---
# System prepended metadata

title: Sprint Plan
tags: [sprint, ' NASA', ' TOPS']

---

---
tags: sprint, NASA, TOPS
---

# Sprint Plan

![](https://i.imgur.com/cV0iv9a.png)

## What to contribute

- Learning outcomes (6 maximum)
    - Answer the question “what do I want someone to know or do as a result of completing this module?”
    - Answer the question “how will I know that someone has completed this module successfully”
    - Framed as “Upon completion of this module the learner will be able to…” completed from Blooms Taxonomy’s knowledge, comprehension, and analysis segments. 

- Module outline (lessons)

- Lesson narratives
    - Intro (300-500 words)
    - Main (1,500-2,500 words)
    - Summary (300-500 words)

- Self checks, assessments/evaluations, and activities
- **Example of lesson:** https://learnopenscience.github.io/module-template/intro.html 
- **References**: tracked in [Zotero](https://www.zotero.org/groups/4714787/opencore)
- **Audience:** Focus on the basics, talking to many people that are not experts, from various disciplines, see example here
- Video and graphics will not be added at this stage but if you feel a certain area would benefit then indicate it, e.g. this would be great place for a video/infographic. Video is used to create context and connection, why is this material important to the learner, how will it help the learner apply the material taught or gain confidence.


## Content Development
Over the course of the sprint, the Module Leads, SMEs and others will work together to develop the outcomes, course outline, and narrative for each of the 5 TOPS modules. All of this work will be done in formatted google docs  and when complete, the Module Leads will move the content to Markdown files or Juypter notebooks. The 5 critical elements of the module include:

### Day 1: Create Learning Outcomes for each module (4-6)

As the first part of this sprint, you will develop learning outcomes for your modules. These outcomes will serve four important purposes in the design process and later in the delivery of modules.

**Purpose of Learning Outcomes**

1. Articulate the expected participant learning which will help the participant situate their learning and be more successful in the course.

2. Create a scope of learning for your module which will help you align content with the learning expectations. Assist the creation of learning activities aligned with learning expectations. Assist with scaffolding and eliminating overlap or gaps between modules or within modules.

3. Outcomes can be based upon the gap in practice or what the learners know and do versus what the learners should know and do. Learning outcomes are written using measurable, action-oriented words and follow the format: “Upon completion of this module, participants will  be able to:” with clear and concise, measurable verbs. 

4. Your outcomes should answer the question “how do I know someone has successfully completed this module?”  While tools like Blooms Taxonomy and SMART criteria are helpful in crafting learning objectives, care should be taken to ensure they are written at a foundational or basic level, thus primarily focused on the knowledge, comprehension, and application areas of the taxonomy. 

**Sample Learning Outcomes**

The following are sample learning outcomes  taken from an initial pre-sprint brainstorming session using the Ethos of Open as an example:

- Communicate the benefits and barriers of Open Science both individually and for a community
- Distinguish the degrees to which individual research outputs can be shared, according to guidelines and policies that apply. 

**Tips for Writing Learning Outcomes**

- Write outcomes in clear, understandable language designed for your audience
- Use single action verbs to craft clear, measurable statements
- Answer the question “what do I want someone to know or do as a result of completing this module?”
- Answer the question “how will I know that someone has completed this module successfully”
- Consider both the learner behavior and the conditions or environment the learner is operating in (sample learner profile in Additional Resources)

### Day 2: Create Module Outline (lessons within module)

The teams will consider the finalized learning outcomes and draft a content outline which will define each lesson to be included in the module. This outline is a useful tool in considering how to frame the narratives and for the teams to be able to review how the modules are integrated. These serve as the “chapters” within the narratives. 


### Day 3 & 4: Write Lesson Narratives
Lesson narratives are written in paragraph form, again similar to a book chapter. Because the courses are designed for independent self-paced study it is imperative that full explanations be given so students do not have to infer how concepts relate. For that reason, SMEs are encouraged to avoid using bulleted lists if possible.

- Introduction - 1-3 paragraphs discussing the material and subtopics that will be covered in the lesson. This may include historical or positioning details, concept definitions, and transitions from the previous lesson. (300-500 words)
- Main narrative - Written in paragraph form, should align with at least one of the defined learning objectives for the module. Please note concepts or content where examples, case studies, or stories may be included at the instructional design phase. (1,500-2,500  words, depending on size of lesson)
- Summary - Generally 1–3 paragraphs reiterating the major concepts and points discussed in the narrative that the learner should have learned during that lesson. (300-500 words)

### Provide References 

Provide full citations with a DOI where available in the reference section of the course; the course does not support footnotes or endnotes. Quotes can be used but must be cited appropriately using parenthetical notation or in-text referencing. Please use the [AGU TOPS Zotero group](https://www.zotero.org/groups/4714787/opencore), Module Leads will perform the final check on ensuring the references are complete. 

5.  Identify and Provide Supporting Materials 

#### Module Leads and SMEs are encouraged to include supporting visual elements, where possible, such as diagrams, flowcharts, graphics representations, organization charts, tables, etc. Each should be labeled, cited (if needed) and introduced /explained in the text if referenced directly. If a supporting visual element needs to be created, please mark in the google document where that element will be referenced and note for discussion with IBL and AGU staff.
