Minnesota Learning Commons coordinating committee
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Student agency
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Minnesota Learning Commons coordinating committee
- 1. MnLC monthly meeting February 2020 Jennifer Englund | University of Minnesota
- 4. Assignments: Option 1 4Image source
- 5. Assignments: Option 2 5Image source
- 6. Assignments: Option 3 6Image source
- 10. Course example: Canvas site 10
- 11. Feedback 11 Instructor perspective: ● Overall, not much uptake on Wikipedia usage ● Challenging to smoothly integrate Wikipedia dashboard within an online course ● Would use project in the future, but seek different implementation strategies Student perspective: ● “I would like to stop doing the Wikipedia assignments. I feel that I do not get as much value out of these and they can be very confusing. Maybe a wikipedia page could be one of the options, along with the pop-up collection and portfolio, for the semester long project!” ● The wikipedia modules. I think there's already enough aspects of the course to work on and that it seems somewhat on-the-side (less connected).
- 13. Blog creation 13 ● Students create blogs in first week of course ● Step-by-step directions provided to get started ● In lieu of posting to discussion boards, they create a post for each resource [reading, podcast, etc] Image source
- 15. Weekly structure 15 Resources (see sample) Students create & submit blog post (see blog post creation sample and submission sample) Students provide peer feedback in the form of blog comments (see blog comments creation sample and submission sample) Instructor provides individual feedback in the form of Hypothesis annotations in private class group
- 16. Student feedback 16 I am very interested in this weekly blog. I have never blogged before and am intrigued how this will go. I don't understand the exact tone to use in blogs, but I think it will gradually come to me as I explore this aspect of this course. The thing I'm looking forward to the most so far (and enjoying the most) is the blog posts. To be honest, when I read that we had to have a blog I was kind of dreading it, but after getting started with the first few posts I'm actually really enjoying it! midway through the semester… I would like to stop the blog comments because I do not find them very beneficial. sometimes I struggle to think of what to say on peoples' posts without sounding redundant. Maybe do blog comments every other week?
- 18. Website creation 18 Students are introduced to the project in the first week of the course and work on a small piece each week Two directions Pop-up collection Portfolio
- 19. Weekly structure 19 Weeks 7-14 alternated between creation and revision Creation ● Students created new pages for their websites Revision ● Students revised website pages, based on peer + instructor feedback (see complete details in project creation sample & project revision sample)
- 20. Student feedback 20 I am planning on pursuing graduate school next fall, so this portfolio would be useful to me. Having a portfolio of my outstanding work would benefit me in entrance to graduate school and potential counseling jobs after. I am hoping to find a way to tie this project into my career goals, but I am feeling a little unsure of how to do that at the moment. This project seem like it will give me a bit of an idea of how I may be able to do a podcast or a blog in the future.
- 21. Resources Wiki Education Images from the Noun Project: book by Andi Nur Abdillah, video by Iga, podcast by achmad mulyana, blog by Eucalyp, students by Wilson Joseph, best by Gregor Cresnar, idea by Eucalyp 21
Editor's Notes
- “In Wiki Education’s Wikipedia Student Program, university instructors assign students to write Wikipedia articles, empowering them to share knowledge with the world. Students research course-related topics that are missing or underrepresented, synthesize the available literature, and use our free tools and trainings to add the information to Wikipedia.” As your bridge to the existing Wikipedia editor community, we offer a number of free services to support you in your Wikipedia assignment: Instructional design consultation Assignment management software Tutorials about how to contribute to Wikipedia Staff guidance” Source: https://wikiedu.org/teach-with-wikipedia/
- Students are either creating a new article or expanding an existing article If you have want this assignment to span most of the term, this option would be a good fit If you have assignments like writing a research paper, a lit review, or any really almost type of writing project - this option would be a good fit If you have a large class - 100+ students, there’s ways to make it work with some advance planning/coordination, depending upon situation (multiple TA, lab/lecture sections, etc)
- A second option involves students working with an existing Wikipedia article They use the article and translate it into their native language If you have a small course, under 30 students, this option would be a good fit If you are teaching an ESL and/or translation course, this option might be a good fit
- The last option is one that might be the most approachable for the widest range of disciplines, and that’s where students are creating some type of media, such as a video or an image. If you are looking to make a small change to an existing assignment, this option would be a good fit This option, on the Wikipedia site, notes that it’s a good fit for journalism and art courses, but it could be expanded beyond that to any course where students can demonstrate their understanding of concepts, terms, ideas, etc through creating explanations of them. Or maybe students are putting two concepts or ideas in conversation with one another, and creating a diagram that displays those distinctions. So you’re moving them towards higher-level thinking skills If you are not sure which option makes the most sense, there’s tutorials and Wiki Education staff are available for instructional design consult with you - that’s part of the services they offer when you sign up as an instructor.
- Insert screenshots from wikipedia dashboard
- Instructor and student modules
- When you set up your course, you’re asked how many weeks you want it to span You are then presented with a timeline which you can customize After it’s finalized and published, this is what students would see For each week, students have directions on what they should accomplish, and resources - the student tutorials - to guide them.
- When you set up your course, you’re asked how many weeks you want it to span You are then presented with a timeline which you can customize After it’s finalized and published, this is what students would see For each week, students have directions on what they should accomplish, and resources - the student tutorials - to guide them.
- How it worked in practice
- Blog setup credit goes to Laura Gibbs, who teaches storytelling and myths at the Univ of OK 15-week fully online course The course name is Introduction to Technology and Ethics, and it’s part of the Learning Technologies undergraduate minor Students at all levels, from first year to last course before graduation, and from all disciplines enroll. So it’s incredibly varied, in terms of students’ interest and their technical ability/skills. While it’s part of a minor, students also take it simply as a stand-alone course to fulfill requirements. For the large majority of the students, it’s just a course. To me, this is the starting point for student agency. How can I design a course that is flexible to meet all [ok, as many as possible!] students’ interests and needs while also providing clear structure and organization?
- Weekly example - students were encouraged to swap out readings if they did not find one that resonated with them BUT after reviewing the descriptions in my course, I realized I did not do a good job at making that clear for students Had a student do this - yay! Insert screenshot of their blog post
- How it was structured Students would have a variety of resources each week - I aim to include a text, video, and podcast for each topic Students create a blog post and submit it. I have detailed guidelines each week f
- Also some students were brand new to it, some students had experience, but minimal, and other students had significant experience. Mid-semester, students had mixed comments on the blogs comments. Some enjoyed the process of both providing and receiving feedback, and others struggled with it.
- Course context
- How it was structured - including how I gave feedback and how other students gave feedback
- Students created several blog posts that explored both options starting in Week 1 and gradually explored each of the options in more detail in weeks 2-4, before making a final decision in week 5 on what type of project they would pursue. The quotes on this slide are excerpted from their project research blogposts. They put a lot of thought and effort into the decision. Some dived into logistical questions in their posts. For example ‘how soon should i be starting the project?’ and ‘what would i need to research?’ i read through all of their posts and made a note of the questions. If I thought more students would have that same question, i responded to the group in the weekly announcement. Questions that pertained solely to an individual I responded via hypothesis annotations.