- Steve Bauer
- Anastasia Cheetham
- Kate Katz
- Mari Langas
- Jess Mitchell
- Emily Moore
- Madeleine Rothberg
- Rich Schwertdfegger
- Sepideh Shahi
- Shari Trewin
- Gregg Vanderheiden
Timeline for responding to feedback:
Short focussed attempt to respond, see how far get
Write up what we have, where we are with things.
Send out list of questions
Start to fill out criteria chart
Formal response to NIDRR’s feedback
Instead of starting with the assumption that the user doesn’t know much, leads to a thorough but slow process.
How can turn this around? Start with the assumption that they are literate, but back-off when there is an issue.
Starting with an opening screen, there is likely to be help setting up this screen so it shouldn’t start trying to make inferences yet.
Imagining the first screen to be a language screen -- if they pause, then we think they made need digital literacy help, but what language should we give it to them?
How does that tool “start”?
How long to wait? Measuring elapsed time requires that we start time.
How do we indicate that time has started.
Include “press any button” to begin.
Confirms that they are ready to respond
Be sure that we allow people to “click” or touch the screen, or use their mouse, depending on what they are using.
Hoping that the if the screen is touch-only then we the language should be limited to touching
Needs are dependent on context? Can we agree on this? -- Yes
ex. how they need math
Fundamental things: how do they enter text, how we can present, how they can respond?
In OER context:
We still need to define what it means to “get in the door” - keep focussing on the specific contexts - “getting in the door” or “engaging with ICT” will always be context dependent.
We have to be able to put down everything that a person could “need”