Transcript Cognitive Information Processing

Practice
Honorah Sullivan
Fawzia Rashid
Nantanana Wongtanasirikul
Community
Robert Vaughan
Domain
Performance Analysis SOURCES
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
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.
STAKEHOLDERS
 GMU Immersion Program
Students
 Instructors for the immersion
program courses
GOALS
 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
DRIVERS
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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 crosscurricular nature
Search Engine capability
Access to technology tools necessary to perform the
tasks
BARRIERS
 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.
RECOMMENDATIONS

Create a single point of entry for students and
instructors employing consistent use of
•
•
•
•
•
visual conventions,
language,
visual positioning,
navigation, and
other system behavior;
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Create a forum for resources, discussions and
projects with shared workspace for subgroups; and
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Aggregate development tools and software
applications on the Community of Practice platform
so that they become shared tools
NEEDS ANALYSIS
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
COMMUNITY OF PRACTICE
Based on Social Learning Theory of Situated Cognition
Communit
y
learning as
practice
Belonging
practic
Practice
learning as
e
Doing
practic
Identity
learning as
e
Becoming
Learning
Meaning
practic
learning as
Experiencin
e
g
(graphic art concept by Linzee Liabraaten, 2003)
COMMUNITY OF PRACTICE
Mutual 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
Mutual Engagement
Shared Repertoire
SURVEY RESULTS
DESIGN
MODEL OF CURRENT ENVIRONMENT
EDIT-704 Task Use Case
EDIT-797 TASK USE CASE
BASELINE WORKFLOW
MODEL OF PCD CoP ENVIRONMENT
DIVERSITY MODEL
Name
Students
Instructors
Characteristics/
Background
Busy
Single
Familiar with new technology
32 years-old
Busy
Married with children
Experienced Designers
Technology experts
45 years-old
Work
Environment
Access to computer at campus and home
High speed internet access
First semester in Immersion program with 17 credit hours
Working with new team members
Access to computer at campus and home
High speed internet access
10 years experience of teaching
Responsibilities
Immersion Team Project
• Team meetings with team leader, members, stakeholders
• Presentations to the client
Completing assignments and projects for 4 courses
Building online portfolio, team website, prototype designs
Facilitate team project
Teach graduate courses at GMU
Evaluate 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 project
Exchange ideas with students in the program
Get 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 program
Want student to understand the real world of ID
Want student to transfer knowledge from the
program into the job
Want the students to understand the process of ID
Share expertise and collaborate
Avoid
Cognitive load
Missing assignments
Team conflict
Schedule Changes
Frequency of
Use
of “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
“Are you there yet?”
PROTOTYPE USABILITY GOALS
 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 TESTS
An Iterative Process
A Community of Practice has at its foundation communication!
 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.
Name
Task 1
Task 2
Task 3
# of clicks
# of clicks
# of clicks
Total Time
On Task
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.
“Basic elements of visual communication are form, content, arrangement, light, and color. The emotions
that drive visual communication are seduction - conviction - inspiration.” ~val casey
HYPERTEXT PROTOTYPE MODEL
See if you don’t feel seduced - convinced – inspired that life really
could be a whole lot easier!
…appropriate
for the person
The diversity
(preferences,
interests,
values, skills) of
the person who
must do the
work
…match the
tasks
Flow of tasks
& processes
…contains
just enough
information
(knowledge,
data,
content) to
complete the
work
Performance Zone