing where I am in the course, I can know where to go
to get information and help, in order to get feedback about
my work. |
By
knowing where I am in the course, I can easily move between
getting instructions and constructing products with peers. |
By
knowing the flow of the course and all its associated resources,
I can rearrange and access the resources (content) and aspects
of the learning environment in the way most appropriate to
my situation and current understanding. |
By
knowing the flow of the whole course, I can move through
it in the order that is most appropriate to me, my past experience
and current needs. |
By
having a "place" in the course, I can track where
I have been, I can reflect on both where I've been and where
I'm going, take responsibility for my own learning, and others
can "place" me and interact with me on this basis
as well. |
Timelines,
deadlines, calendar support learning (they provide a map
for the course and its flow) |
When
assignments are organized around discovery and experience
in a field setting, learning becomes more apprentice-like
as learners assume postures, roles, behaviors, and ways of
thinking that are characteristic of a practice in which feedback
is continual and comes from peers as well as experts. |
| Intelligent
agents perform repeated tasks (monitor student activities,
handling e-mail messages) and provide other information needs
to go to the student and instructor so they only have to
go to one place. |
Cognitive
Supports/ Organizational Tools |
For
example, a digital secretary can identify who is and is not
completing assignments, passing quizzes, missing chats, not
working with collaborative teams and report to instructor
as well as give students tips and nudges for how to get back
on track. |
When
I receive feedback about my ideas and progress I can take
actions that are appropriate for me. |
By
knowing how others perceive the quality and extent of my
work, I understand myself better. |
When
I receive feedback that is timely and situated in specific
and localized contexts, the feedback can be immediately used. |
Feedback
that is specific to my needs and preferences helps to more
quickly and appropriately make changes in my practice. |
when
I receive feedback that is specific to my personal virtual
experience, I can reflect, make decisions, and take action
in a way that is best for me. |
A
digital secretary can help the instructor make sure students
are getting the necessary one-on-one feedback that is critical
in virtual experiences. |
A
digital secretary can make formative assessment seamless,
consistent, and routine, |
| Integration
of support services for under-prepared students (tailoring
to individual students) |
Cognitive
Supports/ Organizational Tools |
For
example, a content help function that leads student through
a process or foundation knowledge of which they are unfamiliar. |
I
can better add new concepts when I can see how new learning
relates to what I already know; if I a missing knowledge
then being able to get an explanation helps me comprehend
what I am learning for the first time. |
If
I can figure out what I don't know then I can better work
in a team and contribute more equitably. |
Getting
information that is specific to my understanding will make
my learning more efficient. |
Having
help when and where I need it allows me to proceed through
activities without being distracted or having to 'leave'
to find out what I don't know. |
A
content help function can allow me to make decisions about
when I want or need to review or learn something that is
considered background knowledge. |
A
content help function can relieve the instructor of time-consuming
and generic reviews while targeting specific learner's unique
needs. |
Content
help functions can facilitate the learner's "aha" moments
by giving him or her the information that may reveal a new
way of looking at a problem within the context of that problem. |
| Calendaring
functions (work-to-do place) need to see at a glance with
optional pop-ups; multiple assignments; student calendar
that has everything on it that pertains to all their courses
and all their personal interests. |
Cognitive
Supports/ Organizational Tools |
For
example, to-do stickies can be placed in different locations
by students, instructor or peers. |
By
being able to place reminders, I can better keep track of
my own work. |
By
being able to give others reminders to other I can help my
team members stay on task. |
By
being able to use stickies, I can make notations that remind
me of related tasks and resources that are specific to my
interests. |
By
being able to control scheduling functions, I can organize
my work tasks in a manner that best match my ways of working. |
By
using stickies I can create a schedule for completing tasks
that best fits into my life. |
Stickies
can be placed strategically to prompt students about where
they are in the completion of tasks. |
Stickies
can help the learner self-assess and monitor their progress. |
| Research
poster tool that models research and does not require technical
skills supporting real work practice and application. |
Cognitive
Supports/ Organizational Tools |
For
example, a database for inquiry that allows learners to enter
each phase of their inquiry while being able to reference
the work of others. |
By
using a real-world process I am connecting theory to practice |
By
making by work public I am more likely to spend more time
on my own work and learn from the work of others. |
By
using an authentic process I am more likely to be able to
use the process in other contexts. |
By
following a standard process for my topic of inquiry I can
spend more time learning about my topic rather than learning
the process. |
By
being able to track my own processed in the database, I can
track my own learning and see how it is unique from the work
of others. |
An
inquiry database allows the instructor to holistically analyze
the development of the entire class while specifically identifying
learners who may be struggling or require other supports
or tactics to complete the objective. |
An
inquiry database makes an assignment authentic as students
are assuming the behaviors and processes of a researcher. |
| Infrastructure
that helps learners learn how to be online learners. |
Cognitive
Supports/ Organizational Tools |
For
example, a simulation-game in which learners work through
real scenarios. |
When
I can practice making decisions in simulated and realistic
scenarios, I am more likely to make informed decisions when
I encounter them in the real world. |
By
making decisions in a simulated social setting and experiencing
the consequences, I am better prepared to interact with others. |
When
I can practice in an environment that simulates one in which
I will eventually exist in, I can go through material in
ways that make the most sense to me and find out if they
are the best ways for me. |
When
I am able to make decisions and have choices about my actions
I am able to learn about my own strengths and weaknesses. |
When
I am able to think about the consequences of my actions I
am more likely to learn from them. |
A
simulation prepares learners for the learning environment,
reducing their cognitive load for entering a new course environment
for the first time. |
Simulations
stimulate higher order thinking and reflection about one's
beliefs, decisions, and behaviors. |
| Functions
that support different learning needs and preferences (e.g.
preferred media for content). |
Cognitive
Supports/Organizational Tools |
For
example, controls that allow learner to choose video/ audio,
audio only, or text version of content. |
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| Courses
live within a curriculum, there is a blueprint for course
in program with content/objectives that are predetermined
and the learner always know where they are in the program
and course. |
Cognitive
Support/ Organizational Tools |
For
example, students enter a portal that allows them to see
what courses within a curriculum they have completed, visit
courses they have yet to complete, and interact with others
in activities that are not affiliated with any course. |
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| Locations,
activities, functions, and resources are tied to learning
objectives. |
Cognitive
Supports/Organizational Tools |
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| Learners
can take control of the content, even when it is highly structured. |
Cognitive
Supports/ Organizational Tools |
For
example, students can 'grab' content and reorganize, add
to, or re-format. |
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| Multiple
paths for learning for different learning styles so that
as the learner moves through explanation of content (text,
pictures, animations, etc.) they can track and receive feedback. |
Cognitive
Supports/Organizational Tools |
For
example, when entering an activity, students are asked a
series that determines how content is presented and controlled. |
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| Need
more push technology based on student learning styles and
preference. |
User
Interface |
For
example, remedial content, adaptive content, just in time
content |
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I
get the specific type of content I need when I need it and
how I need it. |
Because
the content is more suited for my learning preference, I
am likely to be more engaged with/by it. |
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| Better
for default to be 'on' in order to promote use of functions. |
User
Interface |
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| More
navigation aids. |
User
Interface |
For
example, wizards. |
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The
system as a guide becomes more like a tutor or friend to
me. |
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If
I am able to successfully navigate through my learning environment,
I am likely to be more focused on the learning experience
itself. |
If
I am able to successfully navigate through my learning environment,
I feel more in control over where I go and what I do. |
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| Hot
keys that allow you to do multi-functions quickly instead
of using web forms for that purpose. |
User
Interface |
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If
I can work efficiently, I can be more focused on my learning. |
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| Don't
want to become MS word with so much functionality that is
never used and that is seen as getting in the way |
User
Interface |
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If
I have too many options, I am distracted from my main activity
- learning. |
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Show
me only the options and functionality that I need for the
particular context I am in at the time. |
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| Toolbar
or other support to include easy incorporation of exterior
to CMS sources (i.e., Excel spreadsheets; .pdf resources;
library searches so student can quickly move across programs). |
User
Interface |
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If
I can access what I need when I need it, I am active in all
the right ways (e.g., reading important content vs. hunting
around for something). |
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I
get the specific type of content I need when I need it and
how I need it. |
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| Discussion
tools should incorporate what is known about discussion,
communication, and collaboration. |
Collaboration/
Communication |
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| Option
to set up threaded discussions that
are password protected and that can be broken up into subtopics
with levels of access control |
Collaboration/
Communication |
Forums
are set to enable only a specified group of students (and/or
faculty/TAs)) to participate. Thus giving the group ownership
and privacy within discussion. Subtopics can be broken down
further again giving specified groups access and privacy
without the clutter of other non-relevant subtopics. |
Students
may bypass irrelevant discussions and stay focused/actively
engaged with key topics without information overload. This
is learner-based design rather than content-based design. |
Students
are enabled, encouraged (pressured perhaps even) to engage
in social interaction with others given the limited access
and privacy. Small groups tend to encourage deeper interaction. |
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because
fewer students are granted access and that access is considered
special (by password only) then students have a greater sense
of ownership -- both in terms of their right and responsibility
to the content and process of discussions. |
Make
assignments of students to specific discussions based on
any number of factors such as interest, learning strategies,
learning styles, etc. |
students
discuss deeply, in private, and in small groups with all
their discussions tracked for reflection. |
| Include
collaborative tools for students that include: shared space,
more power (if faculty chooses) for student to create threads,
make announcements, etc. |
Collaboration/
Communication |
Students
have shared space to store files, application share, discussion
boards, and space for Student Announcements (differentiated
from Instructor Announcements) where students can opt to
view or not. |
Students
given more power and therefore may take on more responsibility
for not only their own learning, but for others as well thru
the option and encouragement to share resources (doc share)
and thoughts (discussions). Students may also set the direction
for the discussions thru their own power to create threads. |
Students
work with each other rather than simply follow the lead of
the instructor. To do this they will form consensus building
(or dispute) based relationships with other students. |
Students
will bring their own context into the content and form of
the discussions and collaborations if given the opportunity. |
students
will be engaged not only in their own work but in that of
others -- thus giving them opportunities to reflect on different
perspectives and perhaps feel compelled to revise their own
work based on that reflection. |
students
may own the space knowing that their work may be evaluated
(informally or formally) not only by their instructor but
by other students sharing the space. They will also realize
that they may be a source for another students' reflections. |
Give
students reasons and larger goals to move in their own direction,
but also play a role in guiding students when they may get
off track. Encourage students to review and reflect on each
others' work and to collaborate on single assignments / documents. |
students
learn processes of collaboration, resource sharing, leadership,
etc. |
| Function
that documents history for group projects |
Collaboration/
Communication |
tracks
versions of documents, submissions and activities of all
group members, associates timestamp with all activity so
that the history may be viewed by document, person, or time.
May also provide graphical representation of group project
history (importable, exportable to project management software
too.) |
Engages
students in higher order thinking as it pertains to their
own meta-thinking about a project's direction and their own
involvement. Provides tools to actively reflect on project
direction and relate that to original objectives. |
tracks
the social interactions among group members. |
with
ability to reflect on project directions/history as it relates
to original learning objects, students are able to form models
and schemas of their own learning practices and those of
others. |
provides
students with another entry into the content and learning
process. Encourages consistent reflection on their own work,
the work of others, and how that relates. |
Students
see the learning process materially, thus taking more ownership
of the process itself. |
Faculty
provide incentives and build curricula around students' reflection
on their project histories and directions. Faculty may also
track student work as it relates to the original learning
objectives of the assignment and course. |
students
check and reflect regularly ton their own progress, deviations,
etc. |
| Function
that documents management of group projects. |
Collaboration/
Communication |
Inclusion
of some standard project management models/software such
as dynamic timelines, task lists, resources allocation, Gant
charts, and dependent milestones. |
Students
are engaged in their own learning management. This is a higher
order skill that sets itself in the context of the real world
(especially as it may relate to future careers of the students.) |
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Learning
is conceived of as a process as well as an end product. With
a focus on tracking and managing activities, decisions, resources,
students see the larger context of their work. |
students
are engaged with the content with an understanding of the
content's role in the broader learning objectives. |
With
all things tracked, including themselves as a project resource,
students (like employees) see their own value in the project
and take pride and ownership in the collective effort (or
are held accountable to lack of effort.) |
faculty
design some project base learning assignments -- perhaps
scaffolding students in the process by defining some hard
set milestones. |
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| Plug-ins
that encourage group learning. |
Collaboration
/ Communication |
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| Allow
for collaborative assignments that can be entered into grade
book. |
Collaboration
/ Communication |
Students
turn in an assignment and the instructor assigns both a collective
grade that is recorded to all participating students grade,
as well as an individual grade (optional) to each participating
student based on some other factor (peer evaluation of effort,
faculty evaluation of individual contribution, etc.) may
also include an area where each individual student submits
a grade for their group members and each individual group
member receives a 'participation grade' based on their peers
evaluation of their effort in the process |
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If
both a collective and an individual grade on participation/effort
as determined by fellow group members is implemented, then
students will take greater ownership of the process with
incentive to keep their own grade in good standing. Thus
they will tend to the project more. |
Instructor
determines both a collective grade and a mechanism to grade
individual participating students based on some other factorÉ instructor
may also set weights on these grades. |
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| Function
that permits students to log chat transcripts for own use. |
Collaboration/
Communication |
Each
chat session is transcribed and made available to students
participating, and optionally available to other students
who did not participate but could learn from vicarious attention
to the discussion. These transcripts should be searchable
and indexable for an organically formed knowledge base (especially
when an instructor is in a chat session answering some generic
questions that are often repeated over and over.) |
Students
active engagement is tracked and documented for grading purposes
as well as for future reflection. Likewise, other students
who were not necessarily part of the discussion may have
the option to learn vicariously thru the discussions of others. |
Social
interaction is tracked, indexed, and searchable turning interaction
into information / resources. |
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When
active involvement and engagement can be measured (by virtue
of being transcribed and indexed) students may take ownership
of their own comments / questions. This could also backfire. |
Faculty
consistently make transcriptions of chats available to students
as a valued resource. These transcripts can be kept for future
iterations of the class in the form of an indexed knowledge
base. |
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| Function
that permits inclusion of web-based media into chat forum
for all of group to see |
Collaboration/
Communication |
Images,
sounds, and videos are shared directly into a chat session. |
Students
use products from real world setting (increasingly media) |
Students
are able to make immediate points based on something that
can be better represented in rich media than in text. |
Engages
students with various learning styles (visual, auditory,
etc) or content that is best represented with different media. |
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| Ability
to set number of small chat groups, rather than a standard
'4" |
Collaboration/
Communication |
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| Ability
for instructor to simultaneously 'listen in' on multiple
chat groups without having to be 'in the group' |
Collaboration/
Communication |
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Students
may get appropriate feedback and guidance from instructor
when discussion may go off course or if points need reinforcement |
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| Integrated
strategies for rich discussion and commentary within the
framework. |
Collaboration/
Communication |
For
example, when setting up a discussion, instructors make choices
not only about access and identity, but also about feedback
mechanisms, automatic responses, ability to link to other
locations or resources, media, etc. |
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| Functions
that accommodate learner as the individual and learners as
a group so that there is flexibility in what learners learn
within a structured format |
Collaboration/
Communication |
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| Enable
students to add to the content of the course and be course
co-authors |
Access |
Faculty-granted
student privileges to create discussion threads, post web
pages; make announcements, etc. |
By
generating products and being able to make them available
to my current peers, I can more easily get reinforcement
and feedback for my efforts. If I and other learners can
create discussion threads, the discussions may be more learner-focused. |
By
having direct access to the creative contributions of my
peers, I can give feedback more directly to them, and engage
in collaboration with them. |
If
I as a learner have access to the "contexts" of
other learners who can mark their creative efforts available
to me, I have more course content choices available to me,
and can begin to compare my context to theirs. |
If
I can provide my work products to the instructor and to my
fellow learners in media of my choice, in the CMS, I have
more choices about how I can complete assignments. I also
have more choices about what I study, from the increased
content. |
By
being able to place my work and thoughts in the semi-public,
persistent place for other learners' review, a sense of ownership
for my work is reinforced. |
Higher
levels of scaffolded learner control will make discussions
more engaging and give learners more sense of responsibility
for their learning and the resource that their peers represent
(rather than turning always to the faculty for responses
to questions and feedback). |
Learners
can construct and organize discussions as part of their assignments,
and can create, post and share work products. Learners can
work together in a process of discovery, exploring the issues
around a domain as they emerge from their own understanding
and previous experience. |
| Provide
functions so that student work can be accessed/displayed
in public places to serve as models for other students. |
Access |
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| Need
authentication and authorization infrastructure that allows
for co-designers, e.g. team teaching (including inter-institutional
teams); support for multiple sections + instructors Ð collaboration
is the norm, not the exception. |
Access |
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| Functionality
that provides a Òcommon spaceÓ that multiple courses could
share, where re-usable resources could be accessed; get sharing
of learning objects, and economies of scale |
Access |
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| Granularity
and flexibility of roles and privileges (for all Òmodules/toolsÓ) |
Access |
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| Provide
different levels of design template/interface/process for
different needs of novice and advanced faculty user. |
Access |
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| When
you close a window by mistake, need to log in all over again;
this should be simplified. |
Access |
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| Give
advisor access to student profile within a course and across
courses, i.e. permissions, multiple levels of access, exportable
to advisor database. |
Access |
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| Give
students access to courses they have already completed, but
are not necessarily currently enrolled in (to repeat assignments,
etc. based on self-assessment in next course in series). |
Access |
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| Develop
layers of reporting tools: need to be able to report back
on effectiveness of material/assignments/exercises (not just
student assessment). |
Assessment |
For
example, a comparative tool that tracks learners' achievement
and compares it with the completion of, interactions within,
and --learning materials and activities. |
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| Provide
more assessment instruments that provide ongoing and just-in-time
feedback. |
Assessment |
For
example, a personal response systems that tabulate learner's
perceptions of learning as well as what they actually know. |
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ability for students to track their learning and development
over time, not just within course framework (e.g., development
of critical thinking skills). |
Assessment |
For
example, an electronic portfolio. |
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When
the pattern of my learning over time is available to my teachers
and my mentors, the one-on-one interaction we have can be
more customized to my own experience and ways of understanding. |
I
can become more aware of and reflect about the ways in which
I learn, and gain greater understanding of my strengths,
weaknesses, and how to organize my learning based on these,
as I encounter new learning opportunities and challenges.
I can also relate previous experience to current learning. |
I
can make better choices about how I study and which learning
paths to take, with the greater understanding of what has
worked well for me in the past, and what has been difficult. |
If
I can keep track of my learning experiences over time, I
can develop more of a sense of myself as a self-responsible
learner, and can reflect on my learning experiences more
effectively. |
Being
able to track and review many learners' experiences over
time will enable teachers to understand better and build
upon diverse ways of know and learning as they design learning
experiences. |
As
a learner, I have better tools to carry out formative assessment
- to consider where I am in the learning process and what
I have achieved at any point in time, over time. |
| Support
rubrics for faculty that model how evaluation and assessment
can be structured in different learning environments. |
Assessment |
For
example, a rubric generator that is somehow integrated with
the course learning outcomes and disciplinary processes. |
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| Use
tracking databases to structure what next steps for a learner
might be (or what next lecture should emphasize). |
Assessment |
For
example, an adaptive system that pushes appropriate content
in appropriate context. |
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| Evaluation
of courses built-in to the CMS (rather than having to do
separate evaluation process). |
Assessment |
For
example, institutional student course surveys are embedded
in the CMS. |
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| Better
and more holistic ways to establish metrics on student interaction
with content, system functions, and others over time. |
Assessment |
For
example, a discussion analysis tool that provides instructor
and learner information about the quality and quantity of
their interactions. |
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| Functionality
that informs learners what it takes to be successful. Tools
that aid students in statistically comparing their performance
with historically successful students, e.g.. Docuscope, Carnegie
Mellon. |
Assessment |
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| Instructional
tools facilitate the use of student work outside the context
of the course, across program and life experiences outside
of the formal environment. |
Assessment |
For
example, student logs, products are attached to student rather
than course, e.g., convert papers into Web sites, e.g. student
portfolio; peer reviews. |
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Assessment |
For
example, an entry and exit survey that documents tasks completed,
time on task, resources accessed, and degree of completion. |
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| Need
functions so students can do self-assessment, and then choose
to go back to a previously taken course for review of resources
and ideas. |
Assessment |
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| Support
for data acquisition tools and protocols would be a good
addition for accessing real world problems, (e.g. interface
with PDAs) |
Integration & Interoperability |
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| Decentralization
of functionalities rather than centralized. |
Integration & Interoperability |
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| Open
hooks for support with third party tools and legacy systems. |
Integration & Interoperability |
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| Provide
interoperability with external systems that document student
progress, e.g. grade reports, advising. |
Integration & Interoperability |
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| Meta-tagging
of content can show where there is overlap and duplication,
cross-link, and check if gone through the right objective-coded
content. |
Standards/Specifications
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| Meta-tagging
prompts. |
Standards/Specifications |
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