Agile Curriculum Development in a Mobile World. Presented by Robert Hewlett

Transcription

1 Agile Curriculum Development in a Mobile World Presented by Robert Hewlett

2 Background of this talk First presented in San Diego (ESRI EDUC 2013) The team that presented before me worked on the same curriculum for 10+ years I might get 10 days... that might equal development hours

3 Take home message My courses and myself live in a different world I am not the only one who lives there Speed (being agile) is important Respond to change quickly Recover from wrong decisions Wrong decisions are fine Indecision is death

4 The things I will rant about: Course custodianship Content and formats Effects of mobile & BYOD Curriculum development models How to move fast Disposable content

5 Course custodianship Course ownership is not always clear Who is responsible (maintenance) is not always clear What is clear? The instructor is the primary point of contact So he/she will take the majority of the 'HEAT'

6 Let's switch gears

7 Mobile and BYOD: Definition Mobile: Smart phones: Apple and Android Do not worry about BB and Windows Phablets Really big smart phones: Android BYOD: bring your own device Tablets: Apple and Android Do not worry about BB and Windows Laptops: Windows, Apple and some Chrome Change agents (it's the velocity): Killed Flash... maybe Flash solved many problems... they have returned!

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12 Let's switch gears

13 Curriculum and consumption For this talk curriculum is: Program goals, course goals, evaluation plans, learning outcomes, lectures, labs, assignments, worksheet, exams and quizzes Content is consumed at: School, home and work Cumsumption is done via: Browsers, plugins, on a variety of OSes and usually never the tool that created it

14 Problem 1 The consumption environments are: Diverse in their capabilities Complex support issues for an ITS department Counterpoint A PDF works almost anywhere Windows, MAC and Linux Phone, Tablet and Desktop Other things that work: HTML 5 and Citrix YouTube Google makes the content play anywhere

15 Problem 2 Traditional CD is slow When formalized: Often similar to the waterfall SDLC All the regular waterfall issues Can get off target... downstream compromises Top-down approach can: Diverge from what is possible Diverge from what is realistic Diverge from the original outcomes Necessary compromises to makes things work

16 Problem 3 Proven production-materials arrive late in the cycle Proven means three things: Works with the institution s ITI The activity requires a student to make something Read chapters does not count Participate in discussions does not count either Works towards mastering a course goal Look for yellow boxes (next few slides)

17 ADDIE CD Analyze Justify Course and learner goals Design Storyboard, evaluation plans, lesson plan Develop Create assets: lectures, labs, handouts, media Evaluate Instructor Course... maybe Implement Develop procedures to train students

18 Dick and Carey CD Analyze instruction: course objectives Assess needs aka justify Write performance objectives Analyze learners prior skills Develop assessments instruments Summative evaluation Develop instructional strategy Formative evaluation Develop materials: labs and lectures

19 Need to change CD Curriculum development cannot occur: In a vacuum In an idealistic world that is: Unconstrained Unaware To borrow from project management One needs the following feasibilities: Technical, financial, political and temporal To borrow from SD Deal in the real... prototype RAD and agile

20 Agile: Willeke Framework: Goals Example project Learning flows: Activity alignment Ensure relevancy Ed. tools: Videos Simulations Games Alignment with LMS

21 Agile: JRRH CDLC This method is: Proven Precise and aligned Learning outcome lecture lab Manageable The implementation Avoids LMS specific issues Deployable in several environments Deployable on several devices Lower risk

22 Course Outline Define high level course outcomes Create learning components e.g. labs Define high level evaluation plan e.g. 35:35:30 Reverse engineer lab manual, videos and learning outcomes Summative evaluation Reverse engineer lecturetheory and learning outcomes Reverse engineer exams and quizzes from lectures and labs Fill theory gaps

23 How to move fast (plus) A reliable ITI Citrix and reasonably licensed software Videos are King If the videos are on YouTube they will play on almost any device Lightweight tools for capture Streamlined workflows Keep the videos simple and free of effects

24 How to move fast (minus) Your school's LMS is the biggest piece of dead weight in the workflow Decouple from the LMS Link to the outside Avoid SCORM for now Find other examples of dead weight Shed them Be ruthless

25 Disposable Content The greatest hurdle is the concept of disposable content Some think content can last for years Based on current courses: 9-10 months (far optimist) 15 weeks (near optimist) 7 days (realist)

26 Example of DC Course videos moved to YouTube 2012 (all reshot for 16:9) MySQL Workbench received a major facelift in 2013 (reshot) Switch from MySQL to PostgreSQL in 2013 for GEOM courses (reshot)

27 Why Switch Databases? ESRI has supported PostGreSQL for a while (9.x) The writing has been on the wall for MySQL for some time In 10.2: direct reads and writes without ArcSDE PG-Modeler was mature enough Needed a spatially enabled modeling tool

28 PG-Modeler

29 Any Questions? Here are some: RU Crazy... no... maybe :) CD background... PID courses Many courses done from scratch Courses with a high degree of change What do you teach? Programming Databases Systems Management Project Management

30 Acronyms BCIT British Columbia Institute of Technology BYOD Bring your own device CD Curriculum development CDLC CD lifecycle DC Disposable content

31 Acronyms ITI Information technology infrastructure LMS Learning management system SDLC Software development lifecycle WIH what is hot