This document provides information and guidance for students completing the final module of the BAPP WBS3760 program, including:
1) Key deadlines for submitting assignments and guidance on formative feedback checkpoints. Students must submit their critical review, professional artifact, and give an oral presentation by mid-May.
2) An overview of the three assessment parts: a critical review of research, a professional artifact, and an oral presentation.
3) Suggested topics for student blogs and discussions to facilitate peer learning across the program. Blogs should document research progress and reflections on learning.
Working with a CMS (or CLE): Lessons We Can All Learn, Regardless of PlatformAmber D. Marcu, Ph.D.
This panel discusses lessons we can all learn from engaging with a CMS or CLE, regardless of its specific platform. That panelists will discuss CMS training and tips for faculty to get the most out of your CMS or CLE. One of the many practical applications discussed will be the use of ePortfolio tools embedded within Virginia Tech's collaborative learning environment.
An introduction to the scholarship of teaching and learning (SoTL) for those who wish to explore the possibilities for scholarly research and publishing.
A short presentation delivered as part of an interactive workshop session, at the CAMEL meeting between University of Ulster, Strathclyde and Open University. It demonstrates how the workshop session would work, using the Assessment and Feedback and Information Skills strands
Working with a CMS (or CLE): Lessons We Can All Learn, Regardless of PlatformAmber D. Marcu, Ph.D.
This panel discusses lessons we can all learn from engaging with a CMS or CLE, regardless of its specific platform. That panelists will discuss CMS training and tips for faculty to get the most out of your CMS or CLE. One of the many practical applications discussed will be the use of ePortfolio tools embedded within Virginia Tech's collaborative learning environment.
An introduction to the scholarship of teaching and learning (SoTL) for those who wish to explore the possibilities for scholarly research and publishing.
A short presentation delivered as part of an interactive workshop session, at the CAMEL meeting between University of Ulster, Strathclyde and Open University. It demonstrates how the workshop session would work, using the Assessment and Feedback and Information Skills strands
An homage to Alan Durrant who asked a similar question four year ago - this was a group response to the question:
How do the principles and practice of web-based communication support or challenge professional (arts-related) practice?
Topic and Thesis ProposalThis week, you will select your topic o.docxamit657720
Topic and Thesis Proposal
This week, you will select your topic of research for the Course Project. You will need to define the chosen topic, provide a brief description of the emergent technology, and write a thesis statement. Each proposal should include the following items.
The name and a brief description of the emergent technology selected
A thesis statement (Please note that a thesis sentence presents the central idea of the paper. It must always be a complete, grammatical sentence, it must be specific and brief, and it must express the point of view you are taking on the subject. This thesis statement will be included in the introduction of your final report.)
Objectives
This capstone course concludes with a research-based Course Project that starts during the first week of the session and continues throughout the duration of the course. It culminates with the submission of a formal, written report in Week 7. In addition to the final outcomes, students will also conduct a peer evaluation of another student’s project in order to provide feedback that enhances the work in a collaborative environment.
For the project, each student will identify and explore an emerging technology. This will be a technology that may already exist but is drawing attention because of new applications, anticipated impacts, or potential controversies. Examples could include, but are in no way limited to, the following subjects.
·
Nanotechnology
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Genetically modified organisms
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Drones
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Automatic cars
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Remote or robotic surgery
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Wireless electricity
The student will address the historical, social, cultural, moral, and ethical issues presented by their selected technology.
Guidelines
The primary focus of this assignment is for the student to research and assess the issues associated with a specific emerging technology. It requires that students submit an APA-formatted, 10-page paper during Week 7 of the session. Students will also conduct a peer evaluation of another student’s work and must prepare a 5- to 10-page presentation communicating their thoughts on the work. Details on this assignment are discussed below, and detailed grading rubrics can be found on this
LAS432 Course Project Details document
.
The paper must be well researched and utilize scholarly resources (refer to this
Week 7 APA Paper Template
and the APA Guide tutorial found in the Writing and Research Help tab for help in this area). The final product should include the following components.
·
A title page, including the student’s name and DSI number
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An abstract
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A table of contents
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An introduction, including a clearly defined thesis statement (roughly one page) (10 points)
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An historical timeline that diagrams at least three predecessors to the emergent technology that includes a written assessment on how these technologies influenced the development of the current technology (roughly two pages)
o
Please note that the timeline should be a horizontal v ...
Viewpoints Assessment and Feedback workshops at the Ulster eLearning Conference 2010 - helping practitioners creatively reflect on their assessment and feedback practice, considering the student perspective.
This presentation was delivered on the 13th May 2010 at a University of Ulster revalidation away day for the Business school. It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff plan their assessment and feedback strategy for a course.
Ashford 5: - Week 4 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how your discussion will be evaluated.
Share Your Action Research Study
Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide.
There are two parts to this discussion.
Part 1:
Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum:
Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences).
Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences)
Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences)
Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
Explain why this study is important to the school and the students. ( two to three sentences)
Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences)
Part 2:
Attach a link to your
ePortfolio (Pathbrite)
.
In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.
Use the
PowerPoint Template
as a guide to help create a high quality presentation.
Alternate:
If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion.
1. Campus Session 1 BAPP WBS3760 The Final Module 7 th February 2012 Paula Nottingham Adesola Akinleye
2.
3. Final Module 3 Assessment Part 1: The Critical Review primarily written (with illustrations if appropriate) the process of investigating a topic using social science and sector based approaches – a process that shows analysis that has implications for your practice (practitioner research) Part 2: The Professional Artefact a product or a work in progress that is created – it can document an event or activity, it can be something that informs others in your community of practice or workplace Part 3: The Oral Presentation an in person and audio-visual demonstration that shows that you have progressed in your ability to show knowledge and understanding that is based on your ‘inquiry’
4. Date for submitting this semester 14 th May 2012 submit a paper copy of the Critical Review and Professional Artefact by 4pm to Avni Shah at Trent Park AND send digital copies by midnight to [email_address] . The Oral Presentation is set for Monday the 28 th May. Digital Submissions: back-up versions of your work so that it can be second marked and in case posted version are late getting to us. Refer to the module handbooks for any specific assessment criteria. Larger digital files need to be sent on a CD or mounted on a service like skydrive or drop box. (if this is not possible - you need to discuss this with your academic adviser so that they can help you decide on the best course of action) Please label these with your name and module code when sent as attachments. Also make sure these are in a readable format (like Word).
5. Dates for Formative Feedback- (see Addendum Sheet for Module 3 Handbook found on BAPP (Arts) Libguide) Week 1 (6 Feb) 1 st Campus Session 7/2/12 (10am -1pm) Week 2 Formative feedback – after looking at your adviser feedback from Module 2 – students send a 1 page summary to you adviser with our inquiry title, your research/inquiry questions and ideas, ethical issues, literature, changes to your plan… etc. Week 3 continue blogging and oral formative feedback Week 4 2 nd Campus Session 1/3/12 (10am-1pm) Week 5 March Writing Day 8/3/12 (11-2) with Peter Thomas from the Middlesex University Learning Development Unit (all Modules TBC) Week 6 12/3/12 Students send adviser 1-2 paragraphs as a sample of your inquiry analysis. Formative feedback will be given on the structure, the quality of the arguments and the quality of the supporting evidence discussed Week 7 3 rd Campus Session 23/3/12 (10am-1pm)
6. Dates for Formative Feedback (contin) Week 8 26/3/12 Students send adviser the first two sections of your critical review in draft form ( Introduction, Evaluation ) AND 1 page description explaining plans for your professional artefact for written formative feedback (some advisers might ask for this after Easter). EASTER HOLIDAY (weeks starting 2 nd April and 9 th April) Week 9 continue blogging and oral formative feedback Week 10 23/4/12 Students send to advisers the last two sections of your Critical Review (Analysis and Critical Reflection) in draft for written feedback Week 11 continue blogging and oral formative feedback (i.e. artefact) Week 12 continue blogging and oral formative feedback 14 th May 2012 submit a paper copy of the Critical Review and Professional Artefact by 4pm to Avni Shah at Trent Park AND send digital copies by midnight to [email_address] . The Oral Presentation is set for Monday 28 th May.
12. Professional Inquiry: the Critical Review http://www.greek-islands.us/athens/parthenon/ The critical review has formal structure and critical thinking.
13. The Artefact Co-curator of the Gauguin exhibition Christine Riding talking about 'Oviri' during filming for the Tate's short film on the artisthttp://blog.tate.org.uk/?p=3179 The professional artefact explains and talks about objects, events and professional work.