The saga of Dr. Jacki Leak,  Dept. of Women’s Studies SDSU and the adventures of bringing IT HOME to the “Hip Hop” Generat...
<ul><li>Classes:  2@ SDSU  &  1@CSUSM </li></ul><ul><li>Each class meets F2F, once a week, </li></ul><ul><li>in a SMART cl...
<ul><li>Encourage early connections and development of trust </li></ul><ul><li>Encourage perspective-taking, risk-taking a...
<ul><li>BB tools  </li></ul><ul><li>Syllabus  Announcements </li></ul><ul><li>Assignments Gradebook </li></ul><ul><li>Emai...
<ul><ul><li>Announcements  &  Discussion Board  </li></ul></ul><ul><ul><ul><li>Icebreaker: interacting within the first we...
<ul><li>Course Information and Course Documents became accessible resources for students to use “24/7” </li></ul><ul><li>P...
<ul><ul><li>Online course evaluation </li></ul></ul><ul><ul><li>On a scale of 1-5, </li></ul></ul><ul><ul><li>“ 1” represe...
<ul><ul><li>How much did the following help your learning ? </li></ul></ul><ul><ul><li>Online instructions and sample assi...
<ul><ul><li>Information given about BB   </li></ul></ul><ul><ul><li>4.06 </li></ul></ul><ul><ul><li>Individual support as ...
<ul><ul><ul><li>Help students begin to see  &  understand the perspectives of mature women </li></ul></ul></ul><ul><ul><ul...
<ul><li>Student responses to 38 questions regarding the impact of the Webquest on the following:  </li></ul><ul><ul><li>Ab...
<ul><li>1-5 scale  </li></ul><ul><ul><li>“ 1”means “Not at all helpful”  </li></ul></ul><ul><ul><li>“ 5” means “Very much ...
<ul><ul><ul><li>Emergence of an “after the second class” tutorial </li></ul></ul></ul><ul><ul><ul><li>Online exam using Bl...
<ul><ul><li>Re-label links to websites to better reflect their content </li></ul></ul><ul><ul><li>Explore possibility of g...
<ul><li>I  confess!  </li></ul><ul><ul><li>I like technology  </li></ul></ul><ul><ul><li>I sold the typewriter , abandoned...
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Jacki Leak 1st Iteration 2007 Redesign

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Jacki has actually been working on this course since 2006. See pict.sdsu.edu/fellows2.htm

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  • Jacki Leak 1st Iteration 2007 Redesign

    1. 1. The saga of Dr. Jacki Leak, Dept. of Women’s Studies SDSU and the adventures of bringing IT HOME to the “Hip Hop” Generation I Still Miss My Typewriter But It’s 2008 . . .
    2. 2. <ul><li>Classes: 2@ SDSU & 1@CSUSM </li></ul><ul><li>Each class meets F2F, once a week, </li></ul><ul><li>in a SMART classroom </li></ul><ul><li>Total approximately 90-110 students @SDSU </li></ul><ul><ul><li>Mostly female </li></ul></ul><ul><ul><li>Many Ipod-earbuds, laptops </li></ul></ul><ul><ul><li>Returning students (avg1 per class) </li></ul></ul><ul><ul><li>Reluctant “Tech-newbies” like me </li></ul></ul>
    3. 3. <ul><li>Encourage early connections and development of trust </li></ul><ul><li>Encourage perspective-taking, risk-taking and divergent thinking </li></ul><ul><li>Integrate students’ personal experiences with class content </li></ul><ul><li>Deconstruct perceptions about women </li></ul><ul><li>Access and evaluate online resources relating to women </li></ul><ul><li>Facilitate student-guided interactions with peers and with course content </li></ul><ul><li>Minimize barriers to full class participation </li></ul>
    4. 4. <ul><li>BB tools </li></ul><ul><li>Syllabus Announcements </li></ul><ul><li>Assignments Gradebook </li></ul><ul><li>Email Digital Dropbox </li></ul><ul><li>Discussion board Course Information </li></ul><ul><li>Survey/Test Course Documents </li></ul><ul><li>Webquest </li></ul>
    5. 5. <ul><ul><li>Announcements & Discussion Board </li></ul></ul><ul><ul><ul><li>Icebreaker: interacting within the first week </li></ul></ul></ul><ul><ul><ul><li>Ongoing dialogues throughout semester </li></ul></ul></ul><ul><ul><ul><li>Announce course-related events & information-sharing </li></ul></ul></ul><ul><ul><li>Survey tool </li></ul></ul><ul><ul><ul><li>Dramatic gestalt </li></ul></ul></ul><ul><ul><ul><li>Animated in class discussion </li></ul></ul></ul>
    6. 6. <ul><li>Course Information and Course Documents became accessible resources for students to use “24/7” </li></ul><ul><li>Posted powerpoints facilitated fewer interruptions of lecture & more efficient note-taking, but students still had to be present to fill in the gaps… </li></ul>
    7. 7. <ul><ul><li>Online course evaluation </li></ul></ul><ul><ul><li>On a scale of 1-5, </li></ul></ul><ul><ul><li>“ 1” represented “no help” </li></ul></ul><ul><ul><li>“ 5” represented “very much help,” </li></ul></ul><ul><ul><li>Overall average for all questions was 4.3 (.88) </li></ul></ul><ul><ul><li> </li></ul></ul>
    8. 8. <ul><ul><li>How much did the following help your learning ? </li></ul></ul><ul><ul><li>Online instructions and sample assignments 4.13 </li></ul></ul><ul><ul><li>Study guides posted on BB 4.38 </li></ul></ul><ul><ul><li>Powerpoints 4.56 </li></ul></ul><ul><ul><li>Connections to classmates 3.81 </li></ul></ul><ul><ul><li>Resources on BB 4.25 </li></ul></ul>
    9. 9. <ul><ul><li>Information given about BB </li></ul></ul><ul><ul><li>4.06 </li></ul></ul><ul><ul><li>Individual support as a learner from peer interactions </li></ul></ul><ul><ul><li> 4.19 </li></ul></ul><ul><ul><li>How much has this class added to your </li></ul></ul><ul><ul><li>Critical thinking ability? 4.00 </li></ul></ul><ul><ul><li>Perspective-taking ability? 4.31 </li></ul></ul><ul><ul><li>Skill in using BB? 3.81 </li></ul></ul>
    10. 10. <ul><ul><ul><li>Help students begin to see & understand the perspectives of mature women </li></ul></ul></ul><ul><ul><ul><li>Exploring multiple websites, evaluate & synthesize content </li></ul></ul></ul><ul><ul><ul><li>Approximately half the students did this as an extra-credit assignment. A few students either didn’t read the instructions or for whatever reason, did not assume the age-appropriate perspective </li></ul></ul></ul>
    11. 11. <ul><li>Student responses to 38 questions regarding the impact of the Webquest on the following: </li></ul><ul><ul><li>Ability to do online research </li></ul></ul><ul><ul><li>Perspective-taking ability </li></ul></ul><ul><ul><li>Understanding complex ideas </li></ul></ul><ul><ul><li>Combining and making sense of information from multiple websites </li></ul></ul><ul><ul><li>Understanding relationships between concepts </li></ul></ul>
    12. 12. <ul><li>1-5 scale </li></ul><ul><ul><li>“ 1”means “Not at all helpful” </li></ul></ul><ul><ul><li>“ 5” means “Very much help” </li></ul></ul><ul><li>Overall results 4.3 (.78) </li></ul><ul><li>average for all questions </li></ul><ul><li>One student commented at the end of the survey, “I never thought about it before, but I know this is going to be about me someday” </li></ul>
    13. 13. <ul><ul><ul><li>Emergence of an “after the second class” tutorial </li></ul></ul></ul><ul><ul><ul><li>Online exam using Blackboard (OY!) </li></ul></ul></ul><ul><ul><ul><li>Digital Dropbox is an excellent back-up for student submissions that do not successfully upload into the assignment tool. </li></ul></ul></ul><ul><ul><ul><li>I almost forgot to do the final survey! </li></ul></ul></ul>
    14. 14. <ul><ul><li>Re-label links to websites to better reflect their content </li></ul></ul><ul><ul><li>Explore possibility of giving online quizzes </li></ul></ul><ul><ul><li>Explore how to make the discussion board less labor intensive… </li></ul></ul><ul><ul><li>Do more online surveys earlier in the semester, including first week “about women” statements pre/post </li></ul></ul><ul><ul><li>Revise the survey questions to be more content or BB tool specific </li></ul></ul>
    15. 15. <ul><li>I confess! </li></ul><ul><ul><li>I like technology </li></ul></ul><ul><ul><li>I sold the typewriter , abandoned the age of Aquarius… </li></ul></ul><ul><ul><li>I used the money to buy a one way ticket to join our students… </li></ul></ul><ul><li>In 21 st Century Cyberspace! </li></ul>

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