Agenda
Done | Est time | Purpose | Action | Note taker |
5mns | Effectiveness & efficiency | Review this proposed agenda. | Nimisha | |
25mns | Context-switch into DDD mindset. | We will read and discuss the following pages from DDD Reference:
| Robert | |
10mns | Review Domain Vision Statement | edX Domain Vision Statement | Dave | |
25mns | Identify Domain Use Cases |
| ||
5mn | Break | |||
20mns | Comparison of models | Compare identified "use cases" with our previously identified "jobs" | Shelby | |
(in progress) | 40mns | Core Domains Diagram |
| George |
5mn | Break | |||
(next time) | 30mns | Context Map? |
| |
15mns | Identify Next Steps |
...
- Educators:
- I want to teach millions of learners around the world, and know my time is a good investment.
- I want to improve as an educator.
- I want to elevate my brand and attract millions and millions.
- I want to connect with and learn from a community of educators.
- I want to make money.
- I want to do academic research and publish some papers.
- I want to effectively, and easily do my job (course build, course run, learner management, data review).
- Learners:
- I want to learn, so that I can improve my life (career change, improve my job, raise, change roles, fulfill educational requirements).
- I am a lifelong learner.
- I want to connect with others in similar fields of interest.
- Enterprise Admins:
- I want to effectively, and easily do my job (course curation, employee management, data review).
- I want to know my time and my employee's time is a good investment.
- I want to upskill my employees.
- I want to validate completion of internal requirements (legal / business policies).
- I want to retain my employees (a benefit).
- I want to create a pathway for my employees.
Identify Core Domains
User Type | Motivation | Jobs | Use Cases | Core/Supporting/Generic |
---|---|---|---|---|
Educators |
| Content Authoring |
|
|
- Actionable Data and Feedback
|
| |||
Course Management |
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Research to Improve Learning |
| ||
| |||
| |||
Learners |
| Course Discovery |
|
Learning |
|
Assessment; Learning from Others |
| |||
Accreditation |
| |||
Admins |
|
| ||
Learner Acquisition |
|
Take a stab at identifying the core/supporting/generic
...