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usecase2.xml
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<?xml version="1.0" encoding="UTF-8"?>
<document>
<properties>
<author email="[email protected]">Stephen Marquard</author>
<title>Collaborative writing exercise in an undergraduate course</title>
</properties>
<body>
<section name="Actors">
<ul>
<li> Phumzile is the course convenor for a 3rd-year undergraduate course in Economics of Developing Countries.</li>
<li> Reza is one of 10 tutors teaching on the course, responsible for a tutor group of 12 students.</li>
<li> Susan, Bongani and Jonathan are students in Reza’s tutor group.</li>
</ul>
</section>
<section name="Use Case">
<subsection name="Task" >
<p>
Phumzile requires students, working in groups of 3, to choose one of 4
developing countries (Brazil, India, Nigeria and South Africa) and
write together an assessment of that country’s economic development
over the last 3 decades.
</p>
<p>
Phumzile
decides that a wiki would be an appropriate tool to facilitate students
collaboratively writing their assessments. Previously this type of
exercise had been done with Word documents using track changes, but
that required lots of emailing revised documents around, and made it
hard for students to work on their group assignments at the same
time.
</p>
</subsection>
<subsection name="Setup" >
<p>
As the course already has a course site created for it in the Sakai
environment, Phumzile creates a template wiki with some instructions
about the assignment on the home page, and then creates 12 wikis (one
for each tutor group) from the template wiki.</p>
<p>Phumzile
would like to discourage students borrowing work from other groups, so
the wikis are configured by default so that no students have access to
any wiki. Phumzile assigns administration rights for each wiki to the
respective tutor for that tutor group.
</p>
<p>Reza
prepares for the first tutorial session with his tutor group by logging
into the Sakai environment, and granting students in his tutor group
read and update permissions to the tutor group’s wiki.
</p>
<p>Reza explains
the assignment to the students, who organize themselves into 4 project
groups of 4 students. Each project group chooses a different country.
All students in the tutor group will use the same wiki for their work,
although each project group will be working on a different country in
different pages of the wiki.
</p>
</subsection>
<subsection name="Collaboration" >
<p>
Susan, Bongani and Jonathan login to the course site, where they see
the wiki for their tutor group appear. Over a period of several weeks,
they each write a section of the assignment, then collate them together,
and do some editing of each others’ work to create a coherent composite
document.
</p>
<p>
They find it useful to look at how the other project groups in their
tutorial groups are tackling their assignments on other countries,
but do not have access to the work of students in other tutorial
groups, so cannot compare their own work with any other students
working on the same country.
</p>
</subsection>
<subsection name="Assesment" >
<p>
On the due date for the assignment to be handed in, Susan creates a
PDF of their set of pages from the wiki, and submits the PDF for
assessment using the Assignment handin tool.
</p>
<p>
Reza assesses the assignment, and allocates it a mark. However,
because a component of the final mark for each student is based on
his or her respective contribution to the project group’s effort,
Reza also logs into the course environment, and views the wiki
contribution history of each student in turn.
</p>
<p>
The contribution history shows the changes and additions that the
student made to the wiki. Reza notices that Susan and Bongani made
extensive input and contributions, whereas Jonathan's changes were
less frequent and of a less substantive nature, so awards a higher
contribution mark to Susan and Bongani than to Jonathan.
</p>
</subsection>
</section>
<section name="Comments" >
<ol>
<li> Limiting access to a group of users witin a Worksite will
require an ACL structure to the Wiki pages within the Worksite. When
Hierachy and Super Structure services appear in 2.1.<ol>
<li> In 2.0 this could be achieve by seperate worksited for each group, linked when required into the course site.</li>
</ol></li>
<li> There are no new requirements from Collaboration that cant be handled by the 2.0 release</li>
<li> Assessment<ol>
<li> Need for a PDF export of a group of pages.</li>
</ol></li>
</ol><br/>
Please say if my interpretation of the use case is correct ?
</section>
</body>
<!--
<body>
<section name="Actors">
</section>
<section name="Use Case">
</section>
</body>
-->
</document>