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Design Assignments: Build Transliteracy Skills
 

Design Assignments: Build Transliteracy Skills

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Bucks County Community College Transliteracy Institute presentation on assignment design basics.

Bucks County Community College Transliteracy Institute presentation on assignment design basics.

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    Design Assignments: Build Transliteracy Skills Design Assignments: Build Transliteracy Skills Presentation Transcript

    • + Assignments Requiring Group Work and Technology Tools/Social Media
    • + Incorporating transliteracy  Indicates a 21st Century approach to education  Requires your students to access, analyze, evaluate and create messages using a variety of resources  Can build an understanding of the social context of their work  Facilitates the development of essential skills such as inquiry and self-expression, necessary for citizens of a democracy (  Enhances student’s learning experiences by building fluency across media, modes, and disciplines  Do these objectives always fit your course objectives? NO, but that’s OK! Pick and choose what works best for you, and your students.
    • + Use “Backward Design”  Step 1: Start by defining the objectives for the assignment  Step 2: Determine the activities and methods necessary for your students to complete in order to achieve the desired objectives  Step 3: Chose an assessment tool or policy that evaluates how well students completed the activity and met the objectives of the assignment  Understanding by Design by Grant Wiggins and Jay McTighe, 2005
    • + Step 1: Defining the assignment objectives  Most important step  Objectives for the assignment = objectives for course = objectives for program of study  Ask yourself these questions:  What is the goal for the students in completing this assignment?  What topic do I want the students to explore by conducting research and critical thinking?  Is this topic conducive to building transliteracy skills?  Is group collaboration essential to this project, or is this project best suited for individual work?
    • + Step 2: Determine activities and methods  Choose activities that, when completed, students achieve the objectives  For example:  (A) Research and use 3 scholarly peer-reviewed journal articles  (A) Research and use at least 1 video to demonstrate the main concepts supported by the journal articles  (O) Build Transliteracy skills  Activities should require tools and resources accessible to all students  In this step, choose a project tool appropriate to the skill level of the students and objectives of the assignment  Whether or not you included group collaboration in your objectives will impact the activities and methods you choose
    • + Step 2 Cont’d: Choose a Media Project Tool Tool Overview Video Mashup Video, image, audio and text resources (www.bucks.edu/mashup) compiled to support a topic or thesis in logical manner (similar to a documentary) Glogster Interactive poster built using image, (www.glogster.com/edu) video, audio and text resources Prezi Zooming, non-linear presentation tool (www.prezi.com) Timetoast Interactive, media enriched, timeline (www.timetoast.com) generator Other Contact Jackie Fritz ….lots and lots of possibilities! (fritzja@bucks.edu, x8056) or Paul Proces (procesp@bucks.edu, x8711)
    • + Step 2 Cont’d: Group Collaboration Tools  If you decide to do a group project, consider requiring the following…  Group communication building activity  Ice-breaker-like games to get students working together  Group Contract  Written document completed by the group of students  Outline skills of group members  Create a schedule of meeting places and times  Decide what to do if conflict arises  Signed by every group member and submitted
    • + Step 3: Assessment  Rubric  Set of criteria and standards linked to learning objectives  Each criteria is accompanied by a brief description of requirements associated to a given point value  Examples: http://tinyurl.com/38ezerk, http://school.discoveryeducation.com/schrockguide/  Assessing Group-work  Self and peer evaluations  Students evaluate how well each member, including themselves, followed the group contract and contributed to the project
    • + Suggestions from the field…  Scaffold the assignment  Be aware of the resources  Require students to hand in available to you and your pieces of the assignment. students Provide feedback before the  Librarians: meet with faculty next piece of the assignment to collaborate on building an is due assignment  Allows students to learn as  Librarians: conduct media they complete the literacy sessions specific to assignment the assignment for your course  Keep in mind timing!  MInDSpace: provides the tools and assistance to use  The more detailed the the tools for faculty and assignment, the better students
    • + Brought to you by the Bucks Librarians…  Contact Paul Proces, New Media Librarian  X8711  procesp@bucks.edu  Contact Jackie Fritz, Faculty Liaison, Learning Technologies  X8056  fritzja@bucks.edu