Version 6 (modified by laszlo, 14 years ago) (diff)


Scenarios for participatory design sessions

The scenarios will be posted here as they're worked on.

Please note: Edit the scenario in another editor and when you're ready post the text here. Let's not keep this page locked because others may be working on their scenarios at the same time!

Scenario ideas

Use metaphors when talking about the system to teachers.

Scenario 1: history teacher Jana

Jana is a history teacher in a small primary school in Poland. She just graduated from the university last spring, so it is her first year as a teacher. Jana is a very concerned teacher and wants to make her lessons interesting for the students. She has been using computers for years - mainly for university studies and communicating with friends. She is also interested to use Internet and ICT tools with her students.

In 6th grade history lessons are focused on the Middle Ages. Currently Jana is preparing a lesson about life in medieval cities. She looks for additional information from Polish Wikipedia and Google. Wikipedia has good articles on Polish cities, but it lacks the detailed information about medieval times. Jana remembers, that one of her colleagues was talking about Toolbox. She finds Toolbox from Google and starts to browse the website. Toolbox has a good selection of learning resources, which are all tagged with keywords. Jana is searching for history and receives several hundred results. Maybe there is something on medieval cities too? New search gives only a dozen results. Some photos, some slide shows and a few pages of text.

Jana finds photos that are taken from archaeological excavations in Krakow. There are many interesting discoveries – some coins, pieces of plates and knifes and different tools that people used for work. Jana bookmarks the photos and finds some additional facts from Wikipedia. She decides to create a learning material that can be used both for presentation and handouts. Toolbox provides simple templates for making this kind of learning resources. She even does not have to upload the photos from her computer - it is possible to add the bookmarked photos to the learning resource.

When Jana is saving the created page to the Toolbox, she notices that it is possible to give other people rights to use and edit her learning resource. She decides to share her resource, because she was also using resources created by other people.

Jana looks around in the Toolbox and finds out that she can contact other teachers. There are many teachers who are looking for collaboration to author learning resources together. It is also possible to write reviews for learning resources. Jana writes a short review for the archaeological excavation photos. She finds out that these photos were published by one young researcher from Institute of History. Toolbox environment is not only for teachers, but there are also university students, researchers and other people who are interested find and create educational resources. It is already late and Jana logs out. She will come back on Monday morning to see, if somebody has been using the archaeology page that she just created.

Scenario 2: Gyárfás, László, Balázs and the Linux script programming

Gyárfás is a college student. He is interested in Linux script programming but there is no subject related to this topic at his college. He finds many documents on this topic on the web and the school also has some electronic training materials on Linux, which touches upon Linux programming.

Gyárfás collects many data but only small part of them is interesting for him. Gyárfás tries to filter the essence and to test the written content in practice as well because the books deal only theoretically with the topic.

Gyárfás is confronting with many problems while testing the written things in practice. Many things work a little bit differently than it is written in the documentation. He registers for mailing lists and forums where he can ask and can share his knowledge with others. He proceeds very slowly because he has to wait for the answers for a long time.

Browsing the internet, Gyárfás finds the Calibrate Toolbox and starts a course on Linux script programming. He advertises his course on mailing lists and many others join him. Gyárfás loads the collected documents into the system and starts to assemble a new document from the parts of the imported documents. He extends the written things based on his experiences and makes comments to the individual parts.

When Gyárfás enters the system next day, he experiences with a surprise that many new documents got into the system, other people also make comments to the individual parts and the documentation in progress was extended as well.

A whole group of people is built in some days, which sets up a professional handbook on script for Linux programmers co-operating with each other. The handbook contains examples from the reality and warns on the traps of tools.

The new documentation becomes ready and Gyárfás thinks how good it would be if he could find similar documentation on the internet. He decides to publish the digital handbook on the internet and places it in the shared Calibrate directory.

A little bit later, László from the other side of the world - a young man similar to Gyárfás - searches the web for documents on Linux script programming. He finds the Calibrate toolbox and finds the handbook on Linux script prepared by Gyárfás and his friends. The book introduces the scripts from practical aspects and László learns the basics of script programming only one week.

At that time, a third participant registers in the system. Balázs is a young teacher in an IT training centre. The education institutes try to offer up-to-date trainings to the customers because of the strong competition on the market of education. It is advantageous for both the institute and the teacher because if they advertise popular topics, then the frequency of the courses is increasing together with the number of students, which generates greater income for the institute and the teacher.

Balázs searches the system for the topics appeared within the last year. Selecting among them he chooses the topics that are interesting for him and offer business income if they advertised them as courses. After studying the topics, he decides for Linux script programming because he thinks that this is the best organised knowledge set in the system.

He wants to own the selected training material legally. For this reason he queries the price of the training material using the metadata stored in the system. The price is 4000 Ft. After short calculation, he finds that the income from teaching is much higher than the cost of the course material. He gives his personal data and downloads the material after the successful transaction.

The IT training centre where Balázs works is open and committed to use new technologies in the education. They introduced a distance learning framework (LMS) aiming that the students participating in the adult education do not have to learn only in the school face-to-face in a strict time (5 pm after finishing work) but the "ubiquitous learning" makes it possible to learn the training materials anywhere, anytime. Practically, the students can log into the learning framework (LMS) with any digital tools (digital TV, PC, PDA, mobile phones) in their free time. The system tracks and stores the proceedings of the student and he can proceed in a customised way and efficiently with the help of the tutor.

Balázs supports the new things as a dynamic young man and he want to advertise his course "Linux script programming" not only in the traditional way but in the LMS as well. The introduced system supports the eLearning standards and it supports any SCORM-compliant training material.

Balázs happily experiences that he gets the training material in a form of SCORM package. Thus, his only thing to do is simply to import the package into educational framework and to prepare the standardised QTI tests. The course is ready to be taught, the school admits on his course collection.

It is ensured during the years that selecting the topic was a good decision, the number of the students who select this course is increasing, in both traditional and online form. Balázs finds it fantastic that he could achieve such a big income with little investment and he understands the importance of standards. After years, when the interest is decreasing, Balázs decides to look for a newer topic in the Calibrate toolbox.

Scenario 3

Scenario 4

Scenario 5