General Sessions | EDUCAUSE

CMS Parlor

Friday, March 07, 2003
1:00 p.m. - 2:15 p.m. GS05

Up to seven different course management systems will be set up around room, and users of the systems (either a student or faculty member), will be present to interact with participants. System designers/developers will also be available to answer questions. Attendees will work on refining the functional requirements for next generation CMS. (Presentations start at 1:00, 1:15, 1:30, 1:45 p.m. and 2:00 p.m..; "float time" will be from 2:00 to 2:15 p.m.).

Postconference Resource

Discussion

Friday, March 07, 2003
11:40 a.m. - 12:00 p.m. GS04

Attendees will make a first pass at developing general categories for functional requirements for next generation CMS. (including architecture), and discuss criteria for prioritizing the capabilities.

Mind over Matter: Principle and Practice for the Use of Course Management Systems

Friday, March 07, 2003
8:15 a.m. - 8:45 a.m. GS02

Colleen Carmean, Director of Research -University Technology Office, Arizona State University

This presenter will address the following questions:

How can we develop a conceptual framework for effectively exploring the issues of transforming teaching and learning with technology?
What do we truly know about learning and cognition that can be organized into principles and applied to the online environment?
What best practices (based on these principles) exist in current design, teaching and learning strategies for use of course management systems?
Is the CMS a potential framework for the transformation of teaching and learning? What roles do the stakeholders (faculty, students, vendors, instructional designers, IT, library, and campus administration) play in that transformation?

PRE-MEETING PREPARATION

Please read:

"Mind over Matter," (Colleen Carmean and Jeremy Haefner, NLII 2002 Fellows, November/December 2002 issue of EDUCAUSE Review) http://www.educause.edu/ir /library/pdf/erm0261.pdf
"Course Management Systems: Next Generation" (first 2003 issue of EDUCAUSE Quarterly).
Also, to help prepard for this session, the follow-up general session discussion, and the first small group session of the morning, please download the assignment from http://coehd.utsa.edu/users/pmcgee/nlii/learner-centered.doc and explore the "Mapping the Learning Space" Web site http://www.west.asu.edu/nill using the instructions in the assignment.

OPTIONAL READING

Bransford, J., Brown, A., Cocking, R. (Eds). (2000). How People Learn: Brain, Mind, Experience and School. Washington, D.C.: National Research Council. (Also available on-line at http://www.nap.edu/openbook/0309070368/html/3.html)

Postconference Resource

Opening Remarks

Friday, March 07, 2003
8:00 a.m. - 8:15 a.m. GS01

Carole A. Barone

Questions to Address:

Why are we here today (what are our intended work products, and what audience should we keep in mind for this work?)
What assumptions are we going to make to start with?

Panel - Designing Next Generation Course Management Systems

Friday, March 07, 2003
2:15 p.m. - 3:15 p.m. GS06

Ali Jafari, Professor of Computer & Information Technology, Indiana University-Purdue University Indianapolis

Matthew Pittinsky, Chairman, Blackboard, Inc.

Barbara Ross, Chief Operating Officer, Blackboard, Inc.

Panelists representing different course management system development projects will tackle the following questions:

What are the forces driving the development of future software and systems in this arena?
What are some examples of future development projects where design will reflect principles?
What forces will influence effective development and implementation?
How can the Higher Education user community most effectively communicate its requirements for future principle-based software and systems?

PRE-MEETING PREPARATIONS

To prepare for the afternoon panel, "Designing Next Generation Course Management Systems," please read:

"The Evolving Role of Course Management System Providers in the Transformation of Education: An Interview with Blackboard's Matthew Pittinsky" ("Commentary," The Technology Source, January/February 2003).
"Conceptualizing Intelligent Agents for Teaching and Learning," (Ali Jafari, EDUCAUSE Quarterly, Volume 3, 2002).

OPTIONAL READINGS

Stephen Downes, "Problems and Issues in Online Learning," The Learning Place, October 2002 http://education.qld.gov.au/staff/learning/courses/sdownesoct.html

Small Group Session

Friday, March 07, 2003
9:30 a.m. - 10:30 a.m. GS03

Based on the results of their pre-meeting observations of course(s) on their campus, small group participants will discuss the following questions:

What are some examples of principle-based use of your institution's CMS?
What problems exist that can be attributed to use (or poor use) of your institution's CMS?
What teaching and learning problems exist or persist that can be attributed to the design and architecture of current CMS, and could be addressed by new CMS functionality?

PRE-MEETING PREPARATION:

To prepare for the small group session, use the assignment document you downloaded from http://coehd.utsa.edu/users/pmcgee/nlii/learner-centered.doc. This assignment provides a tour through the conceptual framework for learner-centered principles that we will be using for this focus session ("Mapping the Learning Space: Learner-Centered Principles for Higher Education," see http://www.west.asu.edu/nlii/), as well as providing an Observation Tool for Learner Centered Principles. This tool is designed for your use in observing the applications of the learner-centered principles (introduced at the http://www.west.asu.edu/nlii/learning.htm site) within a course of your choice, delivered through a course management system at your institution. Ideally, observe actual student-student, teacher-student interactions for an active course, and interview the faculty member and at least one student about functional capabilities they would like to see in the CMS, to better support their teaching and learning.

WORK PRODUCT:

Create a first draft set of issues and recommendations associated with use of CMSs according to learner-centered priniciples. (For example, "Chat is a feature available in existing CMS, but most lack the capability to support student ownership of chat transcripts as an artifact of their learning.") Lists will be developed and prioritized from different perspectives (see intended audience on the home page for this event), and later compiled into a single prioritized list. (This will be the first step in developing a list of missing functional capabilities in existing CMSs.)

Wrap-Up (3 groups reporting out)

Friday, March 07, 2003
4:45 p.m. - 5:00 p.m. GS07

Work Products:

Produce a glossary with refined conceptual framework that provides the definitions and key features of an effective CMS.
Create a prioritized set of issues and recommendations associated with use of CMS according to learner-centered principles.
Compile consensual set of functional requirements for next-generation CMSs.

2003 Spring Focus Session		General Sessions CMS Parlor Friday, March 07, 2003 1:00 p.m. - 2:15 p.m. GS05 Up to seven different course management systems will be set up around room, and users of the systems (either a student or faculty member), will be present to interact with participants. System designers/developers will also be available to answer questions. Attendees will work on refining the functional requirements for next generation CMS. (Presentations start at 1:00, 1:15, 1:30, 1:45 p.m. and 2:00 p.m..; "float time" will be from 2:00 to 2:15 p.m.). Postconference Resource Discussion Friday, March 07, 2003 11:40 a.m. - 12:00 p.m. GS04 Attendees will make a first pass at developing general categories for functional requirements for next generation CMS. (including architecture), and discuss criteria for prioritizing the capabilities. Mind over Matter: Principle and Practice for the Use of Course Management Systems Friday, March 07, 2003 8:15 a.m. - 8:45 a.m. GS02 Colleen Carmean, Director of Research -University Technology Office, Arizona State University This presenter will address the following questions: How can we develop a conceptual framework for effectively exploring the issues of transforming teaching and learning with technology? What do we truly know about learning and cognition that can be organized into principles and applied to the online environment? What best practices (based on these principles) exist in current design, teaching and learning strategies for use of course management systems? Is the CMS a potential framework for the transformation of teaching and learning? What roles do the stakeholders (faculty, students, vendors, instructional designers, IT, library, and campus administration) play in that transformation? PRE-MEETING PREPARATION Please read: "Mind over Matter," (Colleen Carmean and Jeremy Haefner, NLII 2002 Fellows, November/December 2002 issue of EDUCAUSE Review) http://www.educause.edu/ir /library/pdf/erm0261.pdf "Course Management Systems: Next Generation" (first 2003 issue of EDUCAUSE Quarterly). Also, to help prepard for this session, the follow-up general session discussion, and the first small group session of the morning, please download the assignment from http://coehd.utsa.edu/users/pmcgee/nlii/learner-centered.doc and explore the "Mapping the Learning Space" Web site http://www.west.asu.edu/nill using the instructions in the assignment. OPTIONAL READING Bransford, J., Brown, A., Cocking, R. (Eds). (2000). How People Learn: Brain, Mind, Experience and School. Washington, D.C.: National Research Council. (Also available on-line at http://www.nap.edu/openbook/0309070368/html/3.html) Postconference Resource Opening Remarks Friday, March 07, 2003 8:00 a.m. - 8:15 a.m. GS01 Carole A. Barone Questions to Address: Why are we here today (what are our intended work products, and what audience should we keep in mind for this work?) What assumptions are we going to make to start with? Panel - Designing Next Generation Course Management Systems Friday, March 07, 2003 2:15 p.m. - 3:15 p.m. GS06 Ali Jafari, Professor of Computer & Information Technology, Indiana University-Purdue University Indianapolis Matthew Pittinsky, Chairman, Blackboard, Inc. Barbara Ross, Chief Operating Officer, Blackboard, Inc. Panelists representing different course management system development projects will tackle the following questions: What are the forces driving the development of future software and systems in this arena? What are some examples of future development projects where design will reflect principles? What forces will influence effective development and implementation? How can the Higher Education user community most effectively communicate its requirements for future principle-based software and systems? PRE-MEETING PREPARATIONS To prepare for the afternoon panel, "Designing Next Generation Course Management Systems," please read: "The Evolving Role of Course Management System Providers in the Transformation of Education: An Interview with Blackboard's Matthew Pittinsky" ("Commentary," The Technology Source, January/February 2003). "Conceptualizing Intelligent Agents for Teaching and Learning," (Ali Jafari, EDUCAUSE Quarterly, Volume 3, 2002). OPTIONAL READINGS Stephen Downes, "Problems and Issues in Online Learning," The Learning Place, October 2002 http://education.qld.gov.au/staff/learning/courses/sdownesoct.html Small Group Session Friday, March 07, 2003 9:30 a.m. - 10:30 a.m. GS03 Based on the results of their pre-meeting observations of course(s) on their campus, small group participants will discuss the following questions: What are some examples of principle-based use of your institution's CMS? What problems exist that can be attributed to use (or poor use) of your institution's CMS? What teaching and learning problems exist or persist that can be attributed to the design and architecture of current CMS, and could be addressed by new CMS functionality? PRE-MEETING PREPARATION: To prepare for the small group session, use the assignment document you downloaded from http://coehd.utsa.edu/users/pmcgee/nlii/learner-centered.doc. This assignment provides a tour through the conceptual framework for learner-centered principles that we will be using for this focus session ("Mapping the Learning Space: Learner-Centered Principles for Higher Education," see http://www.west.asu.edu/nlii/), as well as providing an Observation Tool for Learner Centered Principles. This tool is designed for your use in observing the applications of the learner-centered principles (introduced at the http://www.west.asu.edu/nlii/learning.htm site) within a course of your choice, delivered through a course management system at your institution. Ideally, observe actual student-student, teacher-student interactions for an active course, and interview the faculty member and at least one student about functional capabilities they would like to see in the CMS, to better support their teaching and learning. WORK PRODUCT: Create a first draft set of issues and recommendations associated with use of CMSs according to learner-centered priniciples. (For example, "Chat is a feature available in existing CMS, but most lack the capability to support student ownership of chat transcripts as an artifact of their learning.") Lists will be developed and prioritized from different perspectives (see intended audience on the home page for this event), and later compiled into a single prioritized list. (This will be the first step in developing a list of missing functional capabilities in existing CMSs.) Wrap-Up (3 groups reporting out) Friday, March 07, 2003 4:45 p.m. - 5:00 p.m. GS07 Work Products: Produce a glossary with refined conceptual framework that provides the definitions and key features of an effective CMS. Create a prioritized set of issues and recommendations associated with use of CMS according to learner-centered principles. Compile consensual set of functional requirements for next-generation CMSs.
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