This article is about how Agile can be applied to teaching (contrasted with other papers read so far which have been about teaching Agile). The audience of the result is faculty and staff instead of students. They took the general ideas of Agile (which is designed for software development) and changed them to apply to the discipline of teaching.
This paper's key takeaway can be found in the section “Student and Faculty Perceptions of Agile Teachings and Learning,” specifically the perceptions from faculty. This section lists ideas from faculty that could potentially be incorporated into the website feature list.
Most students agreed that the use of Agile contributed to “a more effective learning experience” and supported a “more efficient use” of their time.
... several [faculty members] suggested that making the Agile project(s) in a course a significant part of the grade helped considerably in gaining student ‘buy-in’ and ensuring student commitment to the often time-consuming task of participating in Agile teams.
Several [faculty members] also suggested that, even with Agile, faculty would likely encounter an ongoing need to monitor student groups so as to avoid problems created by student free-riders.
converting user stories into discrete tasks
division of labor
some students struggle to break free from the divisions of labor that traditionally define IT workgroups; that is, some groups, despite instruction to the contrary, tend to fall back reflexively into traditional group roles such as ‘designer,’ ‘coder,’ ‘tester,’ and the like.
keeping the spirit of sprints instead of linear waterfall
students sometimes approach the discrete ‘sprints’ involved in a project as traditional phases of a linear assignment rather than, as Agile suggests, as separate units of work each with defined objectives
First time students require a major amount of self direction