NG CMS
Functional Requirement:Interface |
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Each column explains an aspect of a functional requirement. The
Recommendations column is where suggestions from visitors are placed. |
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1. Function The Function describes how specific events,
supports, designs, and interactions should work or be designed within a CMS. |
2. Examples The Example is one illustration of how a Function
might be conceptualized. There may be many examples that illustrate one
Function. |
3. Deeper Learning Principles NLII's Deeper Learning Principles
include (a) Active, (b) Social, (c) Contextualized, (d) Engaged, and (e)
Ownership. |
4. Teaching Practice Teaching Practice describe how the function
supports instructional decision-making, management, and behaviors. |
5. Learning Activities Learning Activities explain how the
organized experience of the learner support the deeper learning principles. |
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Recommendations |
1. Functions |
2. Examples |
3.(a)Active |
34.(b)Social |
3.(c)Contextualized |
3.(d)Engaged |
3.(e)Ownership |
4. Teaching Practice |
5. Learning Activities |
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Need more push technology based
on student learning styles and preference. |
For example, remedial content,
adaptive content, just in time content. |
When I am notified automatically
about resources, activities, or progress, I can take actions that help me
achieve learning objectives. |
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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. |
For example, both faculty and
student can set function defaults at any time. |
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My course space is more familiar
and reflects my own thinking, organization, and learning. |
When students set their own
defaults, I am relieved of having to figure out their preferences. |
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More navigation aids. |
For example, a wizard that help
me set up a navigation system that makes the most sense to me. |
When I can access course
activities in a manner that makes sense to me, my cognitive load is reduced
and I can engage in activities more readily. |
The system as a guide becomes
more like a tutor or friend to me. |
A personal navigation system
makes the learning environment more peronalized and customized to me. |
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. |
Customized functions make
learning more relevant. |
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Hot keys that allow you to do
multi-functions quickly instead of using web forms for that purpose. |
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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 |
For example, functionality levels
are determined by level of user expertise as determined by skills
pre-assessment. |
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). |
For example, a pop-up menu allows
users to open other software as they need them. |
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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