I have made some reflections in the Design Narrative link in ePortfolio – https://mooc.handsonict.eu/eportfolios/124/Design_Narrative
In parallel I kept working in my personal MOOC SPACE – https://idabrandaomooc.wordpress.com/handsonict/
I had participated in OLDS MOOC and I was familiar with many of the Design Tools. I have disseminated LD-GRID website and tools among the community of teachers I work with.
As Grant says this is a demanding MOOC if you wish to follow step by step, and do every activity. I think the MOOC designation is right «HandsonICT».
This MOOC was an opportunity to recall some of the tools and activities used and produced in OLDS MOOC. As a task oriented MOOC, it requires more time to explore and do things, use the tools in the project design.
Time seems always short. But in general I suppose I was able to cover most of the activities. Still lacking the heuristics validation.
I’ve used as project idea/dream a course that has been launched this month and will run till March of next year so I hope that results turn satisfactory either for participants and for a repository of final products/videos.
A list of my artifacts along this MOOC:
Persona concept – http://popplet.com/app/#/2154975
Context – http://popplet.com/app/#/2159843
Context (Force Map) – https://idabrandaomooc.files.wordpress.com/2014/10/force_map_v2.png
Learning Objectives – https://idabrandaomooc.files.wordpress.com/2014/10/learning-objectives.pdf
Heuristics – http://ilde.upf.edu/handson3/v/krv
Scenario Narrative – https://idabrandaomooc.files.wordpress.com/2014/10/narrative.pdf
Scenario (visual) – https://idabrandaomooc.files.wordpress.com/2014/10/scenario_001.png
Scenario (Linoit) – http://linoit.com/users/idabrandao/canvases/Scenario%20course
Prototype – http://screencast-o-matic.com/watch/c2X3qoeqRN
Learning Activity/Course tour – http://www.screencast-o-matic.com/watch/c2X3bGeq9G
Design Narrative – https://idabrandaomooc.files.wordpress.com/2014/10/design-narrative.pdf
Two activities are required this week, to re-visit the heuristics evaluation and see if there’s the need to change, which I didn’t.
Then it is required to test the prototype asking someone to go through the heuristics and prototype, to get feedback.
This video ia a dialogue with Nielson about heuristics evaluation, giving tips – http://youtu.be/r0A6IW2TFFI
My course tour in http://screencast-o-matic.com/watch/c2X3bGeq9G
My Prototype in http://screencast-o-matic.com/watch/c2X3qoeqRN
To fulfil the task of designing a scenario and writing a narrative
My Heuristics Evaluation proposal in
A course map tool was used to design the course
Examples of lesson plans from UDL Center:
- Five Senses (Kindergarten) Lesson_udlexchange_1290234
- Holocaust (9th grade onward) Lesson’_udlexchange_817419
Some resources on Heuristic evaluation:
- Heuristic Evaluation Why and How Usability Heuristics
- Design Principles
In the course some Personas designs were made available
I’ve used the template suggested to define Learning Objectives for my project Learning objectives
Reminding Bloom’s taxonomy
Bibliography recommended on learning Context
«Jean Lave in a series of classic studies (Lave 1988, Lave & Wenger 1991) observed people in the routine activities of their lives, engaged in what for us is “problem-solving,” but which for them is simply a way of participating in immediate, concrete, specific, meaning-rich situations. They are functioning in micro-ecologies, material environments endowed with cultural meanings; acting and being acted on directly or with the mediation of physical-cultural tools and cultural-material systems of words, signs, and other symbolic values. In these activities, “things” contribute to solutions every bit as much as “minds” do; information and meaning is coded into configurations of objects, material constraints, and possible environmental options, as well as in verbal routines and formulas or “mental” operations.How we play our parts in these micro-ecologies depends not just on what the other parts do to us, and us to them, but on what these doings mean for us. The characteristic meanings of things and happenings vary from person to person, from context to context, even from one run-through of an oft-repeated routine to another, but they do not vary so much, or in such capricious ways, that two-person ecologies cannot function, activities in different contexts become interdependent, or distinct instances of the same activity type be usefully compared. There are communities of practice. There are networks of interdependent practices and activities. There are continuities and trajectories of practice, development, and learning. Or at least we can usefully make sense of such notions.»
A table to analise context – Factors/Concerns Context_factors_concerns 4th November An attempt to design a Force Map analysing context and factors «A Force Map is a graphical representation of the context of a design challenge. It includes iconic representations of the key elements in this context (social, material and intentional factors), and lines noting the relationships between them. These relationships are marked “+” when supportive, and “-” when indicating a tension. The design challenge can often be defined in terms of resolving some of these tensions.»
Another attempt to do it in Popplet http://popplet.com/app/#/2159843
A Persona card template was used to convert my lino.it
After reading some articles on Persona concept I’ve made this mindmap
A new line of discussion was opened today to address PERSONA concept and some links were provided to explore:
- Learning Design: http://www.ld-grid.org/resources/representations-and-languages/personas.
- The Interaction Design Foundation has a good introduction to Personas: https://www.interaction-design.org/encyclopedia/personas.html.
- What personas are and how they work: http://www.smashingmagazine.com/2014/08/06/a-closer-look-at-personas-part-1/
- Personas in education from the Fluid Design Handbook: http://wiki.fluidproject.org/display/fluid/Personas
- The personas created during the OLDS MOOC: http://cloudworks.ac.uk/cloudscape/view/2910
Participants were invited to share ideas and thoughts in the fórum, answering the questions: Do you see the value of using “personas”? Have you done this before? I had a quick look at the links and picked some citations: «A persona is not the same as an archetype or a person. The special aspect of a persona description is that you do not look at the entire person, but use the area of focus or domain you are working within as a lens to highlight the relevant attitudes and the specific context associated with the area of work.» (Lene Nielson) «In my experience as an interaction designer, I have come across many strategies and approaches to increase the quality and consistency of my work, but none more effective than the persona. Personas have been in use since the mid-’90s and since then have gained widespread awareness within the design community.» (Schlomo Goltz) In this article a PERSONA TEMPLATE is given as exemple – http://creativecompanion.files.wordpress.com/2011/05/persona-core-poster_creative-companion1.pdf OLDS MOOC also has some good exemples, such as: http://cloudworks.ac.uk/cloud/view/6804 https://docs.google.com/document/d/1DmOBJw6KbKYAz3LBT5llMkGfMTpRRwYK7ziNESVs0Po/edit I have designed a PERSONA, profiling the user/target public of my online course project in ILDE:
http://linoit.com/users/idabrandao/canvases/PERSONA%20DESIGN In a dialogue with one of the peers who is polish I confirmed that Amara tool supported many languages, including her own and captured in this screencast the languages supported by Amara – http://screencast.com/t/Km5Uxvgyuu6
I’ve posted in MOOC’s forum on different topics, reacting to other peers posts, commenting to other peers projects. 25th October My video about «Why do I teach? I dont» http://www.metta.io/stories/34989
The ‘Design Studio for ICT based learning activities’ MOOC will start on October 27th 2014, using Canvas LMS. In the meantime, as preparation to engage in the course participants were invited to the following warm-up activities, in which I participated and contributed to:
- brainstorm about ICT and Education – in Padlet
- Share in a 6 second video “Why do you teach?”. Make a video explaining why you teach and publish it in your social media networks, YouTube, Vimeo, Vine, etc. Share the link with us using #handsonpilot3 in Twitter.
- Participate answering these questions:
- Do you plan to do all the activities of the MOOC? Vote at: http://govote.at/87bac3.
- Is the HANDSON MOOC 3 your first experience? Vote now: https://www.govote.at/aea161
- Is education a design practice? An educator should be primarily…” Vote at: https://www.govote.at/059b20
- What do you think? “Is creativity a must in education?” https://www.govote.at/f8a923
- Follow the Twitter account of HandsOn ICT #hansonpilot3 and participate in the twitter activities!
I’ve posted on Twitter and found the above opinion polls made with a new tool MENTIMETER – https://www.mentimeter.com/ Participants were invited to register in the collaborative platform ILDE (Integrated Learning Design Environment) – https://mooc.handsonict.eu/courses/5/wiki/mooc-ict-tools. So I decided to create my first LD project and share it – http://ilde.upf.edu/handson3/v/b8e The project focus on the online course «Introduction to video production» that will start next November 2014, for a selected group of teachers.
- MOOC website – https://mooc.handsonict.eu/
- Google + community – https://plus.google.com/u/0/103972153197452524241/posts
- Twitter account : twitter @handson_ict – #handsonpilot3
- Facebook community – https://www.facebook.com/handsonict
- Youtube channel – https://www.youtube.com/user/HandsOnICT
I’ve watched the kick off Hangout – https://plus.google.com/u/0/events/c7sguv2aiuhm2a4a2nv4dtfg4rs.