W2.2 Start to contextualise your project...

[Joshua Underwood]

If you want to discuss Week 2 Activity 2 please use this thread

2. Start to contextualise your project (Short route 45+ mins). Look at your week 1 project description (if you don't have a project choose one you like from the week 1 dreambazaar or create one now). Think of a story about learning related to the project: Who and what is involved? Why? When? Where? How? What happens? 

More info...

[Joshua Underwood]

Add your scenarios to the Contextualise your project (using scenarios)  to make them easier to find in Cloudworks and or tell us about them and provide links here.

[pmi...@liv.ac.uk]

I've made a start but it's hard to identify a "typical" student these days without making it a stereotype. It also seems rather personal given that I'm the teacher and designer in Team Solo. Striking a balance in terms of detail and anticipated outcomes will also be hard when I get a little further on (assuming I do). Interesting exercise though.

[pmi...@liv.ac.uk]

Sorry, I forgot the link: http://cloudworks.ac.uk/cloud/view/7549

[Jane Nkosi]

 

Dear Joshua

Thannk for a clear introducation on scenario based designs. I like the breakdown of areas to consider when thinking about scenarios.I am pulling together my readings on this subjct to be able to contribute meaningfully to the discussion

 

Jane

[Joshua Underwood]

Great, I look forward to your contributions and scenarios...

[Jonathan Vernon]

I've joined three groups. One is solid, populated and progressing here and in blogs and email - so we are bonding. Te second is also a straight forwardproposition so I am making myself useful. A third ... not sure what it is now. I posted three possible projects and had this level of interest 1:1:0 - I've offered a bit more but if there are no takers I don't mind. Something simle and necessary has more value and is easier to workon than something 'cutting edge'.

[Jonathan Vernon]

I am familiar with the development of Personas through the OU and OU Business School. A thorough, comprehensive appraisal of real and fictional OU students courtesy of a communications and marketing initiative that I took part in at the OU in 2011/2012. I also know from industry experience in the creation of BAFTA, IVCA and Cannes award winning interactive learning that the most intimate understanding and empathy with 'the student' is crucial. The mistakes that are otherwise made beggar belief - such as developing sophisticated e-learning product for part-time midwifery students in Wolverhampton. Who ever thought that part-time students with English as their second language, no IT or computing or typing skills or exposure, let alone an interent connection needed e-learning, even mobile learning? Get real, respect and know your customers ... used advusedly - learners deserve to be treated like customers, if not to a flash gastro pub, then at least to the local, human, friendly 'greasy spoon'. Service comes from putting your custmers i.e.your learnsrs first. Presume nothing unless you can prove it with up to date, robust qualitative and quantitive research.

[Joshua Underwood]

Jeff Waistell has written some great narratives about his own learning "in the clouds" here (http://cloudworks.ac.uk/cloud/view/7298). I'm wondering how stories told from the perspective of learners in other project domains might parallel these?

If you find scenarios and/or other narratives that are interesting do point to them from this thread.

[pmi...@liv.ac.uk]

Thanks, Jonathan. Sage advice, I'm sure.

[Itana Maria Gimenes]

Hi Josh,

So far, not so easy to contextualise the project. I was queen to have a look at the references and it takes time. In addition, we needed to negotiate the context of  project. Now, I think we can go ahead, but I still did considered we are done with activity 2.

Itana

[Joshua Underwood]

Just to re-assure there is no need to be done with activity 2. In fact, the rest of the week is really about developing those scenarios through thinking about context.

So, keep going... :-)