TeachSpace, an Online Resource Community Huiping Liao LEARNING PROBLEM While new web-based...
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TeachSpace, an Online Resource Community TeachSpace, an Online Resource Community Huiping Liao LEARNING PROBLEM LEARNING PROBLEM While new web-based technology resources flood into schools, technology coordinators and teachers realize that it is hard to locate appropriate online educational resources and integrate them into their teaching and learning. They lack of effective and efficient supports to achieve technology-infused learning environments. Learning Needs: Learning Needs: • There are more than enough web-based educational resources for teachers: More than 4,600 technology representatives from more than 500 k12 educational technology companies are at NECC Conference this year. 402 lesson plans are displayed at Marco Polo Education’s website that meets the criteria for mathematics and addition. • Teachers say: “The biggest challenge is to integrate them into our classroom teaching”; “The uncertainty of its quality is my big concern”; “I would like to know more about the underline educational philosophy”; “a sense of how other teachers use it may help me decide whether I should use it or how I can use it”. Learner Study: Learner Study: • Technology coordinators play crucial roles on pushing the calendar for technology-infused learning environments. • Successful experience on using online resources and a sense of belonging to a group will generate commitment and consistency DESIGN SOLUTION DESIGN SOLUTION ASSESSMENT ASSESSMENT We will conduct assessment on whether users use TeachSpace in the way we design for, and where and how learning occurs. Usability Test: Usability Test: After the website is launched with some collective intelligence, we will conduct path analysis to get statistical data on usability of TeachSpace. Learning Test: Learning Test: We interview teachers, technology coordinators and directors through our marketing research and user study. We convey our design to users through descriptions, pictures and comparisons. Learning occurs as users measure their teaching audience, their personal teaching style, their educational believes and teaching environment when they are given new resource. Users demonstrate creativity on suggesting different ways of integrate the same piece of resources into diverse learning environments. Database Database Structure Structure Marco Polo Differentiation from Differentiation from Competitors Competitors TeachSpace, an Online Resource Community TeachSpace, an Online Resource Community SITUATIVE LEARNING SITUATIVE LEARNING • Users locate and integrate online resources by associating knowledge and information from their environment to practical applications in their personal community • Users are encouraged to promote inquiry and response through the knowledge transfer process about appropriately integrating suitable resources into their teaching. • Learning outcomes are demonstrated through user reviewing and progress tracking based upon individual increase in participation within the community, and the amount of learning applied by a learner in locating, integrating and Technology coordinators at schools Teachers motivated in using online resources in teaching and learning Directors of technology at school districts Usability Diagram Usability Diagram TeachSpace BlueWebN Marco Polo Search in database Search on Web Search in database Stand at user’s side XXX X Select items by users with expertise X Search for relevant specified results XXX XXX Expose educational philosophy XXX Expose endorsement from experts XXX XXX Suggest integration XXX Normalized Relational Database • Avoid the redundant data store • Minimize work for update • Describe clear relations • Totally dependence on primary keys • Uniqueness of cell values FURTHER DEVELOPMENT FURTHER DEVELOPMENT • We will continue working on collecting online educational resources and encourage users to participate in the collecting works. • We will develop frequent experimental usability test for TeachSpace and adjust our design accordingly. •Our challenge is to provide customized user interface. We are still trying to answer questions about how personal the UI should be, how much control we should give users to their own data. DESIGN PROCESS DESIGN PROCESS We have conducted three iterations on design TeachSpace following our design process diagram. Majority of our efforts are to understand our users and the existing marketing. Credit & Reference Credit & Reference • S356 Group: Bartholomew Rashad, Xiao Wang, Kelsey Twist, Kristin Laura • Educ490 Market Research Group: Bartholomew Rashad • Coordinators and Directors: Jeanne Kwuang, Kyle BrumBaugh ( San Mateo School District); Suzanne Mitchell, Parker Kelly ( Los Lomitas School District); Hilary McDaniel ( Polo Alto High School) •Greeno, J. G., Collins, A. & Resnick, L. B. (1996). “Cognition and learning” (Chap. 2). In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology. New York: Macmillan.
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Transcript of TeachSpace, an Online Resource Community Huiping Liao LEARNING PROBLEM While new web-based...
TeachSpace, an Online Resource CommunityTeachSpace, an Online Resource Community
Huiping Liao
LEARNING PROBLEMLEARNING PROBLEM
While new web-based technology resources flood into schools, technology coordinators and teachers realize that it is hard to locate appropriate online educational resources and integrate them into their teaching and learning. They lack of effective and efficient supports to achieve technology-infused learning environments.
Learning Needs:Learning Needs:• There are more than enough web-based educational resources for teachers: More than 4,600 technology representatives from more than 500 k12 educational technology companies are at NECC Conference this year. 402 lesson plans are displayed at Marco Polo Education’s website that meets the criteria for mathematics and addition.
• Teachers say: “The biggest challenge is to integrate them into our classroom teaching”; “The uncertainty of its quality is my big concern”; “I would like to know more about the underline educational philosophy”; “a sense of how other teachers use it may help me decide whether I should use it or how I can use it”.
Learner Study:Learner Study:• Technology coordinators play crucial roles on pushing the calendar for technology-infused learning environments.
• Successful experience on using online resources and a sense of belonging to a group will generate commitment and consistency
DESIGN DESIGN SOLUTIONSOLUTION
ASSESSMENT ASSESSMENT We will conduct assessment on whether users use
TeachSpace in the way we design for, and where and how learning occurs.
Usability Test:Usability Test: After the website is launched with some collective intelligence, we will conduct path analysis to get statistical data on usability of TeachSpace.
Learning Test:Learning Test: We interview teachers, technology coordinators and directors through our marketing research and user study. We convey our design to users through descriptions, pictures and comparisons. Learning occurs as users measure their teaching audience, their personal teaching style, their educational believes and teaching environment when they are given new resource. Users demonstrate creativity on suggesting different ways of integrate the same piece of resources into diverse learning environments.
Database StructureDatabase Structure
Marco Polo
Differentiation from CompetitorsDifferentiation from Competitors
TeachSpace, an Online Resource CommunityTeachSpace, an Online Resource Community
SITUATIVE LEARNINGSITUATIVE LEARNING• Users locate and integrate online resources by associating knowledge and information from their environment to practical applications in their personal community
• Users are encouraged to promote inquiry and response through the knowledge transfer process about appropriately integrating suitable resources into their teaching.
• Learning outcomes are demonstrated through user reviewing and progress tracking based upon individual increase in participation within the community, and the amount of learning applied by a learner in locating, integrating and evaluating online resources
Technology coordinators at schools Teachers motivated in using online resources in teaching and learning Directors of technology at school districts
Usability DiagramUsability Diagram
TeachSpace BlueWebN Marco PoloSearch in database
Search on Web
Search in database
Stand at user’s side XXX XSelect items by users with expertise
X
Search for relevant specified results
XXX XXX
Expose educational philosophy
XXX
Expose endorsement from experts
XXX XXX
Suggest integration methods
XXX
Normalized Relational Database• Avoid the redundant data store• Minimize work for update • Describe clear relations• Totally dependence on primary keys• Uniqueness of cell values
FURTHER DEVELOPMENTFURTHER DEVELOPMENT• We will continue working on collecting online educational resources and encourage users to participate in the collecting works.
• We will develop frequent experimental usability test for TeachSpace and adjust our design accordingly.
•Our challenge is to provide customized user interface. We are still trying to answer questions about how personal the UI should be, how much control we should give users to their own data.
DESIGN PROCESSDESIGN PROCESSWe have conducted three iterations on design TeachSpace following our design process diagram. Majority of our efforts are to understand our users and the existing marketing.
Credit & ReferenceCredit & Reference
• S356 Group: Bartholomew Rashad, Xiao Wang, Kelsey Twist, Kristin Laura
• Educ490 Market Research Group: Bartholomew Rashad
• Coordinators and Directors: Jeanne Kwuang, Kyle BrumBaugh ( San Mateo School District); Suzanne Mitchell, Parker Kelly ( Los Lomitas School District); Hilary McDaniel ( Polo Alto High School)
•Greeno, J. G., Collins, A. & Resnick, L. B. (1996). “Cognition and learning” (Chap. 2). In D. C. Berliner & R. C. Calfee (Eds.), Handbook
of educational psychology. New York: Macmillan.
