| Id | Description | Rational |
| 01 | User should be able to view the module description and review without login. | User can view the module information without login, in case the user does not have a university account yet. |
| 02 | User should be able to login with their university id. | |
| 03 | A logged in user should be able to have a nickname or to be anonymous. | A user shall login with the particular university id, but could have a nickname for rating and posting to preserve privacy. |
| 04 | Logged in users should be able to leave feedback and ratings on modules which they have taken. | Users can only leave feedback on the modules they have been enrolled in to ensure accurate ratings. |
| 05 | Each module page should include four aspects: Module description, rating of lecture, rating of marking, and communication board. | |
| 06 | Rating criteria of lectures should include a scale of difficulty, engagement, size of class, helpfulness and clarity. | Rating criteria of lectures should help users understand how the modules are taught. |
| 06 | Rating criteria of marking shall include a scale of scores, difficulty of coursework, and difficulty of exams. | Rating criteria of marking should help users understand how to achieve better results and the coursework requirements. |
| 07 | Module description shall include the syllabus, type of coursework, and size of coursework group. | Module description should help user to have an understanding of the overview of the module. |
| 08 | The system should be able to suggest suitable modules for users. | The system should be able to suggest modules from usersā enrollment status and their scores in previous modules. |
| 09 | The system should provide a platform for student communication in module sections. | The platform for communication shall help students to develop greater engagement with the module materials, opportunities for peer support/peer learning. |
| 10 | User should be able to give feedback on the system. | This function will ensure user satisfaction. |
Month: April 2015
‘LessonPlan’ as a game
Game Theory is the mathematical modelling of decision making processes. In simple terms, it uses mathematical expressions to analyse strategies employed by players in order to maximize their payoffs from the game. When applied in a social perspective, game theory can model individualsā behaviours (strategies) in relation to the pursued benefit (payoff). In the context of Online Social Networks (OSNs), Game Theory is used to study user patterns in structural balance (inter-personal relations that have produced gains in the past), strategies for social decision problems and evolution of co-operation in dynamic environments.[1] Prediction of behaviour can be immensely valuable in the designing of an OSN. After all, Social Networks rely on user interaction to derive content. In the case of āLessonPlanā, user interaction is what will provide the added value on top of the initial information about the modules. Through module feedback, commentary on the practical aspects of teaching or coursework, students will be able to collaborate, solve problems, improve their performance and communicate necessary or desirable changes to the academics and the University. In other words, social interaction in the platform is essential for students to derive gains from it. Below we will consider the likelihood of random students to see this potential value of participating in the platform.
Overview of similar tools
At the moment, there are a number of tools aiming to measure student satisfaction with modules. Some of them are official university procedures, some of them are commercial products. Their main pros and cons, and how āLessonplanā differs are summarized below.
Survey conducted on Module Feedback opinions and interests
In order to confirm interest in the suggested platform, as well as any inefficiencies of the outlets already out there by the University of Southampton, we have conducted an online survey.
The survey was introduced by a short text, informing the participants on what the surveyās goals where, which aspects of module feedback they would be asked to give their opinions on, as well as a brief description of the suggested project and its aims.
The questions were, therefore, divided into three different parts. Questions in part one aimed to discover opinions and satisfaction about the official module feedback forms that the University provides. Users were asked to rate both its usefulness and its effectiveness on module planning. Part two was designed to discover which factors are considered when students select an optional module. Some of those factors are informed by the module feedback forms (such as Coursework style or Student satisfaction, for example), while others were additional (such as the reputation of the lecturer). Participants were given the option to include any additional factors in an āOther:ā free text field. Finally part three was investigating interest in the suggested platform (āLessonplan 2.0ā) and opinions on its features and ambitions.
The results of the survey re-affirmed our assumptions about the deficiencies of the current model and the need for an alternative solution. In summary, the survey highlighted that while half of the students are willing to provide feedback to the University, the majority of them would like some access to the results and does not trust that it has any significant impact on module shaping. All of the participants also agree that āLessonplanā would be a valuable addition, who could assist them in choosing optional modules, meeting the module requirements and co-ordinating better with their fellow classmates.
Project Brief
The proposed project consists of a social media platform for module reviews. Its aim is to offer existing and prospective students a source of information about the available modules on each course offered by the University. Continue reading
Shortcomings of feedback and student satisfaction in Higher Education
One of the projectās main aims is to provide a platform for feedback on the courses, accessible to the students undertaking ā or considering to undertake ā studies at the University of Southampton. Even though student feedback is valued by the University as an integral part of the module assessment ā currently being provided by the Module Feedback Surveys at the end of each semester ā it is not, at the moment, a transparent process, meaning students do not have access to either the surveys data or their impact on module planning.
It is a hypothesis of this project that access to student feedback on the offered modules will assist current and future cohorts in having more realistic expectations out of the modules, adapting quicker and better to the expectations of teachers, improving their performance and making more informed decisions when choosing optional modules.
Project Management
Strong project management is key to any successful business. From the outset weāve used the best tools at our disposal so that everyone remains on track and productive.
Most of the design and marketing tasks were listed in Trello, a project management board provider. Using this board we have been able to list tasks that need doing, assign ourselves to them, and update them as they progress through āin progressā, āreviewā and ācompleteā stages.
A view of our Trello board.
For the software development aspect of our project, we will be using an Agile methodology, namely Scrum. Scrum was chosen as it allows us to work independently and at a fast pace. Ideas can be iterated over quickly and regular meetings amongst team members ensure the project as a whole remains on track.
We also use a Facebook group to communicate. Facebook providesĀ notifications for events and updates within the group that all members can see and respond to quickly and easily.