Thanks for the invitation, Rocael! How, practically speaking, are you writing this up?
I think there are at least two models on the table. One strategy, as you see on the Moodle Documentation Project would start with "a large number of small, specific task-based HowTos, and then tie these together with a small number of higher-level walkthroughs." I like this because it basically flows out of my experience where, having explained all this nifty functionality, the instructors say: "that's very nice, but what can you do with it?" It also reminds me of my friends teaching in the public shools spending their evenings assembling lesson plans, and when teaching the little ones, this involves lots of pictures, construction paper, and organized learning activities -- the feeling I get when visiting classrooms in grades 1-6 and organized, more or less, like Santa's Workshop. But not all my colleagues prepare for class this way, or see themselves in the business of structuring learning activities in any sort of precise way other than assigning classroom presentations, paper topics, and research projects.
They do offer a fine-grained approach, but in the form of the seminar, and the way to capture this, I think, is best done following the case study approach, (compare the classrooms that work model) whereby you send researchers into the classrooms of master teachers and have them write up what they see, what the instructors tell them they are doing and, and what the students have to say about it.
I've got a bunch of students for a semester working on this latter model, and I'm hoping to be able to post some of our results soon. How are you organizing yourselves?
