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Practice. Community of Practice. Honorah Sullivan Fawzia Rashid Nantanana Wongtanasirikul Robert Vaughan. Domain. Community. Performance Analysis SOURCES. The information in this Performance Analysis was gathered from: Discussions between the client and team members - PowerPoint PPT Presentation
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The information in this Performance Analysis was gathered from:
Discussions between the client and team members
Research from Journals, CoPs, Case Studies
Consultation with expert faculty at GMU
Online research and literature
Related Texts, Published Studies
Interviews with students and faculty
Performance Analysis SOURCESPerformance Analysis SOURCES
Project Vision
To design an online community of practice for the GMU Immersion Program wherein teachers and students can engage in meaningful participation in an active, cohesive learning environment.
Project Mission
This vision will inform the specific objective to aggregate project information, course syllabi, journal writings, discussion boards, resources and portfolios accessible from a single interface.
Performance AnalysisPerformance Analysis
GMU Immersion Program Students
Instructors for the immersion program courses
STAKEHOLDERSSTAKEHOLDERS
Research and identify components of an online community of practice
Identify opportunities/problems for reducing cognitive load and redundancy in an online CoP interface
Establish links for a community of practice within the context of the GMU Immersion Program
GOALSGOALS
Learner-centered online environment Establish and maintain a work context Coursework is interrelated Aggregate resources in a knowledge management
database Embed knowledge in the interface, support resources,
and system logic Single Point of Entry for resources, discussions and
project sharing Employ consistent use of visual conventions, language,
visual positioning, navigation, and other system behavior Instructors will be able to pose questions of a cross-
curricular nature Search Engine capability Access to technology tools necessary to perform the
tasks
DRIVERSDRIVERS
Separate platforms for each course
Current technology does not effectively link the subgroups and classes in discussion forums
Configuration does not offer systems for sharing information
Site licensing for resources such as development tools, software applications
University sanctioned Webct does not offer formal training on its use or adequate technical support. Webct is instructor-centered
Not all platforms have flexibility for portfolios
Difficult to get all the faculty together to discuss ways in which to collaborate on the cross-curricular questions/issues
Immersion students and non-immersion students are mixed in required classes for different GSE program degrees.
BARRIERSBARRIERS
Create a single point of entry for students and instructors employing consistent use of
• visual conventions, • language, • visual positioning, • navigation, and • other system behavior;
Create a forum for resources, discussions and projects with shared workspace for subgroups; and
Aggregate development tools and software applications on the Community of Practice platform so that they become shared tools
RECOMMENDATIONSRECOMMENDATIONS
Compelling Business Need:
Multiple web platforms contribute to: Inefficiencies Redundancy Cognitive Load
Community of Practice Umbrella will offer: Just in time Knowledge Management Forum to Exchange Ideas and Expertise Cross-curricular Discussion Threads Technology Tools necessary to perform tasks
NEEDS ANALYSISNEEDS ANALYSIS
Based on Social Learning Theory of Situated Cognition
practice
Practice learning as
Doing
(graphic art concept by Linzee Liabraaten, 2003)
practice
Identity learning as Becoming
practiceCommunit
ylearning as Belonging
LearningLearningpractic
eMeaning learning as Experiencin
g
COMMUNITY OF PRACTICECOMMUNITY OF PRACTICE
COMMUNITY OF PRACTICECOMMUNITY OF PRACTICEMutual Engagement Joint Enterprise Shared Repertoire
-Engaged diversity-Doing things together-Relationships-Social complexity-Community maintenance
-Negotiated enterprise-Mutual accountability-Interpretations-Rhythms-Local response
-Styles-Artifacts-Stories-Tools-Historical Events-Discourses-Concepts
Joint Enterprise
Shared RepertoireMutual Engagement
DIVERSITY MODELDIVERSITY MODEL
Name Students InstructorsCharacteristics/Background
BusySingle Familiar with new technology32 years-old
BusyMarried with childrenExperienced DesignersTechnology experts45 years-old
Work Environment
Access to computer at campus and homeHigh speed internet accessFirst semester in Immersion program with 17 credit hoursWorking with new team members
Access to computer at campus and home High speed internet access10 years experience of teaching
Responsibilities Immersion Team Project• Team meetings with team leader, members, stakeholders• Presentations to the clientCompleting assignments and projects for 4 coursesBuilding online portfolio, team website, prototype designs
Facilitate team projectTeach graduate courses at GMUEvaluate student performance Keep communication with client
Goals/ Wants Needs
Master degree Apply learning theory into ID process Gain experience and knowledge of ID process while working on the Immersion team projectExchange ideas with students in the programGet a job that relates to ID after finishing this program
Want students to get as much as knowledge and experience while they are in the Immersion programWant student to understand the real world of IDWant student to transfer knowledge from the program into the jobWant the students to understand the process of IDShare expertise and collaborate
Avoid Cognitive loadMissing assignments
Team conflictSchedule Changes
Frequency of Useof “CoP”
Frequent (at least 5 time a week)•Keep up with assignments, reflections, discussions•Finding research•Ask for help
Frequent •Check group assignments•Post questions for group discussion•Be aware of what other classes are learning
Quote “Am I going to the right direction?” “Will I survive this program?”
“Are you there yet?”
Provide single point of entry portal for immersion program interface to access all resources, discussion, assignments, syllabi, and project workspace.
Reduce number of access points required for resources and ancillary materials by 90%.
Reduce the number of access points required for syllabi by 75%
Reduce the number of access points required for discussion topic responses by 50%
Reduce the number of access points required for reflections by 50%
Reduce the number of access points required for email by 67%
Reduce the number of access points required for assignment requirements by 75%
Reduce the number of access points required for uploading assignments by 75%
Provide a shared program calendar
PROTOTYPE USABILITY GOALSPROTOTYPE USABILITY GOALS
An Iterative ProcessA Community of Practice has at its foundation communication!
PROTOTYPE USABILITY TESTSPROTOTYPE USABILITY TESTS
“Basic elements of visual communication are form, content, arrangement, light, and color. The emotions that drive visual communication are seduction - conviction - inspirationseduction - conviction - inspiration.” ~val casey
Name Task 1 Task 2 Task 3 Total TimeOn Task# of clicks # of clicks # of clicks
Evaluator 1 2 4 3 3.0 mins.
Evaluator 2 2 4 3 2.5 mins.
Evaluator 3 2 4 3 2.0 mins.
Evaluator 4 2 2 3 2.0 mins.
Please find your assignment for EDIT 704 and read the requirements.
Find any additional resources for the 704 assignment completion. Please post your reply to the hot topic discussion thread.
HYPERTEXT PROTOTYPE MODELHYPERTEXT PROTOTYPE MODELSee if you don’t feel seduced - convinced – inspired that life really
could be a whole lot easier!