All entries for Sunday 05 December 2004
December 05, 2004
Work review, part three – organisation and planning
Follow-up to Work review, part two – teaching from Transversality - Robert O'Toole
- scheduling and arranging meetings
- definition of agenda
- task identification and specification
- identification and agreement of roles and responsibilities
- delegation
- time-slot protection
- tracking of progress
- communication of progress
- prioritisation of projects
- prioritisation of tasks
Work review, part two – teaching
Follow-up to Work review, part one – programming from Transversality - Robert O'Toole
- designing sessions to be taught
- designing series of sessions
- writing hands-on course IT support materials
- teaching hands-on technical sessions
- lectures & large non-interactive presentations
- writing post-course IT support materials
- small group (5) technical sessions
- focus-groups/consultancy sessions
- postgraduate sessions
- undergraduate sessions
- staff sessions
Work review, part one – programming
This is the first part of some work that I am doing to review my position as an E-learning Advisor. The job has become very big, sprawling across every king of activitity related to e-learning. Now I really need to get a representation of all of its aspects, and consider priorities. To start of with, I'm just listing aspects of what I do, and rating each of them. The rating is a rating of how much I enjoy doing them. As I only ever enjoy things that I think I'm actually good at (or maybe I become good at things that I enjoy), this is the best way for me to start to get a sense of what I am really good at (and what I need to prioritise, and how I can best work with the rest of the team). I'll then get comments from my colleagues to give me a more substantial reality check.
So here's the first list, starting with some activities in software development…
- Working with people in their context to identify key functionality that will make a difference to them.
- Using my own experience of the academic process to understand and empathise with their academic/personal process.
- Creating compact and self-contained bits of web functionality that add interactivity, community and academic-usefulness to web content.
- Creating ways of building links between content and activities in separate systems to make a more cohesive experience.
- Getting feedback from people, seeing it making a difference.
- Writing flexible, resuseable, extendable OO 'business logic' code.
- Using a sophisticated OO IDE (Eclipse) that makes writing code faster and more reliable.
- Good well planned testing.
- Rapid user interface development (Javascript).
- Creating data-storage solutions that give power to end-users in an intuitive and easy to access way.
- Desigining the visual appearance of applications and pages.
- Creating designs in Photoshop.
- Creating designs with css.