Problem-Solving Methodology
Creating Subgoals: I broke my initial problem (How can I manage and share information with my students in a way that is quick to update, easy to navigate, and secure?) into subgoals:
1. Map processes in ARIS Express. 2. Evaluate which processes are best managed electronically vs. paper and capture in ARIS model. 3. Learn about the affordances of D2L. 4. Build a prototype in D2L. |
The goals are based loosely on my previous work experience in which we were looking to find a new software tool to replace the one we were currently using. We used ARIS to map out all of our as-is processes, then listed our requirements or wishes (i.e., what we’d like to be able to do or have automated that we couldn’t with the current system) while also researching software that we thought could fit the bill. Then we approached the software companies with our requirements list and asked them to verify if they could meet our requirements (and if they could do it OOTB, with customization, or with configuration). We got the results back and scheduled demos with the top 5 companies, then narrowed our choices down to 3, then voted. From there, we planned to meet with the winning company to blueprint and then build the new tool to match or even exceed our requirements.
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1. Map processes in ARIS Express.
Ask Questions: I asked questions in preparation for visualizing the process in ARIS so that I could figure out what components of process I thought I wanted to represent. |
These included: • what data are collected? • how are the data points gathered and communicated? • who uses the data points and in what order? • what are the main data systems in place for managing data points? • do the systems share data, or is movement/translation required? • what functionality do LMS or LCMS or CMS systems typically offer? • what data do these systems process that I hadn't thought of? |
Model Building: I identified a number of common processes I thought should be mapped out and interconnected, but did not end up finishing really any of them, and I explain why below.
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I initially considered building a model using mind-mapping software, such as Creately, but recalled some of the additional functionality that ARIS allows (including semantic checks, object properties, associating a processes with a role and system, etc.) and decided that this would be a better tool.
These processes (I’m totally happy with these) include: • Manage IPPs • Plan Assessments • Plan Lessons • Conduct Lessons • Assess Students • Take Attendance • I’ve included some screenshots with explanations in the next section. |
2. Evaluate which processes are best managed electronically vs. paper and capture in ARIS model.
Model Building: The following screenshots represent my attempts at mapping out electronic and paper processes. Note: Green boxes represent activities, yellow are locations or roles, orange are 'what-if' events, grey with paper are documents, and grey with cylinders are storage systems.
Model Building: The following screenshots represent my attempts at mapping out electronic and paper processes. Note: Green boxes represent activities, yellow are locations or roles, orange are 'what-if' events, grey with paper are documents, and grey with cylinders are storage systems.
After watching a Doctopus demo video, I realized that the script facilitates a some of the workflow processes I had planned to map out in ARIS (creating folder structures with varying permission levels and distributing/marking assignments). As such, it made more sense to simply test out the scripts rather than to document them. The same applied to building and grading quizzes (for that, there’s Flubaroo), and for managing rubrics and assessment of performance tasks (for that, I’ve been testing and discussing Goobric). I still feel like this is a useful process to go through for the paper side of things, but my gut tells me I just need to work with the physical objects once I have them, and then maybe document the process once I put it in action and test it out. As such, I put this strategy on hold.
Forced relationships (Activation Matrix): Find the matrix here. I ended up documenting only those requirements that I felt suited an electronic system. In the future, I would add 'paper problems' to the matrix or create a separate matrix for it.
3. Learn about the affordances of D2L.
Depth first: I chose to focus on D2L first because I had used it in PSII. Acquisition of content knowledge: My main sources of knowledge about D2L came from tutorial videos and articles from the CBE (within their CORE) and on D2L’s commercial site.
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As mentioned earlier, I wanted to go through a similar process to what I had done in my previous work, but decided ahead of time that the two choices were D2L or GAFE. I did this because I didn’t want to run into policy issues and because I assumed that the CBE’s IT folks had good reason for adopting both systems.
I wanted to become more familiar with what D2L and other LMS or education-related database systems could do also because teaching is new to me and don’t feel I’m sufficiently aware of all of the tasks and data I will need to manage or what the best solutions are.
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4. Build a prototype in D2L. I downloaded a trial version of D2L and attempt to build a prototype to confirm usability and gain more knowledge.
Hill climbing: I thought that D2L was the best system to try because it was the primary system my PSII school used and because I know my PSIII school uses it. I quickly found, through trying out D2L with the help of videos and the trial version, that I did not like the interface of D2L and couldn’t envision myself using this easily for what I wanted to do. While the database functionality is fantastic, and I know that all students will use D2L for some school activities, I found the system overwhelming and too isolated – the system does not easily interface with other programs. I liked the security associated with D2L, but would prefer a system that I use more in my personal life and that students could use after they leave the CBE so that their skills and data/files can easily transfer. I also wanted to abandon D2L because the “help” sources weren’t helping me: documents were difficult to interpret, videos were dull and too focused on use of the tool in itself rather than as a means to accomplishing a larger task, and there did not seem to be a significant or active online community where I could seek quick and personal responses. While researching, I discovered that the CBE allows for many different applications. So, my next idea was to look into Google applications.
3.1 Learn about the affordances of GAFE.
Depth first: After abandoning, D2L, my next step was to try to learn and test out as much as I could with GAFE. Acquisition of content knowledge: I used tutorial videos via YouTube and the GAFE site, as well as a previously created exemplar as my main sources of information. I also joined the Google forum "Apps Scripts for Education - Builders and Users" which has been a source of brand new information from the builder and other users.
4.1 Build a prototype in GAFE.
My initial plan was to use a trial version of GAFE and attempt to build a prototype to confirm usability and gain more knowledge. I developed a site by choosing an ‘education’ template, then deconstructing it, then reconstructing it. |
Prior to beginning this assignment, I had investigated ways to administer quizzes and was interested in using Google forms. I also looked at a few examples of Google sites and considered using Google to build a class website.
The forum has been especially meaningful: I get to know the systems but also about the day-to-day goings on of the classroom (and all of the what-if scenarios that crop up!).
I had contacted CBE’s Google Help on May 16th about getting a temporary login and didn’t receive a reply back until June 2nd. In the meantime, I decided to create a new Google account for myself as a teacher where I planned to experiment with building a Google site and integrating the functionality of Google Drive, Calendar, Gmail, Tasks, and anything else I might discover along the way.
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Mean-End Analysis: I want to use as few platforms as possible, so instead of storing my documents in Dropbox, I decided I would use Google Drive. In time, Google Drive updated its interface to function more like Dropbox than when I had first used it, which made adoption both easier and more desirable (I liked the way it could be used offline and how the UI was similar to Windows Explorer). With Google Sites and Google Drive, along with the Doctopus script, I was able to “enroll” my family members as students and to simulate group projects and distribution of assignment materials.
Back to Abstract |
My first attempt went off without a hitch, but when I went to add a new student, I got an error, so I junked the first set and attempted to start from scratch but encountered the same error. If you look closely, you’ll see that the folder structure intended by the Doctopus script is there, but the sharing configuration isn’t. It’s something I’ll keep trying out until I’m confident that I can implement it in the classroom without it imploding on me.
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