NG CMS Functional Requirement:Cognitive Supports/Organizational Tools

Each column explains an aspect of a functional requirement. The Recommendations column is where suggestions from visitors are placed.

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.

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

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

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.

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)

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.

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.

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.

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.

1. Functions

3. Examples

4.(a)Active

4.(b)Social

4.(c)Contextualized

4.(d)Engaged

4.(e)Ownership

5. Teaching Practice

6. Learning Activities

For example, an entry and exit survey that documents tasks completed, time on task, resources accessed, and degree of completion.

Functions that support different learning needs and preferences (e.g. preferred media for content).

For example, controls that allow learner to choose video/ audio, audio only, or text version of content.

I need to see real examples rather than text only when I am investigating phenomenon in the real world.

I like to see a picture of the people in my discussion group, it helps me keep track of the conversation threads.

By watching a guest speaker talk and demonstrate iva video, I can better understand how the topic relates to the class.

There are times I pay more attention when I can see a visual representation of the material being covered.

I like to create learning log of what I am doing in the course that are a combination of images, text, and discussion messages.

Providing content in multiple formats ensures that a holistic and authentic representation of content is provided.

Primary data comes in many formats and should be proivded to students in the original form.

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.

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.

I like to know what upcoming courses require of me so I can make sure I am completing assignments well enough to support future learning requirements.

When I can access others who have take the course, I can get feedback about the quality of my work.

I like to return to courses I have already taken to access resources and see what others are doing.

Sometimes I like to return to courses I have already taken to review materials or activities. This helps me refresh my memory and sometimes learn things I did not learn the first time around.

I like to know exactly what I have completed in a course and want to be able to mark this in my own course interface.

A portal can be used to support cross-course collaborations and experiences, e.g. virtual field trips, cooperative projects, peer review.

A course map into which students can mark their progress helps students plan schedules and prioritize tasks.

Locations, activities, functions, and resources are tied to learning objectives.

For example, students can sort course content by objective, topic, or date and all assoicated files, links, and functions are available.

I like to make links to course resources that have already been used or covered to help me see the connections between course modules.

I like to be able to make pulbic and private comments and send messages to others within the module.

When I am working in a module, I like to be able to have a draft of my work available and open for input no matter what part of the module I am working in

I like to be able to choose how I can record information (text, audio, or visual) in the module I am working in.

By storing examples and hyperlinks I have found into the module content, I can better make sense of the topic.

By allowing students to have access to all functions within each content module, they can create their own content and choose to share or communicate with others.

When objectives are associated with activties, course outcomes are more visible to the learner and instructor.

Learners can take control of the content, even when it is highly structured.

For example, students can 'grab' content and reorganize, add to, or re-format.

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.

For example, when entering an activity, students are asked a series that determines how content is presented and controlled.

1. Functions

3. Examples

4.(a)Active

4.(b)Social

4.(c)Contextualized

4.(d)Engaged

4.(e)Ownership

5. Teaching Practice

6. Learning Activities

Eliminate silos of courses (course content is based on higher order decisions, courses live within a curriculum; blueprint for course in program with content/objectives that are pre-determinied - make all of this visible).

If what I am learning is part of a greater, integrated whole, I am more likely to understand the context of my current learning.

My teaching (and student's learning) will be objective-driven.

Opportunity for faculty to see the curriculum of other classes to see how they are dealing with/delivering a particular learning objective (could integrate into a whole; make plans at a completely different level, thinking of course and citizen in a community of courses); deals with prerequisites; would like to integrate with curriculum of prerequisites (and navigate back into that site) might be more likely to do more experimentation.

For example, within the faculty portal a course directory can be searched for courses that relate to specific programs of study, pre-requsites, or next courses in a sequence.

As a faculty member, by having access to other courses, I can be a part of a curricular community that extends over the student's entire university experience, not just the courses that the student takes with me.

As a faculty member, my teaching is improved when I can get feedback from colleagues about how my course relates to other courses in the program of study.

As a faculty member, I can better align course objectives and activities to related courses when I can access them periodically and when I need them.

As a faculty members, if I can see the content and teaching strategies of others, I can encompass their best practices into my own teaching.

Locations, activities, functions, resources tied to learning objectives (can follow the numbers back).

For example, when a student wonders, 'why do I have to do this' he or she can click on a icon that pops-up a schematic of how the activity relates to course goals.

If what I am learning is part of a greater, integrated whole, I am more likely to understand the context of my current learning.

My teaching (and student's learning) will be objective-driven.

Need a way for learners to take control of the content, even if highly structured.

The ability to control the content encourages me to more actively participate in my learning.

The more control I have over the content, the more ownership I feel I have for finding relevant and useful content.

giving learners choices (already removed same time/same place).

If I have choices about what to learn, then I must become actively involved in making decisions about my own learning.

I can choose to learn independently or collaboratively, depending upon my needs.

Having choices can allow me to select activities or content that are more relevant to me.

The ability or need to make choices in my learning experience keeps me more engaged.

If I have choices about what and how I learn, then I can take more ownership of my learning.

Providing my students with choices respects and allows them to build on diverse ways of knowing and learning.

Incorporate strategies for rich discussion and commentary within the framework.

If I can discuss and comment throughout the learning experience, I am actively participating.

Rich discussion and commentary provides me with the ability to exchange ideas with others in my learning community.

Discussion and comments can bring further relevant and contextual meaning of the learning to me.

If I am able to or required to discuss and comment throughout the learning process, I am far more engaged.

Participating in rich discussions or sharing my comments encourages me to take ownership for forming my own knowledge.

Instructor-supported discussions allows me to witness and steer my student's learning.

Rich discussions encourage my higher order thinking skills, and allows me to synthesize the content.

Provide functions that can accommodate learner as the individual and learners as a group so that there is flexibility in what learners learn but also a structured format that encourages fast learners to contribute to community. Should not just allow fast learners to jump ahead since they should contribute to the group.

If the pace of the learning is flexible, then I can actively participate to influence it.

If the learning moves at a pace that is appropriate for my specific needs, I am more likely to stay involved.

If the pace of the learning is flexible, then I can take the inititative to influence it.

I can accommodate diverse learning styles and preferences.

1. Functions

3. Examples

4.(a)Active

4.(b)Social

4.(c)Contextualized

4.(d)Engaged

4.(e)Ownership

5. Teaching Practice

6. Learning Activities

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.

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.

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.

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.

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.

Hot keys that allow you to do multi-functions quickly instead of using web forms for that purpose.

If I can work efficiently, I can be more focused on my learning.

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.

Show me only the options and functionality that I need for the particular context I am in at the time.

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).

I get the specific type of content I need when I need it and how I need it.

1. Functions

3. Examples

4.(a)Active

4.(b)Social

4.(c)Contextualized

4.(d)Engaged

4.(e)Ownership

5. Teaching Practice

6. Learning Activities

As a function, "Integrated Strategies" should be defined more clearly. It is taken here to mean "integrated functionality" in the sense that discussion boards may be seamlessly integrated with other functional areas of the CMS with a flexibility to link discussions and threads to other content, posts, and processes. ... Likewise, the term "framework"' is ambiguous. It could be taken to mean the framework of the discussion/thread, or the framework of the CMS. It is recommended that this Functional Area be articulated more clearly as a function.

Integrated strategies for rich discussion and commentary within the framework.

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.

By focusing on the content of my thoughts and activity without being constrained by the structure of the CMS, I am better able to stay active in my work.

If the online discussion has the ability to seamlessly move from topic to object (say attachments, links, references to previous threads, etc) then I will be more able to construct my own knowledge thru the interactions with others.

By affording a broader context for commentary during or subsequent to a discussion, I am able to bring locate the discussion within the larger context of my world.

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

For example, when collaborative areas are designed, prompts help determine what role each student should perfom as well as prioritizes learning objectives based on their accomplishments so far in the course.

This function could stand to be more specific and perhaps broken into several functional areas based on the different models of discussion, communication, and collaboration that learning research proposes.

Discussion tools should incorporate what research informs us about discussion, communication, and collaboration.

Fro example, a function can be used to search for specific words and their synonyms.

Option to set up threaded discussions that are password protected and that can be broken up into subtopics with levels of access control

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.

I 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.

I am 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.

By affording some level of privacy in the discussion groups, I will feel safer to to persue different interpretations, adaptations, or opinions that are contextually appropriate within my experience and world but not necessarily along the predefined path of the content.

Because I know that I am working with a smaller group in a private space, my sense of belonging and involvement will be enhanced, thus I will be more engaged with the group.

Because fewer students are granted access and that access is considered special (by password only) then I have a greater sense of ownership -- both in terms of my 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.

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.

I have more power and therefore may take on more responsibility for not only my own learning, but for others as well through the option and encouragement to share resources (doc share) and thoughts (discussions). I can also set the direction for the discussions thru my own power to create threads.

I can work with peers rather than simply follow the lead of the instructor. To do this we will form consensus building (or dispute) based relationships with each other.

I bring my own context into the content and form of the discussions and collaborations, if given the opportunity.

I am engaged not only in my own work but in that of others -- thus giving me opportunities to reflect on different perspectives and perhaps feel compelled to revise my own work based on that reflection.

I "own" the space knowing that my work may be evaluated (informally or formally) not only by the instructor but by other students sharing the space. I 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

For example, a function that 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.)

I use higher order thinking as it pertains to my own meta-thinking about a project's direction and my own involvement. Provides tools to actively reflect on project direction and relate that to original objectives.

When I can track the social interactions among group members, I can better follow the logic of a project.

When I have the 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.

This provides me with another entry into the content and learning process and encourages consistent reflection on my own work, the work of others, and how that relates.

I can 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.

Inclusion of some standard project management models/software such as dynamic timelines, task lists, resources allocation, Gant charts, and dependent milestones.

When I am active in my own learning management and I am using a higher order skill that sets itself in the context of the real world (especially as it may relate to my future career.)

When I see how the parts relate to the whole I see learning as process as well as an end product. With a focus on tracking and managing activities, decisions, resources, I can see the larger context of my work.

When I know where I am in the completion of assignments, I am more interested and invested in achieving goals instead of wondering what comes next.

With all things tracked, including myself as a project resource, I (like employees) see my own value in the project and take pride and ownership in the collective effort and am 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.

This function needs to be more specific about what is required to encourage group learning.

Plug-ins that encourage group learning.

For example, when a student wants to ask the instructor a question, a form allows the student to determine where the quested is posted, to whom it is distributed, and how the response will be posted.

Allow for collaborative assignments that can be entered into grade book.

For example, 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

When I know that each individual within a small group will receive the same grade, I will be more inclined to work closely and interactively with my group.

If both a collective and an individual grade on participation/effort as determined by fellow group members is implemented, then I will take greater ownership of the process with incentive to keep my own grade in good standing. Thus I will tend to the project more.

Instructor determines both a collective grade and a mechanism to grade individual participating students based on some other factor… instructor may also set weights on these grades.

Function that permits students to log chat transcripts for own use.

For example, 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.)

My 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 through the discussions of others.

When social interaction is tracked, indexed, and searchable and turns interaction into information / resources that I can re-visit when I need or want to.

When active involvement and engagement can be measured (by virtue of being transcribed and indexed) I may take ownership of my 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.

Function that permits inclusion of web-based media into chat forum for all of group to see

For example, images, sounds, and videos are shared directly into a chat session.

I can use products from real world setting (increasingly media) and choose which ones make most sense to me.

I am able to make immediate points based on something that can be better represented in rich media than in text.

Engages me according to my learning style (visual, auditory, etc) or content that is best represented with different media.

Ability to set number of small chat groups, rather than a standard '4"

This is a function of efficiency for the instructor more than a function that encourages deep learning.

Ability for instructor to simultaneously 'listen in' on multiple chat groups without having to be 'in the group'

I can get appropriate feedback and guidance from instructor when discussion may go off course or if points need reinforcement

1. Functions

3. Examples

4.(a)Active

4.(b)Social

4.(c)Contextualized

4.(d)Engaged

4.(e)Ownership

5. Teaching Practice

6. Learning Activities

Enable students to add to the content of the course and be course co-authors

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 function so that student work can be accessed/displayed in public places to serve as models for other students.

For example, students can set access defaults to allow vistors to access their course products.

Need authentication and authorization infrastructure that allows for co-designers, e.g. team teaching (including inter-institutional teams); support for multiple sections + instructors – collaboration is the norm, not the exception.

For example, instructors who want cross-course activities can allow different user groups access to any combination of course areas.

Functionality that provides a “common space” that multiple courses could share, where re-usable resources could be accessed; get sharing of learning objects, and economies of scale

For example, a publishing area in which students can proceed through a publishing cycle, e.g. receive critique, submit for publication, and publish.

Granularity and flexibility of roles and privileges (for all “modules/tools”)

addressed in another area

Provide different levels of design template/interface/process for different needs of novice and advanced faculty user.

For example, a pre-assessment tool that determines level of skill sets and designates most appropriate design tools.

When you close a window by mistake, need to log in all over again; this should be simplified.

For example, a warning system that alerts user.

Give advisor access to student profile within a course and across courses, i.e. permissions, multiple levels of access, exportable to advisor database.

For example, when entering gradebook, instructor can choose to access institutional student advisor database.

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).

For example, former students are automatically desingated as "student visitor" with restricted access.

1. Functions

3. Examples

4.(a)Active

4.(b)Social

4.(c)Contextualized

4.(d)Engaged

4.(e)Ownership

5. Teaching Practice

6. Learning Activities

Develop layers of reporting tools: need to be able to report back on effectiveness of material/assignments/exercises (not just student assessment).

For example, a comparative tool that tracks learners' achievement and compares it with the completion of, interactions within, and --learning materials and activities.

As a learner, I benefit if the material/assignments/exercises available to me are rigorously and continuously evaluated as to effectiveness, and improved based on this evaluation of multiple dimensions, including the extent to which the material/assignments/exercises improves my factual knowledge, and takes into consideration multiple learner contexts.

Over time and across multiple learning activities and learning materials, I can gain better understanding of how I learn best, and make better choices among the set of learning activities offered, based on this greater understanding

As a teacher, I can get useful feedback over time on the effectiveness of the materials/assignments/exercises, and make modifications to improve these.

Provide more assessment instruments that provide ongoing and just-in-time feedback.

For example, a personal response systems that tabulate learner's perceptions of learning as well as what they actually know.

I have many more opportunities to practice, reinforce and test my own understanding the more frequent and just-in-time feedback I can receive.

If the feedback is just-in-time, I am more likely to be able to make strong and durable connections between the topic and my own context.

The more feedback I get about gaps in my understanding, the better I can plan my next steps in my own learning.

Through automated and built-in formative assessment, I can maximize immediate and contextualized feedback for each individual student in a sustainable way.

Formative assessment is supported as a continuum throughout a learning activity as I can consider where I am in the learning process and what I have achieved all along the way, rather than waiting for summative evaluation, delivered too late to be useful to the learning process.

Provide ability for students to track their learning and development over time, not just within course framework (e.g., development of critical thinking skills).

For example, electronic portfolio.

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.

For example, a rubric generator that is somehow integrated with the course learning outcomes and disciplinary processes.

As a learner, I benefit from rubrics that clearly state expectations with regard to any work products; my work can then be more responsive to my teacher's expectations.

Rubrics provide a shared framework and another helpful channel for feedback and interaction with my instructor and peers.

Rubrics help me understand what the pre-requisite knowledge and skills.

For me as a learner, rubrics make the learning objectives, goals, and standards explicit rather than implicit.

With rubrics to guide me, I can decide how much time, energy and commitment I want to devote to attain the desired mastery of a topic. I also can use them to conduct my own self-evaluation.

Rubrics provide a way for instructors to make learning objectives more concrete and accessible to learners.

Rubrics can be used to guide discussions, group work, and peer-peer interactions, and help make assessment more authentic and integrated throughout the learning process.

Use tracking databases to structure what next steps for a learner might be (or what next lecture should emphasize).

For example, an adaptive system that pushes appropriate content in appropriate context.

When the learning system keeps track of what I have mastered and where I am in the learning process, and provides content and activities that reflect that, it is taking into consideration my own current context as a learner.

I am more engaged when my learning is individualized and responsive to my own unique needs at a point in time. I even find lectures more engaging when they aren't "canned," but are focused on what is particularly challenging to me and my fellow students.

Lectures can be designed and tuned based on indicators about students' understanding, and what they are finding particularly difficult or challenging.

Tracking of individual learners' activities and achievements makes formative assessment possible.

Evaluation of courses built-in to the CMS (rather than having to do separate evaluation process).

For example, institutional student course surveys are embedded in the CMS.

Better and more holistic ways to establish metrics on student interaction with content, system functions, and others over time.

For example, a discussion analysis tool that provides instructor and learner information about the quality and quantity of their interactions.

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.

For example, as students master course objectives, as documented through completion of assignments and assessments, their score is recorded on a graph that illustrates their progress through course as compared to a professional competency set.

Instructional tools facilitate the use of student work outside the context of the course, across program and life experiences outside of the formal environment.

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.

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.

For example, an intelligent agent keeps track of student weakenesses and makes suggestions about areas of review, appropriate tutorials, or strategies for studying.