Positives

Jeanne and Jeff's input
Acq comp & portfolio bits
Scott's impact diagram (impact of modality changes in relation to certain capabilities and groups of capabilities)
Millenial generation discussion (needs to be kept in forefront when discussing the learner)
Getting flow and traction
Idea of the impact of modalities as a framing vision
Having a strarting point helped (a set of straw man capability maps)
Good facilitation / reality checks/ scenarios
Break for a walk around campus
Dividing up into two groups to complete activity
Being f-2-f was invaluable

Workshop objectives checklist

(minus) Materials for EDUCAUSE presentation
(tick) Sequencing of work
(tick) Strawman capability maps and templates: 1st pass
(question) Determine if information is a shared view across all capabilities
(tick) Determine right level of infrastructure
(question) Determine if on-line vs in-person capabilities are different. How to represent
(tick) Determine template contents
(question) How to capture distinctions in modality
(tick) How to build a simple picture for CIO's and others

Outstanding questions

Do modalities show up in case studies but not in the models
We we look at learner capabilities from the learner perspective (as opposed to the institutional perspective
What is the impact of the Personal Learning Environment (PLE) on this
How does this impact lifelong engagement (cradle to endowment)
"Advising" is everywhere in the Learner Perspective capability map. Should it be moved up a level?
How will we connect the various capabilities across the maps
Isd the information list applied to the lifecycle level or to each capability. We decided that the information stores apply to the lifecycle level
Analytics. Where are we designing for analytics in the ecosystem?
How do we validate this work. Who do we validate it with?

Issues/follow-up

  • Draft pain-point user scenarios eg multiple login names for students
  • Draft pain-point technical scenarios (eg SAML and LTI)
  • Heat-map of stable vs churning capabilities
  • Nb: various roles can be held by one person. Even within the context of a course a learner might also play the role of instructor and instructional designer.
  • NYU global study abroad program as a case study: LMS use
  • Immaturity around Portfolio: student focus vs institutional focus
  • Reflect on the lecture and learning objects shift under different modalities
  • Add assumed capabilities like register people, manage curriculum
  • Version 2:follow-up with real-world examples of the reference architecture and how they are implemented
  • Look at nthe use cases we captured and refactor around decision-maker, creator, implementer etc

Negatives

Slow level set
Long lunch
How we bring this to EDUCAUSE audience is still unclear
Would have helped if we'd had an instructional designer
Didn't get to insitutional information
Needing something to break it up (ie some other activity to provide a break from workshop)
No ice cream
Wrong number of lunches
Need to break up workwith activities outside of the room
Long time agrreeing on terms
2.5 days is a long time for a workshop

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