This document provides guidance for instructors on incorporating group work and technology tools into assignments. It recommends using "backward design" by first defining objectives, then choosing activities and methods to achieve the objectives, and finally assessing student learning. The document discusses tools for collaboration and multimedia projects. It emphasizes scaffolding assignments, being aware of student resources, and getting help from librarians to design effective transliteracy assignments.

1. +
Assignments Requiring
Group Work and
Technology Tools/Social
Media

2. +
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 builds an understanding of social context of their work
 Facilitates the development of essential skills such as inquire
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!

3. +
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

4. +
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 gaining transliteracy skills?
 Is group collaboration essential to this project, or is this project best
suited for individual work?

5. +
Step 2: Determine activities and
methods
 Choose activities that, when completed, students achieve the
objectives
 Activities should require tools and resources accessible by all
your 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

6. + 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)

7. +
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

8. +
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

9. +
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

10. +
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