Workflows, scenarios and use cases

Other than catching up after the computer crash I have been working on the prototype design, which will be released next week. Just have a few more code tests to do to make some of the more intricate bits are going to work. Focused on a client-side applications to start with which should transfer to web services with a minimal of code generation. The client-side applications will make mass user testing easier, theoretically less technology to go wrong.

 

I have also been doing some more use case diagrams from the workflows and scenarios various project members have written. So far I have diagrammed Meg’s podcasting workflow which is nice and straightforward and the use case model was built fairly quickly. Its interesting to see how it compares to the more specific scenarios/models developed back in September. They are focused on different user groups and specific software. The new one is more general that takes into account all the stages that need to be considered to complete any type of podcast (I have used wordpress’s AnswersLinks here let me know if you think this is a good idea?). I have numbered each so it can be related back to the original workflow and you can see where I have made changes to the logical flow. However order is not necessary a consideration in this type of development, except where there are obvious prerequisites.

 

Stuart’s scenario encompassed both organisational concerns as well as podcast LO development scenario. This also depicts a specific means of presenting podcast material via a student discussion. I have dived this into two diagrams. The first use case presenting the organisation considerations that need to be taken into account when moving a team into the realms of podcasting as a means of teaching. The second use case depicts the podcasting process and considerations for presenting a student discussion.

 

I think the organisational concerns are an interesting issue and could be worked into some form of formal guidelines. The Web2Rights workshop on Monday will add the legal aspects and I will focus my questions around podcasting and repository issues.  I have one more set of use cases to produce, based on the repository workflows from Jill. Once this is complete it might be a good idea to compare all the workflows/scenarios concerning LOs and podcasting. As well as the repository workflows against the repository report to identify issues for further exploration.

 

Jorum Workshop

Today I observed a workshop for introducing Jorum, a little bit of CourseGenie and some other repository resources. The idea of a learning object and its potential were discussed first. There were some interesting views. Learning objects were discussed as reusable learning objects (LOs) which I found strange as reusability is, for me, an inherent feature of learning objects. The idea of conforming to a standard was also perceived as being important. One participant had the practical perspective, that they, LOs, enabled last years course materials be used in this years courses.

After a demo of using Jorum participants were asked to search for some objects that related to their needs. The majority seamed to manage this ok. On of the LOs discovered was so well presented that it covered about 60% of the course material required, not bad going. Concerns about Jorum, included: evaluating the quality of a LO and copyright and restricted use.

 

There were some concerns as to whether these repositories are accessible by students and how that would impact on fairness and students accessing material out of sync of the intended course format. This is an interesting question. I feel that LOs are a positive resource for students as well as teachers. If the idea of learning/teaching styles is to be believed, it is very difficult as a teacher to adapt your style to appeal to all students. Students who are having difficulty with understanding a teaching style should seek alternative sources. Its no different to going and finding a none course text book to explain a concept you didn’t understand in the lecture. Alternatively LOs give teachers the opportunity to give alternative content presentation without the extra work.

 

There were some positive responses to CourseGenie as it made section up a document really easy. Presenting content as clickable web pages rather than a word doc was felt to be a more student orientated method. A questionnaire has been placed online and some of the participants have agreed to complete this later.

 

Why are we here?

It is always good practice in the middle of a project to remind yourself of the reasons you started in the first place – by asking the question … “What problems are we trying to solve?”

In the case of Streamline, we are solving an emerging problem rather than a current one. 

Most people creating learning objects are doing so on a small scale and at a personal or very small group level of sharing.  In these situations, personal knowledge and informal group interaction is enough to be able to access any of the available objects.

Of course as (or perhaps if) we get more sharing on larger scales across bigger groups, something more is needed. Evidence with ‘repositories’ so far is not promising.  It is not yet clear what motivates folk to contribute or what they need to be able to use repositories easily and effectively.

 

Streamline is addressing some of these issues … whether it is possible to create – and even automate – work processes that take the strain out of making learning objects available and accessible.  If we can do that, people are much more likely to engage and to contribute.  If not, the ‘hassle’ of creating appropriate metadata turns people away from contribution … or results in repositories which are not readily searchable.

The concept of shared, re-usable learning objects is an excellent one. We need appropriate sets of tools and work practices to turn it into a feasible practice.

Watch this space!

This week … reviewing repositories

This week I have been mostly been … reviewing repositories. Three of the repository demos were held this week; unfortunately I missed one of them. Of the three that I have thus far attended I found the search facilities associated with them their weakest point. Demos have been focused on document upload and site customisation. Each had its own unique features, from social bookmarking to embedding the search interface in other web based applications. Currently in the process of writing a report on each, for those of you who have been unable to attend. This should be our in the next week or so. Two more demos will be presented in the coming week. 

 

The second eCat workshop was also held this week, with a strong turn out. Meg indicated that it had gone well. I attend the end of the session to promote the Evaluation Questionnaire which went live on Thursday. So far one participant has completed this. The next workshop is on February 19th, 9.00am – 10.30am, GJ110. For those of you who experienced eCat or using search facilities (any) please feel free to complete those parts of the questionnaire. Please enter the code SPM01 (for streamline project members) so I can identify you from other participants. Thanks. 

 

The Emerge project meeting is happening at the end of this coming week. Janet and I are put together a poster for promoting the Streamline project. In the coming week I will be focused on completing the repository evaluations.

Moodle continued…

Just back from the Christmas break this week, so have been mainly catching up on emails, and reviewing current position of everything. The Moodle look and feel was completed before Christmas now we need to finish off some of the functionality. The search facilities need to be enhanced, backed by user input. This will be one of my main foci in the next couple of months.

It occurred to me that while we are doing this for our own repository, it might be possible, with a little more effort, to make this an official Moodle plug-in. I think this has been mentioned before. Some of the functionality needs to be made configurable by site managers, and some help documentation needs to be put together. The rest of the work needs to be done for our own use, so there’s not much needed to make this a releasable product. Since part of our brief is personal resource management this might fit well. As far as I can find there is only one other repository based plug-in for Moodle. This links Moodle to a second server-based application know as Door. More details are available in the Moodle Review report. Feedback on this would be welcome.

I have also been working on a survey on learning objects and metadata for the participants of Meg’s eCat workshops, due to start on Tuesday 15th. Finally I have been preparing a set of questions/criteria to evaluate the six repository demos that are taking place as part of the Leeds Met JISC Repository startup project over the next week or so. The first one was held yesterday via audio conference it was very interesting. I will be reporting on each of the demos and will add documents here as they are ready.

Moodle and the repository

Now the repository is up and running I’ve gone back to studying Moodle and its plug-ins. The repository is presented in Moodle as one of the side blocks (bottom right), giving access to the search facilities. What we need now is a visual means of personal space for storing learning objects. I have found a plug-in that acts as an ePortfolio giving students a personal file space. I’m hoping that this can be quickly and easily adapted to give the repository users an interface to their stored learning objects. As well as a means to organise those searched objects that they wish to retain a reference to. I will be working on this next week, along with making the repository more visually appealing.

Repository now running

The repository is now up and running. There are two versions, one attached to moodle at: http://streamline.leedsmet.ac.uk/learning/moodle/
The other is stand alone at: http://streamline.leedsmet.ac.uk/repo2/search/index.php
The front ends have not been finalised yet this will be one of the first jobs. There are some learning objects in the repository, but these will be replaced soon with more relevant ones. Ben and I are going to work on the permissions (authentication and accessibility) of the second one to enable individual work space.

Evaluation of Plone

Learning objects are designed to be reused and shared. To facilitate this they need to be stored within an environment that enables users to store, search and access them. There are many repositories available offering a variety of services and formats. As part of our second iteration UIDM Stage 2 activities we have looked at an open source content management system called Plone. This system gives users or groups individual space as well as allowing them access to publicly published materials. This report examines some of Plone’s features in the context of providing a repository for learning objects that can be integrated with other applications.

Use case Diagrams of Podcasting and Learning Object Production

Having analysed the data from the podcasting scenarios we have developed initial use case diagrams capturing the processes described by the users. A high-level diagram was developed identifying the overall process and decisions a user is required to consider. Some of the process are specific to our editing application iMovie, but can be applied to other editing processes.

From this, specific scenarios were modelled to show the changes required, for the user, in the decision process:

• How a podcast can be used to deliver material in preparation for a tutorial.
• Recording a lecture for student reference
• Creating persistent materials for instruction and advice, with student input

A second set of scenarios were developed by an eCat tutor. These were more closely focused on the production of learning objects by lecturers and other staff. A high-level diagram was produced showing the processes and decisions of producing a learning object using the eCat system. We then used the scenarios above to examine the differences in requirements between an experienced lecturer and a lecturer at the start of their teaching profession.