summer 2012 faculty institute - st. mary's university,...
TRANSCRIPT
on learning technologies
Summer 2012
faculty institute
faculty institute
May 14 - 17
on learning technologiesSum
mer 2012
Academic Technology is a division of Information Technology Services
Schedule: Day 1 & 2Time Session Facilitator/Speaker Room
8:15 am –8:45 am Registration and Breakfast Atrium
8:45 am –9:00 am
Blessing and Marianist Perspective on Teaching and Learning
Bro. Brian C. Halderman, S.M., MSW Atrium
9:00 am –9:30 am Welcome from ATS ATS Staff Atrium
9:30 am –10:00 am Discussion Session with Past Institute Members Institute Fellows 107
10:00 am –11:00 am
Everything Begins with Effective Instructional Design
Dr. Jennifer Sparrow, Virginia Tech 107
11:00 am –12:00 pm Curriculum Transformation Dr. Jennifer Sparrow,
Virginia Tech 107
12:00 pm –1:00 pm Lunch Keynote: Innovative Service Learning Dr. Jordan Humphrey Atrium
1:00 pm –2:00 pm Blackboard 9: Building a Better Course Jeff Schomburg 107
2:00 pm –3:00 pm Blackboard 9: Comminication is Key Jeff Schomburg 107
3:15 pm –3:30 pm Break 106
3:30 pm –4:45 pm Curriculum Transformation Plan Kathe Lehman-Meyer
Jeff Schomburg 107
4:45 pm –5:00 pm Session Closing Q&A Dr. Michael Chen 107
8:15 am –9:00 am Breakfast Show and Tell: Transformation Plan Atrium
9:00 am –9:45 am iPad Distribution and Account Setup ATS Staff 107
9:45 am –11:00 am iPad Apps and Uses in Higher Education Dr. Jennifer Sparrow 107
11:00 am –12:00 pm Student Roundtable ATS Staff 107
12:00 pm –1:00 pm Lunch Keynote: Student Showcase ATS Assistants Atrium
1:00 pm –2:00 pm Adobe Acrobat Pro: Building ePortfolios Kathe Lehman-Meyer 107
2:00 pm –3:15 pm Building St. Mary’s Horizon Report Dr. Michael Chen 107
3:15 pm –3:30 pm Break 106
3:30 pm –4:45 pm Building St. Mary’s Horizon Report (cont.) Dr. Michael Chen 107
4:45 pm –5:00 pm Session Closing Q&A Dr. Michael Chen 107
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Time Session Facilitator/Speaker Room
8:15 am –9:00 am Breakfast Show and Tell: iPad Treasure Hunt Atrium
9:00 am –10:00 am Building Your Own Textbook: The ePub Transition Larry Meyer 107
10:00 am –10:30 am Cases and Examples of iBooks and iBooks Author Apple, Inc. 107
10:30 am –11:00 am Building Podcasts with Camtasia Relay and iTunes U Jeff Schomburg 107
11:00 am –12:00 pm Using the iPad to Control the Classroom SP Controls 107
12:00 pm –1:00 pm
Lunch Keynote: Innovative Technology in the Classroom Dr. Stephanie Ward Atrium
1:00 pm –2:00 pm
Educause - Merlot - Connexions - Creative Commons Jeff Schomburg 107
2:00 pm –3:00 pm Open Access Diane Duesterhoeft 107
3:00 pm –4:00 pm What’s In Your Podium? David Cavazos 105
4:00 pm –4:45 pm Curriculum Transformation Plan ATS Staff Multi
4:45 pm –5:00 pm Session Closing Q&A Dr. Michael Chen 107
8:15 am –9:00 am Breakfast Show and Tell: Prezi Atrium
9:00 am –10:00 am Presentations by Design Jeff Schomburg 107
10:00 am –11:00 am Adobe Connect: Never Lose Touch Jeff Schomburg 107
11:00 am –12:00 pm Assessment Through Many Means Dr. Michael Chen 107
12:00 pm –1:00 pm Lunch Keynote: Faculty Showcase Dr. Greg Pool Atrium
1:00 pm –2:30 pm Curriculum Transformation Plan Preparation ATS STaff Multi
2:30 pm –4:00 pm Curriculum Transformation Plan Demonstrations ATS STaff 107
4:00 pm –4:15 pm Track Certification Ceremony Provost Andre Hampton 107
4:15 pm –5:00 pm Institute Closing and Reception 107
Schedule: Day 3 & 4
Notes
Action Plan
Speaker Info
Blackboard
iPad/Apps
Horizon Report
Content
Resources
A New Spin on NotesThoughts/ReactionsKey Points Applications
(I wonder....)(This is good stuff.) (I can use this for....)
Thoughts/ReactionsKey Points Applications
Thoughts/ReactionsKey Points Applications
Thoughts/ReactionsKey Points Applications
Thoughts/ReactionsKey Points Applications
Thoughts/ReactionsKey Points Applications
Thoughts/ReactionsKey Points Applications
Thoughts/ReactionsKey Points Applications
Thoughts/ReactionsKey Points Applications
Thoughts/ReactionsKey Points Applications
Backward Design Transformation Plan Stage 1 — Desired Results
Established Goals:
Understandings:Students will understand that . . .
Essential Questions:
Students will know . . . Students will be able to . . .
Stage 2 — Assessment Evidence
Performance Tasks: Other Evidence:
Stage 3 — Learning Plan
Learning Activities:
© 2004 ® All rights reserved.Grant Wiggins and Jay McTighe, Understanding by Design
Save Submit
Faculty Name: Target Course:
1 of 2 Deadline:
March 1, 2012
Application Form Summer Faculty Institute — May 14 thru 17, 2012
Purpose: Academic Technology Services is hosting the 3nd Annual Summer Faculty Institute on Learning Technologies. The four-day institute is your opportunity to connect with experienced colleagues and guest speakers, get hands-on practice with cutting-edge technology, and walk away with the beginnings of a technology-infused curriculum plan. Please visit Jeff Schomburg at 431-5073 to learn more. Process for Selection: To be considered for the Summer 2012 Faculty Institute
1. Complete and submit this application form 2. Evaluation and selection by your Dean’s Office 3. Notification of acceptance from Provost
Name: School: ❍ HSS ❍ SET ❍ BUS ❍ GRAD Dept: Email: Cell: Provide the name and a short description of your targeted Fall 2012 or Spring 2013 course. Title of Course: Course Description:
What particular teaching methods have proven to be successful for you? Describe your classroom activities, assignments, and performance tasks that have worked in your curriculum design and methodology.
2 of 2 Deadline:
March 1, 2012
Identify what you want students to know and do upon completion of your course. Describe any gaps between the current delivery methods and your desired student outcomes.
Describe the instructional needs and the perceived benefits the Faculty Institute will provide. Describe specific ways the infusion of teaching and learning technologies can enhance your student outcomes.
Submit Form Save Form
Page 1 of 4
Technological Experience
How would you describe your level of technological experience?
What are the tools you currently feel comfortable with and use regularly?
What technological tools for teaching would you like to learn more about or use in your course(s)?
Faculty Institute
What is your desired outcome of the Faculty Institute?
Method
What particular teaching methods have proven to be successful for you?
What are your beliefs about teaching: instructors’ role, students’ role and responsibilities?
Faculty Interview QuestionsFaculty Name: Target Course:
Page 2 of 4
Course Information
What is the general overview of your course(s)?
Will you have graduate assistant or teaching assistant support? If yes, describe their role/responsibilities, and how their support can be used in an online environment.
What was challenging the last time you taught the course, and what were some things you wish you did differ-ently?
What activities do you believe best facilitate students’ ability to achieve the course goals/objectives?
How much do you want your students to “see” you in the course?
Page 3 of 4
Communication
How do you plan to communicate/interact with your students? In what areas? Through what medium?
Student Progress
How do you inform students as to how they are progressing in a course?
What do you do to facilitate a student’s progress?
How do you work with students who are struggling?
How will you know a student has learned?
How do you see learning?
What are your preferred methods for assessing student progress?
Page 4 of 4
Interview Submit Section
Faculty Name: Target Course:
ATS ssistant: Supervisor:
Submit Form Save Form
Form
Date:_________________________________
Name: Office Location:
email: Office extension:
Course Title:
Course Description:
(Use a separate form for each distinct type of needs)
Type of technology to be intergrated:
Description of activities as part of your intergration plan:
Assistance needed for the these measureable outcomes:
Assistance Estimate:
Hours of assistance per week: Number of weeks:
Start Date: End date:
How often to meet with assistant:
ATS Assignment: (to be completed by ATS staff)
Assistant assigned: Phone number:
Email: Hours per week:
ATS supervisor: Assignment start date:
Date assignment created: Assignment end date:
RequestforATSAssistance
Faculty Contact Information
Course Information
Needs for Assistance:
Activity Log for Faculty Assistance(Attach to the assignment form)
Date of
Activity
Time
spent
Faculty
approvalDescription of activity
Assistant sign off: ________________________ Faculty sign off: _______________________________
Paper and Pencil Prototyping/Backward
Design 1. Backward Design (Wiggins & McTighe, 2005)
a. One way to identify the core concepts that comprise a course.
i. Define end results
1. Define what students need to know and be able to do.
2. State how successful projects and products will look at the end of
the course.
ii. Define how products and processes will yield evidence supporting how
much students know.
iii. Design learning activities to support students’ needs.
2. Paper and Pencil Prototyping
a. Course outline
i. Table (by week, by topic, by chapter)
1. Readings, assignments, and assessments
b. Sketch menu
c. Sketch outline
d. Sketch module
3. Standardized Guides
a. Contains objectives, important dates, required readings, learning activities,
discussion boards, and graded assignments/assessments.
i. Save as PDF
ii. Keep Word copy to modify
Individual Course Planning Template
http://twuid.pbworks.com/w/page/25284601/Individual-Course-Planning-Template-Bb9
Less is More 1. It is logical that content experts saturate their courses with content.
a. Great deal of time in doctorial programs that are “content rich.”
b. In this content saturated environment, little or no education on how to teach.
i. Logical to move into teaching by modeling the content expert approach.
2. Wiggins & McTighe (2005) mentioned that every topic has more available content than it is
realistic to teach.
3. The phrase “an inch deep and a mile wide” describes the presentation of large quantities of
curricular content.
a. Almost no content is covered in a great deal of detail.
i. Overwhelming for novices
1. Lack discernment skills
2. Lack “big picture” understanding
4. Minimalist Content Design
a. Does not favor less rigor.
b. Does favor redistribution of content.
i. Pick what is most important and teach in detail
c. Does favor redistribution of work load.
i. Students do detail work
d. Fink’s (2003) notion of the distinction between “Nice to know” and “Need to
know”
5. Other Information
a. Fink’s (2003) “Foundational Knowledge.”
b. Wiggins & McTighe’s (2005) “big ideas.”
i. conceptual lens,
ii. focusing mechanism,
iii. means to connect and organize multiple facts,
iv. a look at expert understanding of content,
v. a difficult concept to understand since value is usually obscure. (2005, p. 69)
Be There: Be Aware 1. Presence in the Online Course
a. Relationship between Instructional Presence and Student Satisfaction.
i. Strong relationship between teaching presence and perceived student
satisfaction with the instructor and the course.
ii. Instructor presence was a much stronger indicator of perceived learning
than peer presence.
b. Three dimensions
i. Cognitive Presence
1. Combination of expert content knowledge coupled with creating
an environment where students engage with the content through
deep and sustained communication.
a. Outcome - development of shared and individual meaning
about select concepts, processes, and elements.
ii. Teaching Presence
1. The design, facilitation, and direction of instructional processes to
achieve educational outcomes.
a. Outcome - makes the learning process transparent and
streamlined.
iii. Social Presence
1. Ability of the instructor to project their personal characteristics
and instructional style in a believable way to virtual students.
a. Outcome – demonstrates concern for the learning and the
student.
Tips to Increase Instructor Presence
http://twuid.pbworks.com/w/page/26936102/Tips-to-Increase-Instructor-Presence
Truth in Advertising 1. Adapted from Quality Matters
a. Online students do not automatically know what to do in an online course.
i. Clearly define expectations
ii. Clearly define course procedures
b. Generic Guidelines
i. Certain elements should be used to get students started in a course.
ii. Certain elements should appear in courses to reduce questions.
iii. Students need to know what they are expected to do.
iv. Students need to know what the instructor will do.
Course Procedures and Requirements Bb9
http://twuid.pbworks.com/w/page/25799272/Course-Procedures-and-Requirements-Bb9
Examples of Selected QM Elements
http://twuid.pbworks.com/w/file/25320574/Some%20Examples%20for%20Selected%20QM%2
0Elements.pdf
Explanation of the QM Elements
http://twuid.pbworks.com/w/file/25320568/Explanation%20of%20the%20QM%20Elements.pd
f
Say Something 1. Interaction in the Online Course
a. Course Management Systems can be viewed as interaction stations.
i. Three types of interaction (Moore, 1989)
1. Interaction with the instructor.
a. Communicate
b. Provide feedback
c. Provide encouragement
2. Interaction with the content.
a. Active learning strategies
i. Move responsibility to students
3. Interaction with other students.
i. Collaboration
ii. Cooperation
Tips for Interaction
http://twuid.pbworks.com/w/page/27326634/Tips-for-Interaction
Say it a Better Way 1. Students get a sense of who you are and how you operate in the online course.
a. Text
i. Text remains the primary medium for delivering content, communicating,
and shaping an image of ourselves.
1. Think through how you want students to perceive you and your
course.
b. Formal vs. Informal Language
i. Excessive formality is perceived negatively by students.
ii. Studies show students perceive informal photos (e.g., also showing
hobbies or interests) as more approachable than formal, academic
headshots.
2. Other Suggestions to Convey Tone
a. Introduce the unfamiliar through the familiar.
i. Build on information students have previously learned, either in your
courses or other courses.
b. Be structured.
i. Give clear summaries and transitions, and make explicit connections
between the objectives and class activities.
c. Vary your presentation style.
d. Don't just use text or PowerPoint, but consistently incorporate images, podcasts,
videos, and font formatting to make the course appear less rigid.
e. Use humor.
f. Give examples, analogies, stories, videos, and images.
g. Use active learning techniques.
i. Think about ways to incorporate question-and-answer sessions, pair
problem-solving, short discussions, and brief independent study activities
as a way to converse more informally with your students.
Sequence Instruction 1. The order of instruction makes a difference.
a. Overview vs. Climax
2. Overview vs. Climax
a. Two major sequencing decisions
i. Big picture is presented first, details are presented after.
ii. Details presented first; leading to the big picture.
iii. Decisions based on learner preferences.
1. Many students prefer to see a big picture versus sequential
processing.
2. Highly structured material is good for novices.
3. Less structure is good for those with prior knowledge.
iv. Decisions based on learning goals
1. Overview favors objectives focused on building structured
knowledge
2. Details first favors higher order thinking skills because learners are
forced to organize information on their own.
v. Decisions based on discipline and its epistemology.
1. Highly structured disciplines lend themselves to the climax model.
Adapted from:
Svinicki, M. (2004). Learning and motivation in the postsecondary classroom. San Francisco: Jossey-Bass.
Practice Does Help 1. Acquiring Key Component Skills
a. Most tasks have a complex combination of component skills.
i. Unpack or deconstruct.
1. Systematically strengthen weak component skills.
ii. Whole-task approach for simple skills.
iii. Component skills in isolation if skills are complex.
b. Give opportunities to reflect.
2. Integration
a. Recombine component skills into a whole.
i. Performance tends to degrade.
1. Cognitive load is an issue.
a. Allow focus on one issue at a time.
b. Support some aspect of the task while students perform
the entire task.
3. Application
a. Transfer
i. Definition
1. Application of skills learned in one context to a novel context.
ii. General observations about failure to transfer.
1. Knowledge too closely associated to the context in which it was
learned.
2. Lack of robust understanding of underlying principles and deep
structure.
3. Lack of connections between new knowledge and new contexts.
4. Strategies
a. Expose and reinforce component skills.
i. Know your own expert blind spot.
1. Decompose the task.
a. What do students need to know and be able to do to
successfully complete task.
i. Use a TA or another person to help identify
component skills.
2. Talk to your colleagues.
3. Talk to someone outside your discipline.
4. Focus attention on key aspects of the task.
5. Diagnose weak or missing component skills.
6. Provide isolated practice for weak or missing skills.
b. Build fluency and facilitate integration
i. Provide practice to increase fluency.
ii. Temporarily constrain the scope of the task.
iii. Include integration into your performance criteria.
c. Facilitate transfer
i. Discuss conditions of applicability.
ii. Give students opportunities to apply skills or knowledge in diverse
contexts.
iii. Ask students to generalize to larger principles.
iv. Use comparisons to help students identify deep features.
v. Specify context and ask students to identify relevant skills or knowledge.
vi. Specify skills or knowledge and ask students to identify contexts in which
they apply.
vii. Provide prompts to relevant knowledge.
Adapted from:
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M. & Norman, M. (2010). How learning works: Seven
research-based principles for smart teaching. San Francisco: Jossey-Bass.
Pick Examples Carefully 1. Examples can be used to reinforce learning.
2. First examples
a. First examples associated with a concept are important.
b. All subsequent information on the topic is compared to these first examples.
i. Benchmarks
3. Paradigmatic examples
a. Examples most closely associated with a concept.
i. Dog as example for pet.
4. Scaffolded examples
a. Begin with paradigmatic example
b. Use supporting examples
c. Add increasingly sophisticated examples to refine understanding.
d. of instruction makes a difference.
e. Overview vs. Climax
5. Nonexamples
a. Use nonexamples to further refine concept.
6. Advanced Organizer for Examples
a. Comparative organizer
i. Key characteristics of example
ii. Example types
PETS Are alive Are confinable
Can be handled
Have available food sources
Respond to commands
Dogs X X X X X
Cats X X X X
Pet Rocks X X
Ants X X X
Adapted from:
Svinicki, M. (2004). Learning and motivation in the postsecondary classroom. San Francisco: Jossey-Bass.
Know What They Know 1. Students’ prior knowledge can help or hurt learning.
a. Inactive
i. Activating prior knowledge
1. Reminders
2. Questions requiring recall
b. Insufficient
i. Not all knowledge produces transfer.
1. Know the types of knowledge used in your course.
ii. Assess level of prior knowledge.
c. Inappropriate
i. Types
1. Apply everyday meanings to technical contexts.
2. Failure to recognize the limits of the analogy.
3. Apply knowledge from one discipline to another without
recognizing limitations.
4. Misapplication of cultural knowledge.
ii. Solutions
1. Explain conditions of applicability.
2. Use examples to teach abstract concepts.
3. Point out limitations to analogies.
4. Activate prior knowledge.
d. Inaccurate Knowledge
i. Helps students discount new information.
ii. Can be refuted if fragmented.
iii. Solution
1. Bridging
a. Process of building on accurate facts and beliefs to revise
inaccurate knowledge.
2. Strategies
a. Assess students’ prior knowledge
i. Talk to colleagues.
ii. Administer a diagnostic.
iii. Student self-assessment.
iv. Brainstorming to reveal prior knowledge.
v. Use concept mapping.
vi. Patterns in errors in student work.
b. Activate Accurate Prior Knowledge
i. Brainstorming.
ii. Concept mapping.
iii. Link new material to knowledge from your own course.
iv. Link new material to knowledge from previous courses.
v. Use analogies and examples to connect to everyday knowledge.
c. Address Insufficient Prior Knowledge
i. Identify the types of knowledge required for tasks in your course.
ii. Remediate insufficient prior knowledge.
d. Help Students Recognize Inappropriate Prior Knowledge
i. Highlight conditions of applicability.
ii. Provide heuristics.
iii. Identify discipline-specific conventions.
iv. Demonstrate where analogies fail.
e. Correct Inaccurate Knowledge
i. Ask students to make and test predictions.
ii. Ask students to justify their reasoning.
iii. Provide multiple opportunities for students to use accurate knowledge.
iv. Allow sufficient time.
Adapted from:
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M. & Norman, M. (2010). How learning works: Seven
research-based principles for smart teaching. San Francisco: Jossey-Bass.
Know What Drives Them to Learn 1. Goals
a. Performance Goals
i. Definitions
1. Protecting a desired self-image
2. Projecting a positive reputation and public persona
ii. Types
1. Performance-approach goals
a. Demonstrate competence by meeting normative
standards
2. Performance-avoidance goals
a. Focus on avoiding incompetence by meeting normative
standards
b. Learning goals
i. Definition
1. Achieve competence
2. Learn what the activity can teach
ii. Outcomes
1. Deeper learning
2. Seek help when needed
3. Persist when faced with difficulty
4. Seek out challenging tasks
2. Value
a. Attainment value
i. Satisfaction gained from mastery and accomplishment of a goal or task
b. Intrinsic value
i. Satisfaction from doing the task
c. Instrumental value
i. Degree to which an activity or goal helps accomplish other important
goals
3. Expectancy
a. Positive outcome expectancies
i. Belief that certain actions will bring about a desired outcome
b. Negative outcome expectancies
i. Belief that actions will have no influence on a desired outcome
4. Strategies
a. To establish value
i. Connect material to students’ interests
ii. Provide authentic, real-world tasks
iii. Demonstrate relevance across courses
iv. Demonstrate relevance to students’ future professional lives
v. Identify and reward what you value
vi. Share your passion for your content
b. To build positive expectancies
i. Align objectives, assessments, and instruction
ii. Provide assignments and activities at an appropriate level of challenge
iii. Provide early opportunities for success
iv. State your expectations
v. Provide rubrics
vi. Provide targeted feedback
vii. Be fair and consistent
c. Address Value and Expectancies
i. Provide flexibility
ii. Allow some control over learning
iii. Give opportunities to reflect
Adapted from:
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M. & Norman, M. (2010). How learning works: Seven
research-based principles for smart teaching. San Francisco: Jossey-Bass.
Know It: Various Knowledges for Teaching
Presence 1. Shulman (1986) suggests three kinds of knowledge.
a. Content Knowledge
i. Sophisticated understanding
1. Expert status
b. Pedagogical Content Knowledge
i. Understanding of teaching and learning for a particular discipline.
c. Curricular Knowledge
i. More personalized and individualized than other types of knowledge.
2. Bain’s (2004) study identified some important considerations for teaching presence.
a. Human beings are curious.
b. Humans learn naturally while trying to solve problems of interest or concern.
c. People like to have some control over their learning.
d. A natural critical learning environment.
i. Embed skills and questions in assignments that are extremely interesting
to students.
ii. Learning (and failing to learn) is safe.
iii. Integrate newly learned information into previous knowledge.
e. Knowledge is constructed, not received.
f. Mental models change slowly.
g. Questions help construct knowledge.
Tips for Teaching Presence
http://twuid.pbworks.com/w/page/26971734/Tips-for-Teaching-Presence
Know How They Organize Knowledge 1. Experts and Novices Differ
a. Experts
i. Richly connected
1. Multiple paths and multiple connections.
ii. Meaningful
iii. Supports Learning
iv. Supports Performance
1. Reminders
2. Questions requiring recall
b. Novices
i. Sparsely connected
1. No paths or linear progression paths only.
ii. Superficial
iii. Does not support learning
iv. Does not support long-term performance
2. Knowledge Organizations develop in the context of use
a. Seek a match between organizational structure and use.
i. If responding to multiple choice exams defines learning for your course,
help students organize to facilitate recall.
1. Don’t be surprised if scores go up but you see increased lack of
transfer.
3. Strategies
a. Reveal knowledge structures
i. Concept mapping.
ii. Identify positive organizational structures per assigned tasks.
iii. Provide students with organizational structure of your course.
iv. Provide students with organization of lectures, labs, and discussions.
v. Use contrasting cases to highlight organizational features.
vi. Explicitly highlight deep features.
vii. Make connections among concepts explicit.
viii. Ask students to draw a concept map to show their knowledge
organizations.
ix. Ask students to sort problems, concepts, or situations into categories.
x. Monitor students’ work for problems in knowledge organization.
b. Teach a structure for organizing.
i. Graphic organizers
Adapted from:
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M. & Norman, M. (2010). How learning works: Seven
research-based principles for smart teaching. San Francisco: Jossey-Bass.
Goal-directed Practice and Targeted Feedback
Make the Most Difference 1. Focus practice on a specific goal or criterion
a. Amount of time spent in deliberate practice predicts continued learning in a
field.
i. Clearly communicate goals to students.
ii. Goals should support students in what they need to do to learn.
2. Identify appropriate level of challenge.
3. Accumulating practice
a. Time on task is important.
i. Benefits of practice accumulate slowly.
4. Feedback
a. Three important features
i. Content
1. Should focus on the knowledge and skills you want students to
learn.
2. Should indicate to students their status toward stated goals.
3. Should indicate what is needed to improve.
ii. Timing
1. Provided to students when it can do the most good.
iii. Practice
1. Link to additional practice opportunities for students.
b. Communicating Progress and Directing Subsequent Efforts.
i. Formative feedback
1. Explicitly communicates specific aspects of performance related
to a goal.
2. Communicated when it helps students make progress toward that
goal.
a. Feedback for learning
5. Strategies
i. Goal-Directed Practice
1. Administer some type of pre-assessment to target an appropriate
level of challenge.
2. Be explicit about Goals in course materials.
3. Use rubrics to communicate performance criteria.
4. Build in multiple opportunities for practice.
5. Provide scaffolding on assignments.
6. Set expectations about practice.
7. Give examples or models of target performance.
8. Give examples that show what is not acceptable.
9. Refine goals and performance criteria as the course progresses.
ii. Targeted Feedback
1. Look for patterns of error in student work.
2. Prioritize your feedback.
a. What information will be most useful at a particular point
in time?
3. Balance strengths and weaknesses in your feedback.
4. Design frequent opportunities for feedback.
5. Provide feedback at the group level.
6. Incorporate peer feedback.
7. Require students to state how they used feedback in subsequent
work.
Adapted from:
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M. & Norman, M. (2010). How learning works: Seven
research-based principles for smart teaching. San Francisco: Jossey-Bass.
Focus Attention on the Important 1. Learning is a process of integrating new information into existing knowledge structures.
a. Instruction should help students identify the most important features.
i. Analyze what is to be learned.
ii. Strip to essential elements.
iii. Emphasize essential elements.
b. Highlight essential features during learning
i. Color and bold text
ii. Verbal cues
1. “The main point is…”
iii. Outlines
iv. Progressive disclosure
c. Cognitive Load
i. Seven plus or minus two.
1. 5-9 pieces of information can be held in working memory.
d. Limit Input Channels
i. Rule of thumb is to never duplicate an input system
1. Each eye cannot look in a different direction for reading.
2. Brain cannot process two visual inputs simultaneously.
3. Systematically strengthen weak component skills.
e. Limit Simultaneous Tasks
i. Note-taking may limit learning if the content is exceedingly complex.
1. Difficult to listen, interpret, and write
2. Difficult to do all of this at the speed of the lecture.
3. Examples (necessary to transfer concepts from working memory
to long-term memory) are often missed or excluded.
ii. Component skills in isolation if skills are complex.
2. Strategies
a. Minimalist Content Design
i. Determine elements that form the foundation for further learning.
ii. Feature these elements in depth
1. Place responsibility for learning the details supporting these
elements on the students
b. Provide limited visual cues about importance.
i. Use visual cues sparingly to highlight important information.
1. Everything is not important.
c. Provide outlines or slides
i. Reduces cognitive load
ii. Must teach students to translate into their own terms to support their
learning.
d. Progressive Disclosure
i. Automatically highlights point under consideration.
ii. Allows students to also see structure.
e. Strategic Pauses
i. Students need processing time.
f. Limit Input Channels
i. Lecture supported by text-only Slideshow = two inputs.
ii. Duplicating either input (eyes or ears) will limit learning.
Adapted from:
Svinicki, M. (2004). Learning and motivation in the postsecondary classroom. San Francisco: Jossey-Bass.
Books for Further Reading
Teaching and Learning
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M. & Norman, M. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: Jossey-Bass.
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press. Brookfield, S. & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic
classrooms (2ns Edition). San Francisco: Jossey-Bass. Erickson, B., Peters, C., & Strommer, D. (2006). Teaching first year college students (2nd Edition). San
Francisco: Jossey-Bass. Heppner, F. (2007). Teaching the large college class: A guidebook for instructors with multitudes. San
Francisco: Jossey-Bass. Svinicki, M. (2004). Learning and motivation in the postsecondary classroom. San Francisco: Jossey-Bass.
Designing for Instruction
Fink, D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd Edition). Alexandra, VA: ASCD.
Online Instruction
Bonk, C. & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying, & doing. San Francisco: Jossey-Bass.
Coombs, N. (2010). Making online teaching accessible: Inclusive course design for students with disabilities. San Francisco: Jossey-Bass.
Conrad, R. & Donaldson, A. (2010). Engaging the online learner: Activities and resources for creative
instruction. San Francisco: Jossey-Bass. Finkelstein, J. (2006). Learning in real time: Synchronous teaching and learning online. San Francisco:
Jossey-Bass. Leman, R. & Conceicao, S. (2010). Creating a sense of presence in online teaching: How to ‘be there” for
distance learners. San Francisco: Jossey-Bass. Palloff, R. & Pratt, K. (2004). Collaborating online: Learning together in community. San Francisco:
Jossey-Bass. Palloff, R. & Pratt, K. (2008). Assessing the online learner: Resources and strategies for faculty. San
Francisco: Jossey-Bass. Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand
Oaks, CA: Corwin Press. Smith, R. (2008). Conquering the content: A step-by-step guide to online course design. San Francisco:
Jossey-Bass. West, J. & West, M. (2008). Using wikis for online collaboration: The power of the read-write web. San
Francisco: Jossey-Bass.
Guest Speakers and Facilitators
Dr. Jennifer SparrowDirector of Emerging Technologies and New VenturesInnovationSpaceVirginia Tech
Jennifer Sparrow is currently the Director of Emerging Technologies and New Ventures at Virginia Tech. For more than 15 years, she has championed the use of technology to engage students in the learning process. She has a passion for working with faculty to explore new technologies and their potential implementations in teaching and learning.
Jennifer received her bachelor’s degree from Smith College, her master’s degree from Florida Gulf Coast University, and doctorate from the University of Central Florida. She is currently the chair of the EDUCAUSE Learning Initiative Advisory Board and serves on the EDUCAUSE Evolving Technologies Committee.
She is a part-time blogger, an infrequent tweeter, technology explorer, and strug-gling photographer with a biting sense of humor and not enough hours in her day.
To learn more at about Dr. Sparrow, please visit the following Websites:
Dr. Sparrow’s EDUCAUSE page http://www.educause.edu/Community/MemDir/Profiles/JenniferSparrow/60848
Dr. Sparrow’s InnovationSpace page http://www.is.vt.edu/
Dr. Jennifer Sparrow’s Keynote Topic Descriptions
Everything Begins with Instructional Design
In this engaging session, participants will walk through the process of change through ef-fective instructional design. This session will be filled with examples of how real faculty are transforming their teaching and student learning through the use of technologies that match learning outcomes. We will touch on the principles of good undergraduate education, explore how learning works, and discuss the process of matching learning outcomes with technology. We will explore the idea of learning outcomes driving the teaching and learning process and how to think about those outcomes and assessments differently.
Curriculum Transformation
In this hands-on session, participants will match their learning outcomes with our knowledge of good teaching and with the 21st-century digital skills that our students need to be success-ful. We will examine how knowledge of the technology tools can impact active and engaged learning. This session will include examples of how technology tools can be leveraged to en-hance student learning and increase your excitement for teaching. This session will focus on knowledge of what specific tools can do and how you assess student learning through these new tools.
iPad Apps and Uses in Higher Education
This hands-on session will demonstrate iPad apps for teaching, learning and productivity. You will have hands-on access to real faculty and student examples of work facilitated through iPad apps. This session will help you get the most out of your iPad.
Guest Speakers and Facilitators
Dr. Jordan HumphreyAssociate Director Civic EngagementCivic Engagement & Career Development CenterSt. Mary’s University
Dr. Jordan R. Humphrey is the Associate Director for Civic Engagement in the Civic Engagement and Career Develop-ment Center at St. Mary’s University. In this role, she works primarily with faculty members to integrate service and civic engagement as pedagogical tools within their courses. This includes the creation of new service learning and civic engagement-based courses as well as the adaptation of existing courses to fully incorporate service and civic involve-ment into course learning objectives and activities. She earned her Ph.D. in Higher Education from Penn State University, her M.S.Ed. in Higher Education Administration from the University of Pennsylvania, and Bachelor’s degrees in Political Science, Spanish, and Music Performance from Franklin & Marshall College (Lancaster, PA). Dr. Humphrey’s administrative and research interests explore the areas of civic engagement and community-university relations; institutional mission and tradition; and the history of higher education. She has published articles on civic engagement, institutional identity, and student/faculty engagement in journals such as The Journal of Higher Education Outreach and Engagement, the American Journal of Education, and Higher Education in Review as well as book chapters on historical methodology, institutional mission and organizational change, and higher education during World War II.
Guest Speakers and Facilitators
Larry MeyerPublic RelationsRackspace
Larry Meyer is a member of the Public Relations team at Rack-space, where he helps lead the company’s digital newsroom initiative, including how the company leverages new publish-ing techniques for presentation. These new software resourc-es integrate video, graphics and traditional print information. He has been responsible for creating new presentation and marketing materials for executive leadership use at the recent Open Stack Conference, as well as for leveraging Rackspace involvement in SXSW. This includes extensive work with social media.
Prior to joining Rackspace Larry worked with KCI leading digi-tal strategy which included the creation of their first mobile app. He has led creation of nine internal iPhone and iPad apps used for sales and executive presentations.
Before working with KCI, Larry was senior vice president of Fleishman-Hillard, an international communications firm, where he led digital and video proj-ects for AT&T, USAA and Frost Bank. As part of his work with AT&T, Larry was a member of the PR team that launched the iPhone. He went on to create some of the first iPhone Web apps used for sales team training.
Larry has worked in Columbus Ohio, as director of public relations at COSI, an interactive sci-ence center, and as an account supervisor at PR firm GSW. He was a television reporter and anchor for 12 years, including work at KENS-TV in San Antonio, before he made the transition into PR as the director of communications at the Northside Independent School District in San Antonio.
Larry is no stranger to St. Mary’s. In addition to being married to Kathe Lehman-Meyer, Larry has been a guest lecturer in computer science and communications classes. Larry and Kathe’s daughter, Ali, is a St. Mary’s student.
Larry holds a B.A. in journalism and mass communication from Iowa State University.
Guest Speakers and Facilitators
Diane DuesterhoeftReference/Library Instruction LibrarianSt. Mary’s University
Diane Duesterhoeft has served as a library instruction and reference librarian at the Louis J. Blume Library at St. Mary’s University of San Antonio, TX since August 1993. She coor-dinates reference service and provides general reference as-sistance to users. Diane teaches course-related and general library instruction sessions in a multimedia environment to current students, faculty and staff, and prospective students. In an effort to educate student-leaders who think critically, and in light of the changing information environment, she has been working with others in re-shaping and re-defining the mode and format of the delivery and utilization of infor-mation resources. She participates in outreach service to the university and the larger community.
Diane was a selected participant in the Program Track of the Association of College & Research Libraries (ACRL) Institute for Information Literacy (“Immersion”) in 2006. Following her Immer-sion experience, the Director of Libraries & Learning Resources worked with Diane in estab-lishing the Information Competency Task Force (ICTF) at St. Mary’s University. In 2007, the ICTF assessed new students and upperclass undergraduates on their information literacy skills and attitudes using the Research Practices Survey. Based on the findings of that study, Diane pre-sented “Where Have You Been? Where Are You Going? Assessing Student Information Skills” at the 2008 ALA Annual Conference, and the paper was subsequently published by ALA in Issues in Librarianship. Diane has also presented these findings at the Texas Library Association (TLA) District 10 Fall 2008 and District 1 Fall 2010 Workshops. Together with members of the ICTF, she shared these results with faculty at St. Mary’s University.
Diane was a selected participant in the Texas Accelerated Library Leaders (TALL Texans) In-stitute in 1999. She served as co-chair of TLA’s 2010 Annual Conference Program Committee, and served on the 2001 Conference Local Arrangements Committee and the 2007 Conference Program Committee. She has also been active with the Bexar Library Association. In March 2010, she received St. Mary’s University’s Alice Wright Franzke Feminist Award for promoting peace, empowerment, cooperation, equality and respect of all persons.
Guest Speakers and Facilitators
Blackboard, Inc. ©1997-2011
Blackboard 9: CourseSiteshttps://www.coursesites.com/
Test Drive Blackboard’s Latest Technology
• Create up to 5 course websites, free.• Engage students in social learning.• Weave multimedia into class content.• Assess performance and manage grades.
Blackboard, Inc. ©1997-2011
Blackboard 9: OnDemandhttp://ondemand.blackboard.com
Blackboard, Inc. ©1997-2011
Blackboard 9: OnDemandSample of Instructor Collections
blackboard.com/catalyst1
Ready to get a head start on your Blackboard Catalyst Award submission? > This helpful study
guide will highlight what you need to get when preparing
your nomination and/or course submission. Read on for
more details on each category.
Exemplary Course Program
How can I prepare for my Exemplary Course Program
course submission?
• Createafoldertohouseoutstandingexamplesofyourcourse
• Capture screen shotsofgreatdiscussionboards,multi-media
interactions,testquestions,etc.—saveallofthesedocuments
asa.pdf
• Createmulti-mediaexamplesofyourcourseor student inter-
action,usingFlash,PowerPoint,Camtasia,Jing,orsomeother
similartool(notrequiredforyoursubmission)
• Gatherfactsandstatsthatexplainhowyourcourseorachieve-
mentmakesanimpact
• Consider 1 – 3 ways your course stands out as an industry
‘best-practice’
BLACKBOARD CATALYST AWARDS STUDY GUIDE
TH IS YEAR’S AWARD CATEGORI ES ARE AS FOLLOWS:
• Exemplary Courses
• Community Collaboration
• Innovative Development
• Mobile Innovation
• Staff Development
• Communications Strategy
For detailed descriptions of these categories, please visit www.blackboard.com/catalyst
Blackboard will begin taking submissions and nominnations for all Catalyst Awards beginning December 1.
blackboard.com • 650 Massachusetts Avenue, NW 6th Floor Washington, DC 20001 • 1.800.424.9299, ext. 4Copyright © 1997-2011. Blackboard Inc. All rights reserved. Blackboard, the Blackboard logo, Blackboard Learn and Behind the Blackboard are trademarks or registered trademarks of Blackboard
Inc. or its subsidiaries in the United States and/or other countries. Blackboard products and services may be covered by one or more of the following U.S. Patents: 7,493,396; 7,558,853.
How can I prepare for my Mobile Innovation nomination?
• Consider1–3waysyoureffortshelpdefinetheuseofmobile
technologyintheeLearningcommunity
• Capture ways you have enhanced course curriculum, tracked
and studiedpedagogy, or collaboratedwith others in theBb
communitythroughtheuseofmobilelearning
• Create documents or other media to express how you have
customizedyourinstitutionsmobileexperience
How can I prepare for my Staff Development nomination?
• Consider1–3waysyourprofessionaldevelopmenteffortsstand
out in the eLearning community as fresh or new (interesting
tacticsortechniques,programsorincentives)
• Capturewaysinwhichyoureffortshavebecomeimplemented
atyourinstitution
• Gathercommentsfromparticipantsontheprogram,trainingor
tactics
• Createa folderofanymeasurableoutcomes (numberofpar-
ticipants,otherrelevantmetrics)associatedwithyourprogram
development
How can I prepare for my Communications Strategy nomination?
• Consider 1 – 3 ways your communications plan helps drive
improvementsinlearningandengagementatyourinstitution
• Capturewaysyouhaveactivelychangedyourcommunication
strategy,trackedandmeasuredrelatedacademicoutcomes,or
collaboratedwith others at your institution using Blackboard
tools
• Createdocumentsorothermediatoshowhowyouhaveinte-
gratedBlackboardproducts likeConnect,Mobile,Collaborate
orAnalyticsintoyourcommunicationprogram
OPEN FOR SUBM ISSIONS AND NOM I NATIONS
Blackboard will begin taking submissions for all Catalyst Awards beginning December 1. For more information please visit www.blackboard.com/catalyst
•WorkwithyourSystemAdministratortocreateacopyofyour
courseforusebyevaluators
• Downloadacopyofthe2012Rubrictouseasareference
The ECP has an extensive rubric used to measure your
course against. To view this year’s rubric, please visit
blackboard.com/ecp.
Community, Innovative Development, Mobile Innovation Staff Development and Communications Strategy
How can I prepare for my Community Collaboration
nomination?
• Consider 1 – 3 ways your efforts stand out in the eLearning
community
• Capturehowyoureffortshaveincludedparticipantsfrominsti-
tutionsoutsideyourown
• Create a folder to accumulate any tools, presentations or
other resources that youhave created and sharedwithother
institutions
How can I prepare for my Innovative Development nomination?
• Consider 1 – 3 ways your technical efforts stand out in the
eLearningcommunity
• Captureanytech-focuseddeliverablesyouhavemadeavailable
to the broader Bb community (Building Blocks, integrations,
Edugaragecontributions,WikiArticles,etc.)
• Keepa list thatdescribeswaysyouhavesharedthisresource
withothersintheBbcommunity
REVI EW ERS NEEDED AS W ELL!
Reviewers needed as well! If you are interested in reviewing a course or courses for the Exemplary Course Program, please email [email protected].
2012 Blackboard
Exemplary Course Rubric
Page 2 of 7 ©1997-2012. Blackboard Inc.
Co
nten
t
Presen
ta-
tion
Go
als and
Ob
jectives
Co
urs
e D
es
ign
(pa
ge
1 o
f 2)
Co
urse Design ad
dresses elemen
ts of instructio
nal design. For th
e purpo
se of this p
rogram
, cou
rse design includ
es such elem
ents as structu
re of th
e course, learnin
g objectives,
organ
ization
of co
ntent, and instru
ctional strategies.
Co
nten
t is mad
e available o
r “chu
nke
d”
in m
anageab
le segme
nts (i.e., p
resented
in d
istinct learn
ing u
nits o
r mo
du
les);
navigatio
n is in
tuitive; co
nte
nt flo
ws in
a
logical p
rogressio
n; co
nten
t is presen
ted
usin
g a variety of ap
pro
priate
mech
anism
s (con
ten
t mo
du
les, single
pages, lin
ks to extern
al reso
urces, R
SS
Feed
s, prin
t material); co
nten
t is en
han
ced w
ith visu
al and
aud
itory
elemen
ts; sup
plem
en
tary reso
urces are
mad
e available (co
urse C
Ds, textb
oo
ks,
cou
rse man
uals, etc.)
Go
als and
ob
jectives are easily lo
cated
with
in th
e cou
rse; are clearly written
at
the ap
pro
priate level an
d reflect d
esired
ou
tcom
es; are written
in m
easureab
le
ou
tcom
es (stud
en
ts kno
w w
hat th
ey are
expected
to b
e able to
do
), are mad
e
available in
a variety of areas in
the
cou
rse (with
in th
e syllabu
s and
each
ind
ividu
al learnin
g un
it)
Exem
plary
Co
nten
t is mad
e available o
r “chu
nke
d” in
man
ageable se
gmen
ts (i.e., pre
sen
ted in
distin
ct learnin
g un
its or m
od
ule
s);
navigatio
n is so
mew
hat in
tuitive, b
ut
som
e “explo
ring” is req
uire
d to
determ
ine
the flo
w o
f con
tent; co
nten
t is presen
ted
usin
g a variety of m
echan
isms (co
nten
t m
od
ules, sin
gle pages, lin
ks to extern
al
resou
rces, RSS Fe
eds, p
rint m
aterial); visu
al and
/or au
dito
ry elem
ents
occasio
nally en
han
ce the co
nten
t;
sup
plem
en
tary reso
urces are m
ade
available (co
urse C
Ds, textb
oo
ks, cou
rse
man
uals, etc.);
Go
als and
ob
jectives are lo
cated w
ithin
the co
urse syllab
us o
r the in
divid
ual
learnin
g un
its; ob
jectives are written
to
reflect de
sired
learnin
g ou
tcom
es,
altho
ugh
no
t all are written
as
measu
reable o
utco
mes; stu
den
ts have
som
e un
derstan
din
g of w
hat is e
xpected
o
f them
;
Acco
mp
lishe
d
Som
e con
tent se
gmen
ts are overly
large (or p
ossib
ly too
small) fo
r the
specifie
d o
bjective
s; navigatio
n is
on
ly occasio
nally in
tuitive, th
us th
e
flow
of co
nten
t is som
etime
s no
t
easily determ
ine
d; th
e design
do
es
no
t avail of th
e con
tent p
resentatio
n
too
ls (con
tent m
od
ules, sin
gle pages,
links); few
or n
o visu
al and
/or
aud
itory elem
ents are u
sed to
enh
ance th
e con
ten
t; sup
plem
en
tary
resou
rces may b
e mad
e available
(cou
rse CD
s, textbo
oks, co
urse
man
uals, etc.)
Go
als and
ob
jectives are n
ot easily
located
with
in th
e cou
rse; are n
ot
clearly written
in m
easurab
le
learnin
g ou
tcom
es; stud
en
ts may b
e
un
sure o
f wh
at they are exp
ected
to
be ab
le to d
o; th
e level do
es no
t
match
the d
esired o
utco
mes;
Pro
misin
g
Co
nten
t is no
t “chu
nke
d”
into
man
ageable
segme
nts; n
avigation
is
no
t intu
itive and
the flo
w
of co
nten
t is un
clear; the
design
do
es n
ot avail o
f
the co
nten
t pre
sentatio
n
too
ls (con
tent m
od
ules,
single p
ages, links); n
o
visual o
r aud
itory
elemen
ts are use
d to
enh
ance th
e con
ten
t;
sup
plem
en
tary reso
urces
are no
t mad
e available
(cou
rse CD
s, textbo
oks,
cou
rse man
uals, etc.)
Go
als and
ob
jectives are
no
t easily located
with
in
the co
urse; so
me are
missin
g and
oth
ers po
orly
written
; the leve
l do
es
no
t match
the d
esired
learnin
g ou
tcom
es;
Inco
mp
lete
Page 3 of 7 ©1997-2012. Blackboard Inc.
Techn
olo
gy
Use
Learner
Engage-
men
t
Co
urs
e D
es
ign
(pa
ge
2 o
f 2)
Too
ls available w
ithin
the C
MS are u
sed
to facilitate learn
ing b
y engagin
g
stud
ents w
ith co
urse co
nte
nt; C
MS to
ols
are use
d to
redu
ce the lab
or-in
ten
sity of
learnin
g (e.g., pro
vidin
g links to
need
ed
resou
rces wh
ere they w
ill be u
sed
in th
e co
urse); tech
no
logie
s are use
d creatively
in w
ays that tran
scend
traditio
nal,
teacher-cen
tered
instru
ction
; a wid
e
variety of d
elivery med
ia are
inco
rpo
rated in
to th
e cou
rse;
It is clear ho
w th
e instru
ction
al strategies
will en
able stu
de
nts to
reach co
urse
goals an
d o
bjective
s; cou
rse design
inclu
des gu
idan
ce for learn
ers to w
ork
with
con
tent in
mean
ingfu
l ways (e.g.,
pre-read
ing o
utlin
es, web
-qu
ests, d
evil's
advo
cate challen
ges, etc.); high
er ord
er
thin
king (e.g., an
alysis, pro
blem
solvin
g,
or critical reflectio
n) is exp
ected o
f learn
ers and
explain
ed w
ith exam
ples o
r
mo
dels; in
divid
ualize
d in
structio
n,
remed
ial activities, or re
sou
rces for
advan
ced learn
ing activities are p
rovid
ed;
Exem
plary
Too
ls available w
ithin
the C
MS co
uld
be
utilize
d m
ore (o
r mo
re creatively) to
engage learn
ers with
cou
rse con
tent; C
MS
too
ls are mad
e available to
assist stu
den
ts, bu
t cou
ld b
e organ
ized o
r
arrange
d fo
r even greater u
sefuln
ess; tech
no
logies w
ithin
the co
urse are u
sed
in
man
y cases mere
ly to rep
licate traditio
nal
face-to-face in
structio
n; th
ere is som
e
variety in th
e too
ls used
to d
elive
r
instru
ction
;
Instru
ction
al strategie
s are design
ed to
h
elp stu
den
ts to reach
cou
rse goals an
d
ob
jectives, altho
ugh
this re
lation
ship
may
no
t be o
bvio
us to
learners; gu
idan
ce is
pro
vided
, bu
t cou
ld b
e imp
roved
with
greater detail o
r dep
th; h
ighe
r ord
er
thin
king is re
qu
ired fo
r som
e activities bu
t
is no
t well-exp
laine
d o
r sup
po
rted
(e.g., by
pro
vidin
g examp
les of "go
od
answ
ers"); d
ifferen
tiated
instru
ction
(such
as
remed
iation
) may b
e available o
n a lim
ited
basis;
Acco
mp
lishe
d
Too
ls available w
ithin
the C
MS are
no
t use
d to
their fu
ll exten
t or n
ot
used
wh
en it w
ou
ld b
e app
rop
riate
to d
o so
; on
ly a few to
ols (o
f tho
se availab
le with
in th
e CM
S) are use
d in
a way th
at streamlin
es access to
materials an
d activities fo
r stud
en
ts;
techn
olo
gies with
in th
e CM
S are
used
prim
arily by in
structo
rs and
no
t
stud
ents ("stu
den
ts as recipie
nts o
f
con
tent" m
od
el); there is little
variety in u
se of tech
no
logies w
ithin
the C
MS;
It is no
t clear ho
w th
e instru
ction
al strategies w
ill help
learners ach
ieve
cou
rse goals an
d o
bjectives;
guid
ance in
usin
g con
tent m
aterials
may o
nly b
e pro
vide
d o
n a lim
ited
basis; h
igher o
rde
r thin
king is n
ot
requ
ired o
r en
cou
raged
;
differe
ntiate
d in
structio
nal
op
po
rtun
ities are no
t pro
vide
d,
altho
ugh
there m
ay be
sup
plem
en
tary con
tent reso
urce
s availab
le;;;
Pro
misin
g
Techn
olo
gies used
with
in
the C
MS d
o n
ot en
gage
stud
ents w
ith learn
ing;
too
ls that co
uld
redu
ce th
e labo
r-inten
sity of
on
line in
structio
n are n
ot
utilize
d; stu
de
nts are n
ot
expected
to u
se
techn
olo
gies available
with
in th
e CM
S; on
ly a
few tech
no
logies
available w
ithin
the C
MS
are use
d;
Instru
ction
al strategie
s do
n
ot p
rovid
e stud
ents w
ith
skills nee
de
d to
achieve
cou
rse goals an
d
ob
jectives; con
tent is
pro
vided
bu
t it is no
t
clear wh
at stud
ents are
expected
to d
o w
ith it;
high
er ord
er thin
king is
no
t expected
from
stud
ents; n
o
sup
plem
en
tary reso
urces
or activities are p
rovid
ed
for rem
ediatio
n o
r
advan
ced stu
dy;
Inco
mp
lete
Page 4 of 7 ©1997-2012. Blackboard Inc.
Interactio
n
Logistics
Develo
p-
men
t of
Learnin
g
Co
mm
un
ity
Co
mm
un
i-
cation
Strategies
Inte
ractio
n a
nd
Co
llab
ora
tion
Interaction an
d Co
llaboratio
n can take m
any form
s. The EC
P criteria p
lace emp
hasis on th
e type and am
oun
t of interactio
n and
collabo
ration w
ithin an o
nlin
e enviro
nm
ent.
Interaction deno
tes com
mu
nication betw
een and am
on
g learners an
d instructo
rs, synchro
nously o
r asynchrono
usly. C
ollabo
ration is a su
bset o
f interaction
and refers sp
ecifically to
those activities in w
hich grou
ps are wo
rking interd
epend
ently tow
ard a shared result. This differs fro
m gro
up activities that can be co
mpleted by stu
den
ts wo
rking indep
enden
tly of o
ne
anoth
er and then co
mb
ining th
e results, m
uch as on
e wo
uld wh
en assemblin
g a jigsaw p
uzzle with parts o
f the puzzle w
orked o
ut separately then assem
bled together. A
learning
com
mu
nity is defined
here as the sen
se of b
elon
ging to
a grou
p, rather than each stud
ent perceiving h
imself/h
erself studying in
depend
ently.
Gu
idelin
es explain
ing re
qu
ired le
vels of
particip
ation
(i.e., qu
antity o
f interactio
ns)
are pro
vide
d; exp
ectation
s regardin
g the
qu
ality of co
mm
un
ication
s (e.g., wh
at co
nstitu
tes a "go
od
" answ
er) are clearly
defin
ed; a ru
bric o
r equ
ivalen
t gradin
g
do
cum
ent is in
clud
ed to
explain
ho
w
particip
ation
will b
e evaluate
d; th
e instru
ctor
actively particip
ates in co
mm
un
ication
s
activities, inclu
din
g pro
vidin
g feed
back to
stud
ents; th
e instru
ctor u
ses co
mm
un
ication
too
ls to p
rovid
e cou
rse up
date
s, remin
ders,
special an
no
un
ceme
nts, etc.;
Co
mm
un
ication
activities are de
signe
d to
help
bu
ild a se
nse o
f com
mu
nity am
on
g learn
ers; stud
en
t-to-stu
de
nt in
teractio
ns are
requ
ired as p
art of th
e cou
rse; stud
en
ts are en
cou
raged
to in
itiate com
mu
nicatio
n w
ith
the in
structo
r; collab
oratio
n activities (if
inclu
ded
) reinfo
rce cou
rse con
ten
t and
learnin
g ou
tcom
es, wh
ile bu
ildin
g wo
rkplace-
usefu
l skills such
as teamw
ork, co
op
eration
,
nego
tiation
, and
con
sensu
s-bu
ildin
g;
There are p
lentifu
l op
po
rtun
ities for
synch
ron
ou
s and
/or asyn
chro
no
us
interactio
n, as ap
pro
priate; asyn
chro
no
us
com
mu
nicatio
n strategies p
rom
ote critical
reflection
or o
ther h
igher o
rder th
inkin
g
aligne
d w
ith learn
ing o
bjective
s; synch
ron
ou
s
com
mu
nicatio
n activities b
enefit fro
m real-
time in
teraction
s and
facilitate "rapid
respo
nse" co
mm
un
ication
(i.e., stud
en
ts gain
practice d
iscussin
g cou
rse con
tent
extemp
oran
eou
sly with
ou
t loo
king u
p b
asic,
declarative in
form
ation
);
Exem
plary
Expectatio
ns o
f stud
en
t particip
ation
in
com
mu
nicatio
n activities are give
n, b
ut
wo
uld
ben
efit from
mo
re detail;
expectatio
ns re
gardin
g the q
uality o
f co
mm
un
ication
s are inclu
de
d, b
ut m
ay be
sketchy an
d lack d
etail or illu
strative
examp
les; min
imal in
form
ation
may b
e
pro
vided
regardin
g gradin
g criteria for
com
mu
nicatio
ns activities; th
e instru
ctor
is occasio
nally in
volved
in co
mm
un
ication
activities; the in
structo
r som
etimes takes
advan
tage of C
MS to
ols to
po
st an
no
un
ceme
nts, rem
ind
ers, etc.;
Co
mm
un
ication
activities may h
elp
learners b
uild
a sense o
f com
mu
nity, b
ut
do
no
t app
ear to b
e design
ed w
ith th
is in
min
d; so
me stu
den
t-to-stu
de
nt
interactio
n is b
uilt in
to th
e cou
rse;
stud
ents in
teract w
ith th
e instru
ctor,
altho
ugh
prim
arily as a result o
f
instru
ctor-in
itiated co
ntact; co
llabo
ration
activities (if inclu
ded
) sup
po
rt som
e team-
bu
ildin
g skills, bu
t may n
ot p
urp
osefu
lly
integrate th
ese eleme
nts;
Several com
mu
nicatio
n activities are
inclu
ded
to rein
force th
e desired
learnin
g
ou
tcom
es; asynch
ron
ou
s com
mu
nicatio
ns
som
etimes re
qu
ire reflection
or o
ther
high
er ord
er thin
king; syn
chro
no
us
interactio
ns are m
eanin
gful b
ut m
ay no
t
take full ad
vantage o
f the real-tim
e p
resence o
f instru
ctor an
d/o
r pe
ers;
Acco
mp
lishe
d
Instru
ctor exp
ectation
s of stu
den
t
interactio
ns are n
ot m
ade clear; little
info
rmatio
n is p
rovid
ed regard
ing
wh
at con
stitute
s a "goo
d" resp
on
se o
r po
sting; stu
den
ts are no
t given
a
clear set of criteria fo
r ho
w
com
mu
nicatio
ns activities w
ill be
grade
d; th
e instru
ctor ap
pears to
be
largely absen
t from
com
mu
nicatio
ns
activities; few an
no
un
ceme
nts,
remin
ders, o
r oth
er up
dates are
pro
vided
;
Effort h
as been
devo
ted to
fosterin
g
a sense o
f com
mu
nity in
the co
urse,
bu
t on
ly min
imally. M
ore fo
cus is
need
ed o
n d
esignin
g activities and
a co
urse clim
ate that fo
ster stud
en
t-
to-stu
de
nt in
teraction
s as we
ll as
stud
ent-to
-instru
ctor in
teraction
s.
Co
mm
un
ication
strategies are
inclu
ded
, ho
wever, th
ey may n
ot
con
sistently rein
force d
esired
learnin
g ou
tcom
es; asynch
ron
ou
s
com
mu
nicatio
ns are fo
cused
prim
arily on
low
er levels of th
inkin
g
(e.g., sum
marizin
g, describ
ing,
interp
reting, etc.); syn
chro
no
us
interactio
ns are u
sed m
ostly fo
r in
structo
r explan
ation
or clarificatio
n
of co
nten
t, or o
ther in
structo
r-
focu
sed activitie
s;
Pro
misin
g
Few o
r no
guid
elines
are pro
vide
d to
stu
den
ts regardin
g
the d
esired q
uan
tity o
r qu
ality of
com
mu
nicatio
ns/in
t
eraction
s with
in th
e
cou
rse; the
instru
ctor d
oes n
ot
particip
ate in
com
mu
nicatio
ns
activities with
stu
den
ts;
Little to n
o atten
tion
has b
een
devo
ted to
b
uild
ing a sen
se of
com
mu
nity in
this
cou
rse.
Little to n
o atten
tion
has b
een
devo
ted to
com
mu
nicatio
n
strategies;
interactio
n activities
that are in
clud
ed d
o
no
t invo
ke critical th
inkin
g, rein
force
learnin
g, or take
advan
tage of th
e
specific stren
gths o
f
the co
mm
un
ication
too
ls used
;
Inco
mp
lete
Page 5 of 7 ©1997-2012. Blackboard Inc.
Self-asse
ssme
nt
Asse
ssme
nt D
esign
Expe
ctation
s
As
se
ssm
en
t
Assessm
ent fo
cuse
s on
instru
ction
al activities de
signed
to m
easure p
rogre
ss tow
ards learn
ing o
utco
mes, p
rovid
e feed
back to
stud
ents an
d
instru
ctor, an
d/o
r enab
le grade assign
men
t. This sectio
n ad
dresses th
e qu
ality and
type o
f stud
ent assessm
ents w
ithin
the co
urse.
Man
y op
po
rtun
ities fo
r self-
assessmen
t are pro
vided
; self-
assessmen
ts pro
vide co
nstru
ctive,
mean
ingfu
l feed
back;
Asse
ssme
nts ap
pear to
measu
re the
perfo
rman
ce they claim
to m
easure
(e.g., activities are explain
ed u
sing
app
rop
riate readin
g level and
vocab
ulary); h
igher o
rder th
inkin
g is
requ
ired (e.g., an
alysis, pro
blem
-
solvin
g, etc.); assessm
en
ts are
design
ed
to m
imic au
the
ntic
enviro
nm
en
ts to facilitate tran
sfer;
assessmen
t activities occu
r freq
uen
tly
thro
ugh
ou
t the d
uratio
n o
f the
cou
rse; mu
ltiple typ
es of assessm
ents
are use
d (research
pap
er, ob
jective
test, discu
ssion
s, etc.)
Asse
ssme
nts m
atch th
e goals &
o
bjectives; learn
ers are directe
d to
the ap
pro
priate o
bjective(s) fo
r each
assessmen
t; rub
rics or d
escriptive
criteria for d
esired o
utco
mes are
pro
vided
(mo
dels o
f "goo
d w
ork" m
ay
be sh
ow
n, fo
r examp
le); instru
ction
s
are written
clearly and
with
sufficien
t
detail to
en
sure u
nd
erstand
ing;
Exem
plary
Som
e self-assessmen
t
activities are inclu
ded
; self-
assessmen
ts pro
vide
feedb
ack to learn
ers;
Asse
ssme
nt activities h
ave "face valid
ity" (i.e., they
app
ear to m
atch th
e
curricu
lum
); som
e activities
invo
lve high
er ord
er
thin
king; assessm
ent
activities may fo
cus o
n tasks
similar to
real-wo
rld
app
lication
of skills; m
ultip
le assessm
ents are in
clud
ed; at
least three d
ifferen
t types o
f assessm
ents are u
sed;
Asse
ssme
nts m
atch th
e go
als & o
bjectives; ru
brics
or d
escriptive criteria fo
r
desired
ou
tcom
es are
inclu
ded
for so
me
assessmen
t activities;
instru
ction
s are written
clearly, with
som
e detail
inclu
ded
;
Acco
mp
lishe
d
There m
ay be self-assessm
ent
activities, bu
t they are lim
ited in
scop
e and
do
no
t offer u
seful
feedb
ack;
It is no
t clear wh
ether th
e assessm
ent activities actu
ally
measu
re the d
esired skill; th
e
vast majo
rity of assessm
en
ts
requ
ire on
ly low
-level thin
king
(mem
orizatio
n, fo
r examp
le);
assessmen
t activities typically
do
no
t inclu
de tasks th
at are
relevant b
eyon
d th
e scop
e of
this co
urse; m
ultip
le
assessmen
ts are inclu
ded
; two
typ
es of asse
ssme
nts are
inclu
ded
, at a min
imu
m;
Stud
ents are assessed
on
the
top
ics describ
ed
in th
e cou
rse
goals an
d o
bjective
s; there m
ay
be so
me exp
lanatio
n o
f ho
w
assessmen
ts will b
e
scored
/graded
; instru
ction
s lack
detail th
at wo
uld
help
stud
ents
un
derstan
d h
ow
to co
mp
lete
the activities;
Pro
misin
g
A few
self-assessmen
ts may b
e
inclu
ded
, bu
t they o
ffer little
mo
re feedb
ack than
flash
cards;
Asse
ssme
nt activities ap
pear
to lack valid
ity du
e to b
ias, lack
of clarity in
qu
estio
ns o
r tasks,
or b
ecause stu
den
ts are
evaluate
d o
n p
erform
ance
un
related to
the stated
ob
jectives; no
high
er-o
rder
thin
king skills are re
qu
ired to
com
plete asse
ssme
nt
activities; there is little o
r no
evide
nce o
f auth
en
ticity bu
ilt in
to asse
ssmen
ts; assessmen
ts
are too
few an
d far ap
art for
the co
urse co
nte
nt;
Asse
ssme
nts b
ear little resem
blan
ce to go
als &
ob
jectives; expectatio
ns o
r
gradin
g criteria are no
t
pro
vided
; instru
ction
s are
limited
or ab
sent;
Inco
mp
lete
Page 6 of 7 ©1997-2012. Blackboard Inc.
Instru
ctor R
ole
and
Info
rmatio
n
Sup
po
rtive
Softw
are
(Plu
g-ins)
Orie
ntatio
n to
Co
urse
and
CM
S
Le
arn
er S
up
po
rt (pa
ge
1 o
f 2)
Learner Su
pp
ort ad
dre
sses th
e sup
po
rt resou
rces mad
e available to
stud
en
ts taking th
e cou
rse. Such
resou
rces m
ay be accessib
le with
in o
r external to
the co
urse en
viron
men
t.
Specifically, learn
er sup
po
rt reso
urces ad
dress a variety o
f stud
en
t services inclu
din
g, bu
t no
t limited
to th
e follo
win
g.
Co
ntact in
form
ation
for th
e instru
ctor is
easy to fin
d an
d in
clud
es m
ultip
le fo
rms
of co
mm
un
ication
(for exam
ple, e
-mail,
ph
on
e, chat, etc.); exp
ected
respo
nse
time fo
r e-mail rep
lies is in
clud
ed;
instru
ctor's ro
le with
in th
e cou
rse is exp
laine
d (fo
r examp
le, wh
ethe
r he/sh
e
will resp
on
d to
"tech su
pp
ort" typ
e
qu
estion
s); the in
structo
r's meth
od
s of
collectin
g and
return
ing w
ork are
clearly
explain
ed
;
Clear exp
lanatio
ns o
f op
tion
al and
/or
requ
ired so
ftware in
clud
ing an
y
add
ition
al costs (in
add
ition
to th
e CM
S)
are pro
vide
d w
ithin
the co
urse; so
ftware
requ
ired to
use co
urse m
aterials is listed
with
links to
wh
ere it can b
e captu
red an
d
installed
; links are lo
cated w
ithin
the
cou
rse wh
ere learners w
ill use th
e
softw
are (i.e., near th
e materials
requ
iring its u
se);
Clearly lab
eled
tuto
rial mate
rials that
explain
ho
w to
navigate th
e CM
S and
the
specific co
urse are in
clud
ed
; tuto
rials are
fou
nd
easily (few clicks) w
heth
er intern
al o
r external to
the co
urse, w
ith easy
return
to o
ther areas o
f the co
urse;
tuto
rial materials su
pp
ort m
ultip
le
learnin
g mo
dalities: au
dio
, visual, an
d
text based
;
Exem
plary
Co
ntact in
form
ation
for th
e
instru
ctor is in
clud
ed
bu
t may n
ot b
e
easy to fin
d; co
ntact in
form
ation
inclu
des m
ore th
an o
ne typ
e of
com
mu
nicatio
n to
ol; exp
ected
respo
nse tim
e for e-m
ail replies m
ay b
e inclu
de
d; in
structo
r's role w
ithin
the co
urse n
ot clearly sp
elled o
ut to
stud
ents; th
e instru
ctor's m
etho
ds o
f
collectin
g and
return
ing w
ork are
clearly explain
ed;
Clear exp
lanatio
ns o
f op
tion
al and
/or
requ
ired so
ftware (in
add
ition
to th
e
CM
S) are pro
vided
with
in th
e cou
rse;
softw
are requ
ired to
use co
urse
materials is listed
bu
t links to
wh
ere
it can b
e captu
red an
d in
stalled are
no
t fou
nd
near w
here it w
ill be u
sed;
Clearly lab
eled
tuto
rial mate
rials that
explain
ho
w to
navigate th
e CM
S and
the sp
ecific cou
rse are inclu
ded
;
tuto
rials may n
ot b
e easily accessed,
or req
uire th
e learner to
leave
cou
rse site with
ou
t an easy retu
rn;
tuto
rial materials su
pp
ort m
ultip
le
learnin
g mo
dalities: au
dio
, visual,
and
text based
;
Acco
mp
lishe
d
Co
ntact in
form
ation
for th
e instru
ctor
is pro
vide
d b
ut n
ot easy to
find
;
con
tact info
rmatio
n in
clud
es on
ly on
e
way to
reach th
e instru
ctor; n
o
info
rmatio
n co
ncern
ing resp
on
se
time fo
r e-mail rep
lies is n
ot in
clud
ed;
little or n
o in
form
ation
is given
regardin
g the in
structo
r's role in
the
cou
rse; the in
structo
r's meth
od
s of
collectin
g and
return
ing w
ork are
evide
nt b
ut n
ot clearly exp
laine
d;
Softw
are (in ad
ditio
n to
the C
MS)
requ
ired to
use co
urse m
aterials is
men
tion
ed
, bu
t no
t explain
ed; lin
ks
to w
here it can
be cap
ture
d an
d
installed
are pro
vide
d, alth
ou
gh th
ey
may n
ot b
e con
venie
ntly lo
cated;
Tuto
rial materials th
at explain
ho
w to
navigate th
e CM
S and
/or th
e spe
cific
cou
rse may b
e eviden
t, bu
t no
t easily
fou
nd
; materials d
o n
ot su
pp
ort
mu
ltiple learn
ing m
od
alities and
are
text-based
on
ly;
Pro
misin
g
Co
ntact in
form
ation
for th
e
instru
ctor is ske
tchy, at b
est;
no
info
rmatio
n co
ncern
ing
respo
nse tim
e for e-m
ail rep
lies is inclu
de
d;
info
rmatio
n regard
ing th
e in
structo
r's role in
the co
urse
is no
t inclu
de
d; In
structo
r's
meth
od
s of co
llecting an
d
return
ing w
ork are co
nfu
sing
or n
on
-existent;
The n
eed
for ad
ditio
nal
softw
are requ
ired to
use
cou
rse materials m
ay be
men
tion
ed
; links to
softw
are
may b
e missin
g or
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pletion; feedback m
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participate anonymously in course evaluation;
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s allow learners w
ith disabilities to participate fully in the online
comm
unity; the design and delivery of content integrate alternative resources (transcripts, for exam
ple) or enable assistive
processes (voice recognition, for example) for
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ats to ensure accessibility; if specific softw
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have access, alternative file types are provided; large files are identified to help
learners consider download tim
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video are streamed w
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graphics are optimized for w
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Links to institutional policies, materials, and
forms relevant for learner success (for
example, plagiarism
policies) are clearly labeled and easy to find; links allow
easy
navigation from the course to the inform
ation and back; course/instructor policies regarding decorum
, behavior, and netiquette are easy to
find and written clearly to avoid confusion;
links to institutional services such as the library, w
riting center, or financial aid office
are clearly labeled and easy to find;
Exem
plary
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design and/or course content, but only after course com
pletion; feedback mechanism
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students to participate anonymously
in course evaluation;
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s allow learners w
ith disabilities to participate in the online
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unity for most activities; the design
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alternative resources or enable assistive
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policies, contacts, and procedures to
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Learners have the opportunity to give feedback to the instructor regarding
course design or course content, but only after course com
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ith disabilities to participate
fully in the online comm
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anipulation, audio and video
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are is
required to which som
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have access, alternative file types are not provided; large files are not identified as
such and alternative (smaller) files are
not provided; video files are not stream
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regarding course design or course content; feedback m
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ith disabilities to participate
in the online comm
unity for some
activities; the design and delivery of content do not apply alternative
resources nor enable assistive processes for those needing accom
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ith disabilities are not evident; design factors such as color, text size
manipulation, audio and video controls,
and alt tags have not been considered;
Course materials som
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standard formats to ensure
accessibility; if specific software is
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mention of this is included and
alternative file types are not provided; large files are not identified as such and alternative (sm
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graphic files are not optimized for w
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Links to some institutional policies,
materials, and form
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policies) are not included; som
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be included but are not clearly written
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more detail; links
to institutional services such as the library, w
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Page 1 of 13
Blackboard Exemplary Course Program
SAMPLE Submission Instructions and Form
Information about You and Your Course
Submission Information
Submitter Name Barbara Smith
Title/Rank Core Faculty
Institution State University
Department English
Email Address [email protected]
Daytime Telephone (123)456-7890
Instructor Name (instructor(s) who taught the course) if different from above
William Brown
Title/Rank Adjunct Faculty
Institution/Organization State University
Department Health Sciences
Email Address [email protected]
Daytime Telephone (234)456-7890
Names and email addresses of instructional designers or others who significantly contributed to the development of this course (add more lines as needed).
Martha Jones, Instructional Designer; Chris Watley, Instructional Designer; Derek Miller, Graphic Designer
Page 2 of 13
Course Information
Course Title Anatomical and Medical Terminology
Course Number IT1234
Language of Instruction English
Number of semester/quarter hour credits 4
Which version of Blackboard Learn was used to deliver this course? Check one.
Blackboard Learning System™ – Enterprise License Blackboard Learning System™ – Vista Enterprise
License Blackboard Learning System™ – CE Enterprise License Blackboard Learning System™ – Basic License Blackboard Learning System™ – CE Basic License Blackboard Learning System™ – ANGEL Edition
The environment for this course can best be described as blended or totally online (choose one).
Blended (a combination of face-to-face and online)
Totally online (a fully online course with no face-to-face component)
Student Target level (check all that apply) K-12 Undergraduate:
1st year 2nd year 3rd year 4th year
Diploma/2 year Degree or Similar* Certificate Graduate Level Professional Development Other
*e.g., Further Education, Vocational Technical Schools, or Community Colleges
Number of terms this course has been offered in its present configuration.
6
Number of students who were enrolled in the course you are submitting for review.
12
In order to acknowledge commercially produced content, please indicate where in the course this content may be found (e.g., Course Cartridges, e-packs, or publisher-supported material. Please provide the name of the publisher and the title of the Course Cartridge or e-pack.).
Pearson Prentice Hall provides a CD that includes a range of interactive exercises, as well as supporting a companion Web site: http://wps.prenhall.com/chet_fremgen_medterms_3/
Page 3 of 13
Self Evaluation: Course Design
Course Design addresses elements of instructional design. For the purpose of this program, course design includes such elements as the structure of the course, learning objectives, and instructional strategies. Use the Exemplary Course Rubric for detailed criteria applicable to the rating choices for each area below. Goals and Objectives Rating: Exemplary
Goals and objectives are easily located within the course
Course goals and objectives are explained clearly
Objectives reflect desired learning outcomes
Objectives are provided for specific units/modules of the course
Content Presentation Rating: Accomplished
Content is provided in manageable segments
Content is easily navigated; progression within units/modules is intuitive or obvious
Content is presented using a variety of media (e.g., text, visual, audio) as appropriate to the audience, learning goals, and subject
Supplementary content materials are provided or suggested for further study Learner Engagement Rating: Exemplary
Instructional strategies are designed to help students reach course goals and objectives
Learners are provided clear guidance on how to use course content to achieve stated learning outcomes
Learning activities encourage higher order thinking (problem solving, analysis, critical reflection, etc.)
There is evidence of individualized learning experiences (e.g., remedial or advanced activities) are provided as needed
Technology Use Rating: Exemplary
Tools available within the CMS are used in ways that further student learning
Arrangement of tools facilitates efficient learning experiences
Innovative uses of tools or technologies enable students to learn in a variety of ways
Applicant’s narrative: How does the design of this course meet the criteria stated above? Please
provide a narrative of up to 500 words describing the course design components you feel are exemplary. Be sure to include within your narrative evidence of exemplary course design. This evidence can be up to five (5) locations within your course. As needed please provide screen shots or other artifacts to illustrate exemplary course design which are not otherwise accessible by the reviewer. If this is a blended learning environment, describe why the online components of the course were chosen and how they relate to the other learning activities in the course. Narrative and Example Course Locations Technical Challenges One of the course competencies, or learning goals, of this course is, “spell and pronounce basic medical terms.” This goal presented challenges for an asynchronous learning environment: 1) How were learners to hear pronunciations of words?
Page 4 of 13
2) How could the instructor hear each learner pronounce words? 3) How would instructors provide learners with feedback about their pronunciations? The solution to the first challenge was to adopt a text with a CD featuring an audio pronunciation glossary, with games and self-tests for practice. The solution chosen for the second challenge was to set up a course voicemail box. Each week, each learner created a voicemail message, in which he or she pronounced a set of terms. The voicemail messages were saved as audio files and were forwarded to the instructor’s email account. To resolve the third challenge, the course instructor provided feedback in the form of an audio file. Thus, learners who required further assistance with pronunciation could receive individualized vocal instruction. Learning Activities Learning medical and anatomical terminology is similar to learning a foreign language; many practice activities are necessary for learners to become proficient. This course makes extensive use of the practice activities offered in the CD that accompanies the text. The CD also contains an audio glossary and a spelling bee for practicing the translation of a spoken word to a written word. The wide variety of activities offered keeps the learner engaged, accommodates individual learning styles, and provides context for learners who lack practical experience in specific areas of medical terminology. Places within the course which support effective course design: Syllabus – Grading Page: The syllabus includes specific guidance for learners on how their work will be graded. This information includes links to scoring guides, which provide the exact criteria on which activities within the course will be scored. Learning Units – Course Outline: The outline for the course identifies titles and learning objectives that are covered in each of the course units. This provides a comprehensive view of what learners can expect to learn throughout the course. All Units - Navigation & Manageability: The units are designed to be consistent in appearance and content. Each unit begins with an introduction, including a repetition of the unit’s learning objectives from the course outline. The study activities for the unit follow the introduction and objectives. These required study activities provide reading and other resource materials that prepare the learner for the course discussions and assignments. All Units – Online Quizzes: Each unit includes a timed online quiz. Learners are encouraged to take the quiz only when they feel they have mastered the content of the unit. Then, they are challenged to complete the quiz within the time allowed. Upon completion of the quiz, learners are provided with feedback, including what questions they may have answered incorrectly. Home Page – Online Course Survey: The course includes an online survey that allows the learner to provide feedback on both the performance of the instructor and the content of the course. The results of these surveys are distributed to stakeholders at the end of the quarter. They are used to enhance or alter the course, as part of a continuous quality feedback loop.
Page 5 of 13
Self Evaluation: Interaction & Collaboration
Interaction and Collaboration can take many forms. The ECP criteria place emphasis on the type and amount of interaction and collaboration within an online environment. Interaction denotes communication between and among learners and instructors, synchronously or asynchronously. Collaboration is a subset of interaction and refers specifically to those activities in which groups are working interdependently toward a shared result. This differs from group activities that can be completed by students working independently of one another and then combining the results, much as one would when assembling a jigsaw puzzle with parts of the puzzle worked out separately then assembled together. A learning community is defined here as the sense of belonging to a group, rather than each student perceiving himself/herself studying independently. Use the Exemplary Course Rubric for detailed criteria applicable to the rating choices for each area below. Please note: If there is no evidence of interaction, using such tools as discussion, chat, email, blogs, wikis, or podcasts, the course will not be considered for review, unless this is a blended course and evidence is provided that interactions occur in the face-to-face environment (see Applicant’s Narrative section below). To protect student information, you may copy several examples (at least six) of student interaction, hide student identity, and re-post as course content with a heading “ECP Interaction Examples.”
Communication Strategies Rating: Exemplary
Both asynchronous (discussions, blogs, wikis, etc.) and synchronous (chat, videoconferencing, virtual classroom, etc.) activities are available as appropriate
Asynchronous communication activities provide students with opportunities for reflection, problem-solving, and/or other higher order thinking
Synchronous communication activities benefit from the real-time presence of instructor and/or peers allowing for interactions of a ‘rapid response’ nature regarding content
Development of a Learning Community Rating: Exemplary
Communication activities are used to further student learning and/or build a sense of community among learners
Collaborative activities, if included, are designed not only to help students learn course content but to practice/improve upon their skills working on a team
Student-to-student interaction is encouraged and/or required
Student-to-instructor interaction is encouraged and/or required Interaction Logistics Rating: Exemplary
Levels of participation required by students are explained clearly, as are communication protocols (e.g., what constitutes a “good” versus “poor” discussion posting)
Students are provided with a rubric or other appropriate guidelines indicating how their course participation and interaction will be assessed
The instructor takes an active role in facilitating and moderating discussions, including providing feedback to students
Page 6 of 13
Applicant’s narrative: How does interaction and collaboration within this course meet the criteria
stated above? Please provide a narrative of up to 500 words describing the interaction and collaboration components you feel are exemplary. You may also include, within your narrative, up to five (5) locations within your course that you consider evidence of exemplary interaction and/or collaboration. Explain the nature and purpose of the communication tools used in the course, include evidence that the majority of the students were interacting in a meaningful way. If students are expected to interact with each other or collaborate in groups, include examples of the assignments that cause them to do so. Also ensure that a sufficient number of discussion threads/postings are included with your submission. You may compile (WCT or ANGEL) or collect (Bb) to download discussion threads and then edit the file to change student names. Provide examples or discussion protocols if they are used. If this is a blended learning environment, and if online interaction/collaboration is not an important element of this blended learning course, please indicate why and explain how it occurs face-to-face. If this is a blended learning environment, describe why the online interaction and collaboration components of the course were chosen and how they relate to the offline components of the course. Narrative and Example Course Locations: To engender learner-to-learner interaction, we provide weekly discussion topics that are designed to generate conversations between learners. In addition, we provide guidance for how learners are to respond to each other, and designate the number of responses required from each learner. In the first unit’s discussion, learners introduce themselves to one another and to the instructor. They are asked to tell a bit about themselves and their objectives for the course. This gives the instructor an idea of each learner’s previous experience and initial skill level, related to course content. The instructor has an array of tools available for communication. He or she is expected to engage with learners frequently through the assigned discussions, using the Socratic method to extend and enhance the conversation, when possible. Learners can ask questions of the instructor in an area separate from the weekly topic discussions. As noted above, the instructor can also provide feedback in the form of audio files sent via email. We have found this to be particularly helpful for learners who needed coaching with word pronunciation, an area that is critical to learners’ success in this course. The learner-to-content interaction opportunities provided in this course are exceptional. As stated above, the course makes extensive use of the CD that accompanies the text. This CD features many different activities for practicing spelling, word recognition, and pronunciation. For example, learners can select specific words or terms from the audio glossary and generate a set of flash cards for extra practice on pronouncing them. Course Locations: Announcements : The course room contains an announcement feature that includes a pop-up window to alert learners as they log onto the course room. Course Specific e-Mail: Each course room includes a private email setup that allows communication outside of the discussion environment. Through this course room email, the instructor can communicate with the learners as a group, or individually; and learners can communicate with one another.
Page 7 of 13
Integration of this email feature within the course room itself enables learners to contain all of their course-related communications in one place. This enhances their ability to keep track of their course-related activities. Discussion – Faculty Expectations: Learners are provided with a detailed set of faculty expectations to ensure that they understand what is required of them, throughout the course. Learners are asked to provide a response once they have read these expectations, as a means of documenting this interaction.
Page 8 of 13
Self Evaluation: Assessment
Assessment focuses on instructional activities designed to measure progress towards learning outcomes, provide feedback to students and instructor, and/or enable grade assignment. This section addresses the quality and type of student assessments within the course. Use the Exemplary Course Rubric for detailed criteria applicable to the rating choices for each area below. Expectations: Rating: Exemplary
Assignments and assessments are aligned with stated goals and objectives
Rubrics or descriptive criterion measures are provided to make expectations clear
Instructions offer sufficient detail to ensure learner understanding
Assessment Design: Rating: Exemplary
Assessments are appropriate for measuring the skills and knowledge students have acquired
Assessments require the use of higher order thinking skills (e.g., analysis, evaluation, etc.)
Assessments are designed to predict the learner’s performance outside of the instructional
environment (transfer)
Multiple assessment opportunities are included to provide a record/baseline of
performance over time
Multiple types of assessments are provided to address learning style differences and
enhance motivation
Self-assessment: Rating: Exemplary
Multiple opportunities for self-assessment are provided
Self-assessments provide feedback that helps students to improve
Applicant’s narrative: How do the assessments within this course meet the criteria stated
above? Please provide a narrative of up to 500 words describing the assessment and assignment components you feel are exemplary and include examples to support your narrative. You may also include, within your narrative, up to five (5) locations within your course that you consider evidence of exemplary assessment and assignments. Provide examples of student-teacher engagement in assessment and feedback from the instructor. These could be in the form of screen shots or other artifacts such as a sample assignment rubric, the completed assignment and instructor feedback. If this is a blended learning environment, describe why the online assessment components of the course were chosen and how they relate to the face-to-face components of the course. Narrative and Example Course Locations: State University employs competency-based learning strategies. At State University, course competencies are the skill sets, or bundles of skills, that each learner must possess, in order to be able to demonstrate achievement of the program outcomes. Unit objectives are designed
Page 9 of 13
to deliver the specific skills, knowledge, and attitudes that comprise the course competencies. This methodology ensures that learners are assessed only on skills that directly align with the stated course competencies. Learners in this course are assessed through a number of measures. As indicated earlier, they are evaluated on their ability to pronounce the terms and words each week, by recording their pronunciations in voicemail messages. In addition, a weekly quiz assesses their mastery of the current unit’s terms and concepts. Each quiz offers feedback to enhance learners’ understanding of terms and concepts for which they provided incorrect answers. Each week, learners complete and submit exercises in which they practice using the current unit’s terms and concepts. Each exercise is assessed on the learner’s demonstrated ability to use the terms in the proper context, and to identify prefix and suffix information. For relevant terms, learners are also expected to identify industry-accepted abbreviations. Finally, learners are assessed on their engagement in critical thinking, through exercises and discussions. Learners complete exercises about using medical documents that are commonly found in the health care industry. The questions in the exercises are designed to require critical thinking. Learners post their answers for a specific exercise to a specific discussion topic. Learners next provide feedback to one another in the appropriate discussion topic on the conclusions they have drawn in their answers to the exercises. The instructor participates in these discussions and also uses them to evaluate each learner’s practical application of the critical thinking concepts. Syllabus – Grading Page: The syllabus contains a grading page that specifies the activities that learners are required to complete. The grading page includes the point values that are associated with each activity. Scoring Guides – Grading Page: The grading page includes links to scoring guides that specifically describe what learners are expected to accomplish in each activity, in order to successfully complete the course. Each Unit – Quizzes: Online quizzes automatically score the answers provided by the learners. These scores are automatically populated in the grade book. The quiz tool also provides immediate feedback to the learner, regarding any incorrect answers.
Page 10 of 13
Self Evaluation: Learner Support
Learner Support addresses the support resources made available to students taking the course. Such resources may be accessible within or external to the course environment. Specifically, learner support resources address a variety of student services including, but not limited to: Orientation to Course and CMS: Rating: Exemplary
A course orientation is available for students
An orientation to the course management system is available for students
Publisher produced materials and/or content/tools external to the course environment
provide support for their use
Supportive Software (Plug-ins): Rating: Accomplished
Links to necessary software plug-ins and instructions for downloading, installing, and using
them are provided
Instructor Role and Information: Rating: Exemplary
Contact information and/or links are provided to reach
o the instructor
o technical help
o the institution’s services for course logistics (e.g., registration, payment)
o the institution’s learning support services (e.g., library, writing center)
The Instructor’s role and expected response times are clearly explained
Course/Institutional Policies and Support: Rating: Exemplary
Course and institutional policies are included regarding
o Appropriate use of online resources
o Plagiarism
o Netiquette
o Other “behavioral topics”, as needed
Technical Accessibility Issues: Rating: Exemplary
File formats and necessary software are explained
Standard file formats are used
Alternative file formats are provided where needed
High-bandwidth content and activities are accompanied by low-bandwidth alternatives
Accommodations for Disabilities: Rating: Exemplary
Visual display elements are appropriate (e.g., colors, text sizes, white space)
Images use alt-tags
Audio elements provide transcripts and volume controls
Page 11 of 13
Feedback: Rating: Exemplary
Students have the opportunity to provide feedback:
o About the course content
o About the course design and operation
o During the course
o After the course
Applicant’s Narrative How does the learner support provided to students meet the
criteria stated above? Please provide narrative of up to 500 words describing the support components you feel are exemplary. You may also include, within your narrative, up to five (5) locations within your course that you consider evidence of exemplary support. If this is a blended learning environment, describe why the online components of the course were chosen and how they relate to the face to face components of the course. Narrative and Example Course Locations: Learner support is a broad and well-developed resource at State University. To start, links at the bottom of each page in the course room provide direct access to an array of resources: 1. The State University Library, which connects learners to extensive online resources, including journals and e-books. 2. The Academic Success Center, which features such resources as the Writing Support Center and the Career Center. 3. The Learner Handbook, which includes links to handbooks for each of State University’s departments. 4. The Course Orientation, which includes tutorials on all aspects of the course room environment. The Course Orientation includes a computer check-up, to help learners verify that their computers have everything they need to succeed in the course room. There are a range of methods available to the learner seeking learning support. There is a link to the IT support staff on the home page of each course. Learners are provided with access to IT support via phone and email communication. State University has also provided a significant number of tutorials through the i-Guide portal, to supplement the course room experience. In i-Guide, learners can access a broad range self-paced tutorials. I-Guide provides tutorials on developing personal communication skills; career development skills; and technical skills, including how to use commonly required software applications and technologies, such as the Microsoft Office applications and PDF files. The tutorials offered through i-Guide are available to all learners, at no additional cost. Course Locations: Home Page: This page contains links to the various components of the course and provides access to IT support.
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Each Page within the Course: Each page within the course features a footer providing access to resources including the i-Guide portal, the State University library, the Academic Success Center, the learner handbooks, and course room orientation resources. Syllabus – Learner Expectations This page includes links to resources, including information on academic honesty and codes of conduct. In addition, this page provides access to a tool that analyzes the content of learners’ work for authenticity of authorship. Learners can use this tool to evaluate their work prior to submission for a grade. Self Evaluation: Identify Exemplary Practices
Describe what you think are three “stand-out practices” in your course. These are the top three items you wish to highlight for reviewers to consider as exemplary practices to share with the broader eLearning community.
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Course Access and Permission Information
Course Access
The course to be reviewed must be a copy of a previously offered course. For the purposes of the ECP review the course should not be actively used for teaching. In addition, once you have applied, this copy of the course site should not be revised or modified. For these reasons you (or your system administrator) should create a copy of the course and a new user ID (with Faculty, Course Builder or Designer access) to allow the reviewers to access the course. Please contact your System Administrator for help creating a back-up of your course and providing access to it for the Exemplary Course Reviewers. If student privacy is an issue, please contact us at [email protected] to discuss possible alternatives. The reviewers will require access for at least a six-month period following the submission of this form. The password below must be valid until at least July 31, 2010; we reserve the right to disqualify your course if your username and password are not valid until July 31, 2010. Please add any specific instructions related to account access.
Faculty/Designer/Course Builder Access: URL: http://blackboard.stateuniversity.edu Username: guestreviewer Password: 3cp2o1oreviewer special instructions: If your course is selected as a Blackboard Exemplary Course, your course will be showcased within Blackboard.com and Blackboard Connections. Blackboard staff will work with you to address student privacy and intellectual property concerns. Permissions
By submitting this course for consideration and providing access, you grant the right for the ECP Directors and members of the review team to enter your course for review purposes. Should your course be chosen as a Blackboard Exemplary Course, you also grant non-exclusive rights to the Program evaluators and Blackboard Inc. to use the materials submitted in professional and trade publications and conference presentations related to Blackboard’s Exemplary Course Program. This includes permission to move the course to a Blackboard server and provide guest access to the course on Blackboard.com. The ECP Directors and Blackboard Inc. agree to attribute the materials to their source (person or institution). In honor of granting our collegial access to your course and in recognition of applicable copyright laws, the evaluators hereby attest that review access to the submitted course will be only for the purposes of this Program. Any files downloaded or printed will be used solely for review purposes and will not be further copied, distributed, or used in any course development without express written permission. If you have any questions about the submission process, please email [email protected].
Thank you for participating in the Blackboard Exemplary Course Program.
Mobile Apps for Productivity, Engagement and Active Learning
Dropbox: Cloud storage, easy moving and sharing of documents
◗◗ www.dropbox.com◗◗ Move documents from your computer
to iPad with ease◗◗ Create shared folders with students
to submit assignments (great for peer review)
◗◗ Collaboration with peers◗◗ App can be downloaded on your
computer as well
Evernote: Cloud storage of webpages, pictures, audio notes, and articles.
◗◗ www.evernote.com◗◗ Notes can be tagged for easy search◗◗ Geolocation/mapping of notes◗◗ Can be marked for offline reading◗◗ Great for sharing notes as well◗◗ App can be downloaded on your computer as well
iAnnotate PDF: Read and annotate PDFs◗◗ Great for grading student work◗◗ Also great for reading and taking notes on articles
Noterize: Notation with pen tools, audio notes, and stickies◗◗ Add an audio note to student work◗◗ Great for annotating PDFs, PPTs,
http://ats.stmarytx.edu/mobile_exchange
Mobile Apps for Education cont.
UPAD: Handwriting and drawing tools
Airsketch: Wireless projection of your iPad◗◗ Get students to participate in your lectures
ScreenChomp/ Educreations: Interactive WhiteBoard
IdeaFlight: Share your screen with student iPads,
MindMeister/iThoughtsHD/Maptini: Concept Maps
Apple Apps◗◗ iPhoto—edit pictures◗◗ iMovie—edit movies◗◗ Keynote—PowerPoint-like presentations◗◗ Pages—Word Processing◗◗ Numbers—Spreadsheets
Cool Apps◗◗ The Elements◗◗ GoSkyWatch◗◗ Google Earth
http://ats.stmarytx.edu/mobile_exchange
App Notes and Notables
Name of App Possible Educational Use
http://ats.stmarytx.edu/mobile_exchange
Mobile Exchange: Our Communityhttp://ats.stmarytx.edu/mobile_exchange
We’re Building CommunityShare Your Apps • Share Your Experiences • Share Your Ideas
PDF | ePub | Web versions available at http://www.nmc.org/publications
The Horizon Report As An Institutional ProcessWayne Brent, Ph.D. – [email protected]
Cyprien Lomas, Ph.D. – [email protected] R. Puentedura, Ph.D. – [email protected]
Horizon
Report
Gesture-Based Computing
Visual Data Analysis
One Year or Less
Mobile Computing
Open Content
Two to Three Years
Four to Five Years
Electronic Books
Simple Augmented Reality
Metatrends(Since 2004)
MobileComputing
SimpleAugmented
Reality
Games as pedagogical
platforms
Collective sharing &
generation of knowledge
Connecting people through
the network
Communication between
humans and machines
Visual Data Analysis
Gesture-BasedComputing
Computing in three
dimensions
Shifting content production to
users
Evolution of a ubiquitous platform
OpenContent
ElectronicBooks
Select Team
Review Research Materials
Generate Answer Set
First Pass Rankings
Create Short List
Second Pass Rankings
Produce Report
Generate Research Database
Present Research Question(s)
Make sure to have a good mix of technologists, faculty, leaders in the
group.
Ask group to expand database, commentary,
with question(s) in mind.
Ask group members to submit answers to
question(s).
For a set of N answers: give each member sqrt(N)
tokens; each distributes tokens between chosen
answers.
Pick top sqrt(N) answers with most total tokens –
this is the short list.
If M answers are desired: give each member M
tokens; each distributes tokens between chosen
short list answers.
Writing team integrates top M answers with research materials to
produce report.
Ask group members to submit links to materials
of interest, with brief commentary.
e.g. “What technologies should colleges be
actively looking for ways to apply?”
The NMC’s Horizon Project is an ongoing research project that seeks to identify and describe emerging technologies that will likely have a significant impact on education. Each edition of the Horizon Report introduces six emerging technologies or practices that are likely to enter mainstream use in the educational community within three adoption horizons over the next one to five years.
The Process In Your Institution
The 2010 Horizon Report
More Information:http://www.nmc.org/horizon/
http://www.educause.edu/E2010/Program/SEM02P
T H E HOR I ZON R E P O R T2 0 1 0 E D I T I O N
a collaboration between
The NEW MEDIA CONSORTIUMand the
EDUCAUSE Learning InitiativeAn EDUCAUSE Program
a collaboration between
The NEW MEDIA CONSORTIUMand the
EDUCAUSE Learning InitiativeAn EDUCAUSE Program
Mobile Apps
Tablet Computing
Game-Based Learning
Learning Analytics
Gesture-Based Computing
Internet of Things
The 2012 Horizon Report
Horizon Report Meta Trends
http://www.gartner.com/it/page.jsp?id=1763814
Gartner: Hype Cyclehttp://www.gartner.com/
G00215667
Gartner's Hype Cycle Special Report for 2011Published: 2 August 2011
Analyst(s): Jackie Fenn
The 2011 Gartner Hype Cycle Special Report evaluates the maturity of morethan 1,900 technologies and trends in 89 areas. New this year areapplication services and outsourcing, cloud application infrastructureservices, cloud security, privacy and smart cities.
AnalysisGartner's 2011 Hype Cycle Special Report provides strategists and planners with an assessment ofthe maturity, business benefit and future direction of over 1,900 technologies, grouped into 89distinct Hype Cycles. The Hype Cycle graphic has been used by Gartner since 1995 to highlight thecommon pattern of overenthusiasm, disillusionment and eventual realism that accompanies eachnew technology and innovation. The Hype Cycle Special Report is updated annually to tracktechnologies along this cycle and provide guidance on when and where organizations should adoptthem for maximum impact and value. Each Hype Cycle document also contains a second graphic,the Priority Matrix, that compares the relative benefit and maturity of technology candidates.
In addition to the two graphics, each Hype Cycle report contains an introduction that highlights keytrends, such as advances in technological capabilities and changes in the provider marketplace.Each technology or trend featured in the Hype Cycle and Priority Matrix is also profiled in moredetail, including a definition, assessment of business impact, advice on adoption and samplevendors, where applicable. For more information on how to interpret and apply the Hype Cyclereports, see "Understanding Gartner's Hype Cycles, 2011," which has been updated andrestructured this year, including the addition of a new frequently-asked-questions section.
The Hype Cycles in this report include a broad range of technology and application topics, as wellas industry and geographic views. The entries featured in each Hype Cycle are mostly technologies,but also include services, frameworks, architectures, regulations, management disciplines andhigher-level trends (such as consumerization), as we have observed that these categories alsocommonly follow the Hype Cycle.
New Hype Cycles for the 2011 Special Report are:
■ Application Services and Outsourcing. The "Hype Cycle for Application Services andOutsourcing, 2011" showcases professional services in areas such as IT and operationaltechnology convergence, social media and mobility. It helps organizations discern the
significance of specific application services when making vendor selection or sourcingdecisions.
■ Cloud Security. The "Hype Cycle for Cloud Security, 2011" encompasses technologies andstandards that improve the security and reliability of the cloud computing model, and trustedapplication and security services that are delivered by cloud service providers.
■ Cloud Application Infrastructure Services. Cloud application infrastructure services (alsoknown as platform as a service, or PaaS) form the foundation of a cloud computing platform byenabling development, execution, management and life cycle control for cloud-basedapplication solutions (see "Hype Cycle for Cloud Application Infrastructure Services (PaaS),2011"). It is a less developed and less understood layer in the cloud computing architecturewhen compared with system infrastructure services (IaaS) and application services (SaaS), butis the fastest growing with innovation and new vendor investments.
■ Privacy. The first "Hype Cycle for Privacy, 2011" is a tool for privacy officers and other ITprofessionals who have a responsibility for privacy in the organization. As attention to privacy asa whole reaches a peak, it justifies a closer look at which regulations are emerging and whichhave matured, and which technologies are deployed to deal with legal requirements and culturalexpectations.
■ Smart City Technologies and Solutions. Many technologies are relevant to a discussion ofsmart cities, ranging from transportation and healthcare to energy management and cloudcomputing. This new report (see "Hype Cycle for Smart City Technologies and Solutions, 2011')profiles 34 of the most significant emerging technologies that can be used to implement a smartcity.
■ Sustainability and Green IT in India. "Hype Cycle for Green IT and Sustainability in India,2011" features a new geographic variation on the sustainability and green IT Hype Cycle, asIndia's breakneck economic growth makes it a likely early adopter of green IT and sustainabilitysolutions in IT hardware and communications.
■ Application Security. As attacks become more financially motivated and organizations getbetter at securing their infrastructures, they have shifted to the application level. To addressnew risks, technology markets for application and data security have emerged, offeringprotection for these critical assets. To address this shift, last year's data and applicationsecurity Hype Cycle has been split into two: "Hype Cycle for Application Security, 2011" and"Hype Cycle for Data and Collaboration Security, 2011."
■ Consumer Devices. The ongoing convergence of previously distinct devices like personalcomputers, phones and televisions is moving the market for consumer devices away fromhardware-centric to usage-centric. In view of this, the 2010 Hype Cycles for mobile devices andpersonal computers have merged into the "Hype Cycle for Consumer Devices, 2011."
Based on the number of clients reading each Hype Cycle, the most popular Hype Cycles from the89 published during 2010 were Cloud Computing; Emerging Technologies; IT OperationsManagement; IT Outsourcing; Networking and Communications; Application Development; MobileDevice Technologies; and Wireless Devices, Software and Services.
Page 2 of 11 Gartner, Inc. | G00215667
The Hype Cycle Graphic
Gartner's Hype Cycle characterizes the typical progression of an emerging technology, fromoverenthusiasm through a period of disillusionment to an eventual understanding of thetechnology's relevance and role in a market or domain. Each phase is characterized by distinctindicators of market, investment and adoption activities (see Figure 1).
Figure 1. Gartner's Hype Cycle
Startup companies, first round of venture capital funding
time
Slope of EnlightenmentTrough of
DisillusionmentPeak of Inflated
ExpectationsTechnology
TriggerPlateau of
Productivity
R&D
First-generation products, high price, lots of customization needed
Early adopters investigate
Mass media hype begins
Negative press begins
Supplier consolidation and failures
Second/third rounds of venture capital funding
Methodologies and best practices developing
Supplier proliferation
Activity beyond early adopters
Less than 5 percent of the potential audience has adopted fully
Second-generation products, some services
Third-generation products, out of the box, product suites
High-growth adoption phase starts: 20% to 30% of the potential audience has adopted the innovation
expectations On the Rise
At the Peak
Sliding Into the Trough
Climbing the Slope
Entering the Plateau
Source: Gartner (August 2011)
Gartner analysts position technologies along the Hype Cycle based on a consensus assessment ofhype and maturity. To represent the varying speeds, all technologies on the Hype Cycle areassigned to a "years to mainstream adoption" category (for example, two to five years),representing how long they will take to reach the Plateau of Productivity from their current positionon the Hype Cycle — that is, how far they are from the start of mainstream adoption.
Hype Cycles help technology planners to decide when to invest in that technology. A Hype Cycle isa useful educational tool that:
Gartner, Inc. | G00215667 Page 3 of 11
■ Establishes the expectation that most technologies will inevitably progress through the patternof overenthusiasm and disillusionment before proving their real value.
■ Provides a snapshot of the relative level and pace of maturity of technologies within a certainsegment of the IT world, such as a technology area, horizontal or vertical business market, or acertain demographic audience. A Hype Cycle has a simple and clear message. Companiesshould not invest in a technology just because it is being hyped, nor should they ignore atechnology just because it is not living up to early overexpectations.
For more detailed Information on the causes, traps and opportunities of the Hype Cycle, see"Understanding Gartner's Hype Cycles, 2011," and the book "Mastering the Hype Cycle: How toChoose the Right Innovation at the Right Time" by Jackie Fenn and Mark Raskino, from HarvardBusiness Press, 2008.
The Priority Matrix Graphic
The Priority Matrix is a tool for prioritizing emerging technologies by forcing technology planners tolook beyond the hype and assess technology opportunities in terms of their relative impact on theenterprise and the timing of that impact (see Figure 2). In the Priority Matrix, the vertical axisfocuses on the potential benefit of the technology (rather than on the expectation levels presentedin the Hype Cycle). The horizontal axis groups the technologies according to the same years-to-mainstream-adoption rating used on the Hype Cycle. The years-to-mainstream-adoption rating is asimple measure of risk based on the projected rate of maturation for a technology. High-priorityinvestments appear in the top-left portion of the Priority Matrix, where technologies potentially havea high impact and have reached a reasonable level of maturity.
Page 4 of 11 Gartner, Inc. | G00215667
Figure 2. Gartner's Priority Matrix
benefit years to mainstream adoption
less than 2 years 2 to 5 years 5 to 10 years more than 10 years
transformational Invest aggressively if not already adopted
Conservative (Type C) investment profile
Moderate (Type B) investment profile
Aggressive (Type A) investment profile
high Conservative (Type C) investment profile
Moderate (Type B) investment profile
Aggressive (Type A) investment profile
Invest with caution
moderate Moderate (Type B) investment profile
Aggressive (Type A) investment profile
Invest with caution Invest with extreme caution
low Aggressive (Type A) investment profile
Invest with caution Invest with extreme caution
Invest with extreme caution
Source: Gartner (August 2011)
The Priority Matrix answers the questions:
■ What level of benefit can an enterprise gain from a technology?
■ When will the technology be mature enough for an enterprise to derive this benefit at anacceptable level of risk?
Using Hype Cycles in Strategic Planning
Many Gartner clients use Hype Cycles and Priority Matrices as part of their technology-planningprocess. In particular, the Hype Cycle Special Report is a valuable resource for strategic planningactivities as a "trend and technology scan." A typical use would be to select several Hype Cyclesreflecting relevant overviews and drill-down initiatives. For example, a bank with an active callcenter might focus on the Hype Cycles for Emerging Technologies, Financial Services PaymentSystems, the two Banking and Investment Services Hype Cycles, and the two CRM Hype Cycles aswell as consumer and mobile topics. Once the bank had created a shortlist of relevant technologiesfrom these Hype Cycles, it could document and discuss the relevant benefits and risks of each,using the ratings and information provided in the Hype Cycle technology descriptions, adjusted forits specific organizational goals and priorities.
Gartner, Inc. | G00215667 Page 5 of 11
Many organizations have found the "My Hype Cycle" toolkit — which contains all the technologyentries from all the Hype Cycles in a single spreadsheet that can be sorted and filtered, plus a HypeCycle graphic auto-generation tool — an effective way to create custom Hype Cycles for internalmeetings and presentations (see "Toolkit: My Hype Cycle, 2010"). The 2011 version will be availablein late September. Creating custom Hype Cycles and Priority Matrices forces planners to be explicitabout the assumptions regarding risks and benefits, which helps discussions and decision makingabout adoption priorities. In addition, considering higher-level trends such as the technology,societal and business trends featured in "Trends That Matter: Top Trends and Their BusinessImpact" broadens the discussion to the intersection of multiple trends. The output from this type oftrend and technology scan typically feeds into a set of evaluation projects that further informadoption decisions (see "Driving the STREET Process for Emerging Technology and InnovationAdoption" for more information).
Technology providers use Hype Cycles as a way to understand the likely market reaction to theirproducts and services based on the adopter community's expectations and attitudes. They alsofind value in examining the Hype Cycles for candidate technologies and capabilities that will impactfuture product and service offerings and ecosystems. Investors watch for technologies that are onthe rise in a Hype Cycle to try to catch them before the Peak of Inflated Expectations or at thebeginning of the Slope of Enlightenment before they move into mainstream adoption.
2011 Technology and Application Hype Cycles
Technology and Application Hype Cycles provide a snapshot of core technologies,communications, application development and business applications. The "Hype Cycle forEmerging Technologies, 2011" provides a view of highly hyped and high-impact trends andtechnologies from across IT. Regional Hype Cycles highlight the particular areas of activity withinthe various geographies, including where the region is ahead of or lagging the global average.
"Hype Cycle for Analytical Applications, 2011"
"Hype Cycle for Application Architecture, 2011"
"Hype Cycle for Application Development, 2011"
"Hype Cycle for Application Infrastructure, 2011"
"Hype Cycle for Application Security, 2011"
"Hype Cycle for Business Intelligence, 2011"
"Hype Cycle for Business Process Management, 2011"
"Hype Cycle for Business Use of Social Technologies, 2011"
"Hype Cycle for Consumer Devices, 2011"
"Hype Cycle for Consumer Services and Mobile Applications, 2011"
"Hype Cycle for Consumer Technologies, 2011"
Page 6 of 11 Gartner, Inc. | G00215667
"Hype Cycle for Context-Aware Computing, 2011"
"Hype Cycle for CRM Customer Service and Support, 2011"
"Hype Cycle for CRM Marketing Applications, 2011"
"Hype Cycle for CRM Sales, 2011"
"Hype Cycle for E-Commerce, 2011"
"Hype Cycle for Emerging Technologies, 2011"
"Hype Cycle for ERP, 2011"
"Hype Cycle for Green IT and Sustainability in India, 2011"
"Hype Cycle for Human-Computer Interaction, 2011"
"Hype Cycle for ICT in China, 2011"
"Hype Cycle for ICT in India, 2011"
"Hype Cycle for Mobile Device Technologies, 2011"
"Hype Cycle for Networking and Communications, 2011"
"Hype Cycle for Open-Source Software, 2011"
"Hype Cycle for Performance Management, 2011"
"Hype Cycle for Semiconductors and Electronics Technologies, 2011"
"Hype Cycle for Server Technologies, 2011"
"Hype Cycle for Smart City Technologies and Solutions, 2011"
"Hype Cycle for Smart Grid Technologies, 2011"
"Hype Cycle for Social Software, 2011"
"Hype Cycle for Solar Energy, 2011"
"Hype Cycle for Storage Technologies, 2011"
"Hype Cycle for Supply Chain Management, 2011"
"Hype Cycle for Sustainability and Green IT, 2011"
"Hype Cycle for Web and User Interaction Technologies, 2011"
Gartner, Inc. | G00215667 Page 7 of 11
"Hype Cycle for Wireless Devices, Software and Services, 2011"
"Hype Cycle for Wireless Networking Infrastructure, 2011"
2011 Information and IT Services Hype Cycles
Information and IT services Hype Cycles examine topics relating to the management and security ofinformation and content, and to the management and sourcing of IT operations and services.
"Hype Cycle for Application Services and Outsourcing, 2011"
"Hype Cycle for Business Continuity Management and IT Disaster Recovery Management, 2011"
"Hype Cycle for Business Process Services and Outsourcing, 2011"
"Hype Cycle for Cloud Application Infrastructure Services (PaaS), 2011"
"Hype Cycle for Cloud Computing, 2011"
"Hype Cycle for Cloud Security, 2011"
"Hype Cycle for Content Management, 2011"
"Hype Cycle for Data and Collaboration Security, 2011"
"Hype Cycle for Data Center Power and Cooling Technologies, 2011"
"Hype Cycle for Data Management, 2011"
"Hype Cycle for Enterprise Architecture, 2011"
"Hype Cycle for Enterprise Information Management, 2011"
"Hype Cycle for Governance, Risk and Compliance Technologies, 2011"
"Hype Cycle for Identity and Access Management Technologies, 2011"
"Hype Cycle for Imaging and Print Services, 2011"
"Hype Cycle for Infrastructure Protection, 2011"
"Hype Cycle for Infrastructure Services and Outsourcing, 2011"
"Hype Cycle for IT Operations Management, 2011"
"Hype Cycle for Legal and Regulatory Information Governance, 2011"
"Hype Cycle for Master Data Management, 2011"
"Hype Cycle for Privacy, 2011"
Page 8 of 11 Gartner, Inc. | G00215667
"Hype Cycle for Real-Time Infrastructure, 2011"
"Hype Cycle for Software as a Service, 2011"
"Hype Cycle for Virtualization, 2011"
2011 Industry Hype Cycles
In addition to the cross-industry positioning featured in the technology and application, andinformation and IT services Hype Cycles, industry Hype Cycles show how technologies may be atdifferent levels of maturity and adoption in different industries. Industry Hype Cycles also featuretechnologies and trends unique to that specific industry.
"Hype Cycle for Advertising, 2011"
"Hype Cycle for Automotive Demand Chain and Supply Chain Technologies, 2011"
"Hype Cycle for Banking and Investment Services Core Applications and Architecture Technologies,2011"
"Hype Cycle for Banking and Investment Services Customer Acquisition and Retention, 2011"
"Hype Cycle for Broadcasting and Entertainment, 2011"
"Hype Cycle for Communications Service Provider Infrastructure, 2011"
"Hype Cycle for Communications Service Provider Operations, 2011"
"Hype Cycle for Consumer Goods, 2011"
"Hype Cycle for Education, 2011"
"Hype Cycle for Emerging Energy Technologies, 2011"
"Hype Cycle for Financial Services Payment Systems, 2011"
"Hype Cycle for Government Transformation, 2011"
"Hype Cycle for Healthcare Payers, 2011"
"Hype Cycle for Healthcare Provider Applications and Systems, 2011"
"Hype Cycle for Healthcare Provider Technologies and Standards, 2011"
"Hype Cycle for Life Insurance, 2011"
"Hype Cycle for Life Sciences, 2011"
"Hype Cycle for Manufacturing Product Life Cycle and Operations Management, 2011"
Gartner, Inc. | G00215667 Page 9 of 11
"Hype Cycle for Media Industry Publishing, 2011"
"Hype Cycle for P&C Insurance, 2011"
"Hype Cycle for Retail Technologies, 2011"
"Hype Cycle for Telemedicine, 2011"
"Hype Cycle for the Telecommunications Industry, 2011"
"Hype Cycle for Transportation, 2011"
"Hype Cycle for Utility Industry IT and Business Processes, 2011"
"Hype Cycle for Utility Industry Operational Technologies, 2011"
"Hype Cycle for Vehicle-Centric Information and Communication Technologies (Vehicle ICT), 2011"
Recommended ReadingSome documents may not be available as part of your current Gartner subscription.
"Understanding Gartner's Hype Cycles, 2011"
"Toolkit: My Hype Cycle, 2010"
"Trends that Matter: Top Trends and Their Business Impact"
"Driving the STREET Process for Emerging Technology and Innovation Adoption"
"Executive Perspectives: Strategic Business Capabilities and the Gartner Hype Cycle"
J. Fenn and M. Raskino, "Mastering the Hype Cycle: How to Choose the Right Innovation at theRight Time," Harvard Business School Press, 2008
Page 10 of 11 Gartner, Inc. | G00215667
Regional Headquarters
Corporate Headquarters56 Top Gallant RoadStamford, CT 06902-7700USA+1 203 964 0096
Japan HeadquartersGartner Japan Ltd.Atago Green Hills MORI Tower 5F2-5-1 Atago, Minato-kuTokyo 105-6205JAPAN+ 81 3 6430 1800
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Latin America HeadquartersGartner do BrazilAv. das Nações Unidas, 125519° andar—World Trade Center04578-903—São Paulo SPBRAZIL+55 11 3443 1509
Asia/Pacific HeadquartersGartner Australasia Pty. Ltd.Level 9, 141 Walker StreetNorth SydneyNew South Wales 2060AUSTRALIA+61 2 9459 4600
© 2011 Gartner, Inc. and/or its affiliates. All rights reserved. Gartner is a registered trademark of Gartner, Inc. or its affiliates. Thispublication may not be reproduced or distributed in any form without Gartner’s prior written permission. The information contained in thispublication has been obtained from sources believed to be reliable. Gartner disclaims all warranties as to the accuracy, completeness oradequacy of such information and shall have no liability for errors, omissions or inadequacies in such information. This publicationconsists of the opinions of Gartner’s research organization and should not be construed as statements of fact. The opinions expressedherein are subject to change without notice. Although Gartner research may include a discussion of related legal issues, Gartner does notprovide legal advice or services and its research should not be construed or used as such. Gartner is a public company, and itsshareholders may include firms and funds that have financial interests in entities covered in Gartner research. Gartner’s Board ofDirectors may include senior managers of these firms or funds. Gartner research is produced independently by its research organizationwithout input or influence from these firms, funds or their managers. For further information on the independence and integrity of Gartnerresearch, see “Guiding Principles on Independence and Objectivity” on its website, http://www.gartner.com/technology/about/ombudsman/omb_guide2.jsp.
Gartner, Inc. | G00215667 Page 11 of 11
Camtasia Relay: Record with Purposehttp://camtaisa.stmarytx.edu
• Record everything that is on your monitor
• Record your voice-only explanations of assign-ments and activities
• Record via the iPhone/iPad video camera
• Post to Blackboard via iTunes U
on campus only
http://www.merlot.org
http://www.merlot.org/
http://www.merlot.org
What is MERLOT?
MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is • A FREE and OPEN repository of instructional materials• MERLOT is a program of the California State University, in partnership with higher educa-
tion institutions, professional societies, and industry. • Organized by 13 discipline areas• Designed primarily for faculty and students in higher education
Where is MERLOT? http://www.merlot.org/
Why is MERLOT valuable to St. Mary’s?
• FREE and OPEN nationwide resource• Already developed standards and ratings system• Robust infrastructure, including a searchable database• Partnership opportunity• Easy to become an individual member• Individual members can add teaching-learning materials, comments, and assignments to
the MERLOT collection
How Do I Become A Member?
To become a member, only your last name and e-mail address are required. Minimal other information is optional, and is designed to give other members a sense of your role and your subject interests in the educational community. This information is posted on each member’s profile and in that way is public. MERLOT does not share this information beyond this use.
Steps:
1. Go to http://www.merlot.org/merlot/join.htm2. Fill in the short form (name, email address, member type, areas of interest)3. Click on Submit Information 4. You will receive confirmation of your membership via email
http://navigator.nmc.org/
Horizon Project: Navigatorhttp://navigator.nmc.org/
Ways the Louis J. Blume Library can partner with you
Contact the Library Instruction Librarian ([email protected] or 436-‐3346) or your library liaison if:
• You are planning to give students assignments that involve using external or library resources. This could include books, government publications, journal articles, or materials accessed through library subscription databases. It helps if you provide us with a copy of the assignment and also a course syllabus. With this information, we can make sure we have the resources that students are asked to use. This information also prepares us in directing students to these sources and training them in their effective use. We can inform our colleagues about anticipated use of these resources.
• We are happy to work with you in developing effective library assignments. In other words, we can cooperate in working towards assignments that challenge students not only to gain skills in acquiring information, but also to require students to critically analyze, evaluate, and synthesize information.
• We can tailor instruction in using library resources to the needs of your class. With our constantly changing information environment, we are continually acquiring new resources and tools. The primary goals of library instruction are: o introduce or re-‐acquaint students with relevant library resources (print, electronic, and other
formats) for their projects and information needs o help students use these resources effectively o help students develop efficient and effective information search strategies o help students develop critical evaluation skills, so they can determine relevance and reliability
of information for their needs
These resources include subscription databases available through the library's web site, as well as resources found through the internet. Discipline-‐specific information and search tips can be found under Research Guides: LibGuides at the Blume Library website. Contact the Library Instruction Librarian at [email protected] or your library liaison to schedule training.
• We are available to meet with your student employees at their work location or with student organizations you advise.
• We make office visits!
Incorporate us into your Blackboard Courses • Link to relevant LibGuides (http://stmarytx.libguides.com)
o Explore more than 100 LibGuides we have designed and link to relevant LibGuide(s) o Contact us to develop a LibGuide tailored to your courses’ or students’ specific needs o Visit the Faculty Resources LibGuide (http://stmarytx.libguides.com/faculty_resources) and
contact us for additional ideas and tips • Embed a Librarian -‐ Invite a Librarian to be a teaching assistant in your Blackboard class. The
Librarian can then participate in the Discussion Boards to answer student questions about research and the research process or create a custom wiki or blog for your students addressing research aspects of your assignment. You and the Librarian will define the role of the Librarian in your class.
ADOBE CLP PRICINGFaculty, StaFF, and StudentS can Save up to 80% oFF the Full retail price
Learn more at http://ats.stmarytx.edu/adobe
If you would like to own a personal copy of Adobe software, the Adobe CLP (Cumulative Licensing Program) allows faculty and staff to purchase for Adobe products at greatly reduced prices.
Mike Brown of ScholarBuys is our Adobe CLP representative. To order products, call Mike at 1-877-999-9294 x105 and ask for Adobe CLP pricing.
Gateway Vendor ID: S00518632
version 3.0
http://www.briansolis.com/2008/08/introducing-conversation-prism/
The Web 2.0 Conversation Prismby Brian SolisAugust 2008
version 1.0
1
Foundations of Practice: Civic Engagement and Social Action
SMC 2302, Section A Spring 2012
Dr. Jordan R. Humphrey Office: Center for Life Directions, #139 Telephone: 436-3102 Office Hours: T/Th: 1:00 – 3:00 p.m. Email: [email protected] (or by appointment) Class Location: MATH, 101 Class Time: MWF, 11:20 a.m. – 12:10 p.m. Course Description: This course is designed to provide students with a foundation for understanding the role of civic engagement, community participation, and social action within contemporary society. In this course, students will examine key theories that underlie thinking about community engagement and will explore questions such as: What is civic engagement? What does it mean in contemporary terms? What is the relationship between education, democracy, and civic engagement? How do the ideas of Catholic and Marianist social teaching inform the conversation about civic engagement? How is civic engagement a civic and social responsibility? What does “social action” mean? This course will also require students to identify and then address specific issues of local public concern through participation in a service-learning project. Course Goals/Objectives: SMC 2302 will help you to:
Develop the knowledge, skills, and values necessary for engaging in critical inquiry and independent, innovative thinking.
Practice open-minded consideration of and thoughtful debate about local, national, and global social issues.
Understand and appreciate the need for engagement in one’s community. Integrate the knowledge, skills, and values necessary for civic engagement and ethical
citizenship at the local, national, and global levels. Research public problems as well as to develop and participate in strategies to resolve them. Develop your own interests and commitment to community engagement and service.
Course Outcomes: By the end of this course, you will be able to:
Identify and assess the multidimensionality and dynamics of civic engagement and social action. Identify and assess the structure, modes and factors that influence civic engagement;
comprehend the ethical and moral implications of civic engagement and social action. Identify, assess and understand civic responsibilities. Conceptualize a current or potential future societal issue(s) or problem(s) as case(s) or venue(s)
for civic engagement. Comprehend and apply solutions to a community issue or problem.
2
Required Texts:
Lovenheim, P. (2010). In the neighborhood: The search for community on an American street, one sleepover at a time. New York: Perigree.
Readings on Blackboard Course Requirements:
Service Learning Project and Reflection Journal 30% “Won’t you be my neighbor?” Paper 15% Social Action Paper 15% “Civic Engagement in Action” Paper and Presentation 25% Class Participation/Attendance 15%
Service-Learning Project and Reflection Journal (30%): Due: Service Project - On-going Due: Journal – February 3, March 2, and May 7 Service-Learning: At St. Mary’s University, service-learning is embedded in existing courses throughout our degree programs and is seen as a valuable learning activity, bringing to life the tradition of Catholic social thought and the Marianist Charism. Service-learning combines academic instruction, meaningful service, and critical reflective thinking to enhance student learning and social responsibility. It differs from volunteerism, community service, internships, and field education through its use of structured, critical inquiry and the importance placed on reciprocal partnerships between this class and its community partners. The community work being done throughout the course of the spring semester will help us to better understand the theories and concepts related to civic engagement and social action and to develop an awareness of the issues related to education, poverty, and nutrition currently plaguing San Antonio.
Service-Learning Options: Partnership Organizations: This class will partner with four not-for-profit agencies, Communities in Schools, San Antonio Youth Literacy, St. Vincent De Paul, and Meals on Wheels. Students will choose from between these organizations and will work with them over the course of the semester.
Time commitment: Students will, ideally, spend 1 hour per week at their chosen agency over a period of 10 weeks (January 23-May 4). The service experience must include 10-12 hours of service.
Not-for-Profit Contact Information: Communities in Schools – Ilsa Garcia, (210-520-8440, ext. 225), [email protected] SAYL – Mary Flannigan, (210-299-1533), [email protected] St. Vincent De Paul - Rachel Esposito, (210-220-2452), [email protected] Meals on Wheels – Annette Reina, (210-436-3102), [email protected]
On-campus Service-Learning Coordinator: Dr. Jordan R. Humphrey, Asst. Director, Service-Learning, (210-436-3102), [email protected]
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Reflection Journal: You are required to keep a journal (hard copy, NOT electronic) documenting your activities as well as your perceptions, experiences, and concerns regarding your service experience. Your journal should also reflect on the broader issues that have been raised in class during the course of the semester. You will be given a weekly question to reflect upon, and these questions should be integrated into your own weekly reflections about both the course and your service experience. Reflection journals will be due three times during the course of the semester. Tips for writing your reflection journals:
Journals should be “snapshots” filled with the sights, sounds, smells, concerns, doubts, and emotions you experienced.
A journal is not just a work log of tasks, events, times, and dates. Write freely. Grammar/spelling should not be stressed until your final draft. Write continuously and frequently. Do not wait until the journal is due to “recall” what you
experienced or how you felt. Take time to capture the moment right after the moment happened. “Won’t you be my neighbor?” Paper (15%): Due: February 13 Peter Lovenheim, in his book In the Neighborhood: The Search for Community on an American Street, One Sleepover at a Time, embarked on a journey to learn about his neighbors after realizing his community had become one of isolation. Your assignment is to spend 30-45 minutes interviewing a classmate (randomly drawn from a hat) and then writing a 2-3 page paper about what you learned from this interview. Things you should explore within your paper are: What did you learn about your classmate? What surprised you about his/her story? What, if any, are the similarities between you and your classmate? What are the differences? What did you learn after taking the time to get to know a “neighbor?” How did your experiences relate to those of Lovenheim? Social Action Paper (15%): Due: April 13 Throughout the semester we have discussed contemporary concerns about the erosion of civic engagement within our society and have read accounts of individuals and groups who personify the importance of continuing civic engagement efforts. In this paper, you must: 1) Discuss the shared characteristics of the activists/individuals/groups about which we have read; 2) Explain why you think these individuals were successful (or not) in achieving the civic aims they set out to address; 3) Discuss what these case stories tell us about civic engagement and social action based on what we have discussed this semester. Your paper should be 3-4 pages, double spaced, 12 point font. Citations should be used where appropriate. “Civic Engagement in Action” Paper and Presentation (20%): Due: April 20, May 2, May 4 Option 1: Throughout this semester you will have experienced first-hand a social or civic problem that plagues San Antonio. For your final paper and presentation you must: 1) Discuss the social or civic problem you encountered during your service-learning experience, 2) provide information about the state of this issue within San Antonio (i.e., statistics, data), 3) share what is already being done by not-for-profits agencies or others (i.e., groups, individuals, for-profit corporations) to address this issue, and 4) explain what actions you would take (or propose taking) to address further this civic issue.
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Your paper must be 5-7 pages in length, double spaced, and in 12 point font. Papers will be due the day of your individual in-class presentation. Presentations will be delivered during the last two weeks of classes. Class Participation/Attendance (15%): Your success in this course will be based largely upon the participation and discussion that you and your classmates generate. You are expected to attend all classes and to have completed each session’s readings by the appropriate class. Active participation in class discussion is essential. Respect for your classmates and their opinions are of equal importance. Class participation should include reflection on course readings as well as thoughtful contributions to the general class discussions. You will not earn full credit for class participation by simply attending every class. The quality of your participation at each meeting will determine your overall participation grade. (Pop quizzes will be administered at the discretion of the instructor (as deemed necessary during the course of the semester) and will be included in your final participation/attendance grade.) In addition, I expect you to refrain from using laptops, cell phones, or other electronic devices during class times, unless otherwise instructed. Students will be asked to leave if they come to class unprepared (i.e., are not prepared to actively engage in class presentations and activities) or are disrespectful or disruptive to others (i.e., peers, guest lecturers, me). As a result, you will receive an unexcused absence that day. You will be allowed three excused or unexcused absences. Any absences thereafter will result in a 5% grade point drop in your final grade. Grading Criterion: Grades will be given based on the full grading scale, A-F. One assignment can be re-written at any time throughout the semester. If an assignment is re-written, the final grade for the assignment will be the average of the two grades received. You must complete all course assignments in order to pass this class.
All assignments are due on the date listed in the syllabus AND by the start of class. Late papers will be docked 1/3 of a letter grade for every day that the assignment is late. If you foresee a problem with an assignment, please speak with me well in advance to avoid any penalties.
Academic Integrity: Academic integrity will be strictly enforced in this course. Enrollment constitutes acknowledgement by you, as the student, of your awareness of all definitions, rules, and procedures related to academic integrity. You are responsible for ensuring that you review the College’s policy on academic integrity. Disability: Any student who feels he/she may need an accommodation based on the impact of a disability should contact the University’s Disability Support Services Office to discuss your specific needs. Please contact Rhonda H. Rapp, PH.D., Coordinator, Disability Support Services in person at Student Psychological & Testing Services in the Center for Life Directions building, via phone at (210) 436 – 3135, or by email at [email protected].
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Course Outline and Reading Schedule: Course Introduction and Overview Wednesday, January 18 – Review Syllabus, Course Objectives, and Course Expectations Friday, January 20 – Introduce Service Learning Project History of Civic Engagement Monday, January 23 – Watch John Adams DVD in-class Wednesday, January 25 – Read: De Tocqueville, A. (1835). Democracy in America. Can be retrieved online at: http://xroads.virginia.edu/~HYPER/DETOC/toc_indx.html (Author’s Preface and Ch. 17, Principal causes which tend to maintain the Democratic Republic in the United States) Friday, January 27 – Skocpol, T. (Winter 1997). The Tocqueville problem: Civic engagement in American democracy. Social Science History, 455-479. Contemporary Understandings of Civic Engagement Monday, January 30 – Putnam, R. D. (1995, Dec.). Tuning in, tuning out: The strange disappearance of social capital in America, PS: Political Science and Politics, 28(4), 664-683. Wednesday, February 1 – Chapter 1 of Civic Engagement in American Democracy. Skocpol, T. & Fiorina, M.P.. Making sense of the civic engagement debate. (pp. 1-23) Friday, February 3 – Chapters 1 & 2 in Lovenheim, P. (2010). In the Neighboorhood. REFLECTION JOURNAL DUE Monday, February 6 – Chapters 3 & 4 in Lovenheim, P. (2010). In the Neighborhood. Wednesday, February 8 – Chapters 5 & 6 in Lovenheim, P. (2010). In the Neighborhood. Friday, February 10– Chapters 7 & 8 in Lovenheim, P. (2010). In the Neighborhood. Monday, February 13 – Chapters 9 & 10 in Lovenheim, P. In the Neighborhood. “NEIGHBORHOOD” INTERVIEW ASSIGNMENT DUE Wednesday, February 15 – Stolle, D. & Hooghe, M. Exceptional, one-sided, or irrelevant? The debate about the alleged decline of social capital and civic engagement in Western societies. British Journal of Political Science, 35(1), 149-167.
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Education, Religion, and Civic Engagement Friday, February 17 – Take Grade 4, 8, and 12 sample NAEP questions online at http://nationsreportcard.gov/civics_2010/sample_quest.asp?tab_id=tab3&subtab_id=Tab_1#chart Read: The Nation’s Report Card – Civics, 2010. Monday, February 20 – Guest Lecture Wednesday, February 22 – NO CLASS – Ash Wednesday Liturgy Friday, February 24 – Sax, L. (2004). Citizenship development and the American college student. New Directions for Institutional Research, 122, 65-80. Monday, February 27 – Long, S. (2001). The new student politics: The Wingspread statement on student engagement, Campus Compact. AND President’s Declaration on the Civic Responsibility of Higher Education, Campus Compact. Can be retrieved from: http://www.compact.org/resources-for-presidents/presidents-declaration-on-the-civic-responsibility-of-higher-education/ Wednesday, February 29 – Smidt, C. (1999, Sept.). Religion and civic engagement: A comparative analysis. Annals of the American Academy of Political and Social Science, 565, 176-192. Friday, March 2 – O’Brien, D. (1986). Social teaching, social action, and social gospel. U.S. Catholic Historian, 5 (2), 195-224. REFLECTION JOURNAL DUE Monday, March 5 – U.S. Catholic Bishops of the United States (2007). Forming consciences for faithful citizenship: A call to political responsibility from the Catholic Bishops of the United States. Washington, D.C. Wednesday, March 7 – Characteristics of Marianist Universities (1999). Can be retrieved online from: http://www.udayton.edu/documents/characteristics_20091119.pdf Friday, March 9 – Civic Engagement in Catholic and Marianist Universities: A continuing conversation. (May 2010) Monday, March 12 – Friday, March 16 – NO CLASS – Spring Break (Be Safe!) Community Organization, Social Action, and Change Monday, March 19 – Greenleaf, R. K. (1970). The servant as leader, 1-27. Wednesday, March 21 – “Ain’t scared of your jails (1960-1961),” from The Eyes on the Prize Civil Rights Reader, 107-132. Friday, March 23 – Watch Eyes on the Prize documentary
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Monday, March 26 – Marquez, B. & Jennings, J. (2000). Representation by other means: Mexican American and Puerto Rican Social Movements, PS: Political Science and Politics, 33(3), 541-546. Wednesday, March 28 – Johnson, K.R. & Hing, B. O. (2007) The immigrant rights marches of 2006 and the prospects for a new civil rights movement, Harvard Civil Rights – Civil Liberties Law Review, 42, 99- 138. Friday, March 30 – Vargas, Z. (1997). Tejana radical: Emma Tenayuca and the San Antonio Labor Movement during the Great Depression. Pacific Historical Review, 66(4), 553-580. Monday, April 2 – Ch. 13 “Cesar Chavez and the Unionization of California” (pp. 371 – 405), From Conford, D. (1995). Working People of California, Berkeley: University of California Press. AND Chavez, C. “The Organizer’s Tale,” Ch. 8. Wednesday, April 4 – Ch. 6 “From Berkeley to Kent State” (pp. 182 – 227). From Ravitch, D. (1983). The Troubled Crusade: American Education, 1945 – 1980, New York: Basic Books, Inc. Friday, April 6 – NO CLASS – Good Friday Monday, April 9 – NO CLASS – Easter Monday Wednesday, April 11 – Ch. 1 “Civic Innovation and American Politics” (pp. 1 – 34). From Sirianni, C. & Friedland, L. (2001). Civic Innovation in America: Community Empowerment, Public Policy, and the Movement for Civic Renewal, Berkeley: University of California Press. San Antonio and St. Mary’s University: Issues of Civic Importance Friday, April 13 – Watch Waiting for Superman in-class (Education) SOCIAL ACTION PAPER DUE Monday, April 16 – Watch Waiting for Superman in-class (Education) (Cont.) Wednesday, April 18 – Watch 30 Days: Minimum Wage in-class (Poverty) Friday, April 20 – NO CLASS – Oyster Bake Monday, April 23 – Watch Supersize Me in-class (Nutrition) Wednesday, April 25 – Discussion of Movies and relation to San Antonio Friday, April 27 – NO CLASS – Battle of Flowers Monday, April 30 – In-class Presentations (Education) Wednesday, May 2 – In-class Presentations (Poverty)
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Friday, May 4 – In-class Presentations (Nutrition) Monday, May 7 – REFLECTION JOURNALS DUE (By noon to Dr. Humphrey’s Office)
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Reflection
“Experience is not what happens to a man; it is what a man does with what happened to him.” Aldous Huxley
Community service, in itself, can be meaningful, pointless or harmful. Reflection is the key to getting meaning from the service experience. It is a critical component in service-learning. It is what distinguishes service-learning from community service.
Reflection develops and gives meaning to service and enhances the understanding of subject matter as it is seen in real-world settings. Reflection is a tool of service-learning that deliberately incorporates creative and critical thinking by the student in an effort to understand and evaluate:
What they did What they learned How it affected them personally How their service affected society on a broader scale
Hatcher and Bringle (1999) believe that effective reflection activities:
Link experience to learning objectives Are guided Occur regularly Allow feedback and assessment Include the clarification of values
Students who participate in reflection with these elements better appreciate education as it ties to the world outside the classroom. This type of reflection experience is more enriching and is more likely to develop lifelong community servants.
Designing Effective Reflection Questions
Designing effective reflection questions goes beyond asking the participants to describe or list their experiences. Rather, reflection questions should be interpretive and exploratory. Student should reflect on:
What they observed at the site that reinforced or changed the knowledge acquired in the experience
What impact (positive or negative) their actions had at their service site Why they did what they did How they might respond outside of the service site to societal problems or situations,
asking what enabled the situation to occur or what needs to happen systematically, organizationally and personally to change the situation.
Service participants should explore if they felt different because of their service and how their actions and attitudes are transformed as a result of the experience. Reflection questions should
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explore students’ thoughts, feelings and reactions. They should draw out students’ insights on subject-matter information, its connection to the service experience and their perspective on skills developed and lessons learned.
Three Reflection Levels and Questions That Clarify
The Mirror: A Clear Reflection of Self
Who am I? What are my values? What have I learned about myself through this experience? Do I have more or less understanding or empathy than I did before this project? Have my sense of self, values, sense of community, willingness to serve others or self-
confidence been altered through this process? Have my motivations for volunteering changed? In what ways? How has this experience challenged stereotypes or prejudices I have/had? Are there any realizations, insights or lessons learned or half-glimpsed? Will this experience change the way I act or think in the future? Have I given enough, opened up enough, cared enough? How have I challenged myself, my ideals, my philosophies, my concept of life or of the
way I live?
The Microscope: Make the Small Experience Large
What happened? Describe your experience. What would you change about this situation if you were in charge? What have you learned about community organizations, service recipients or community? Was there a moment of failure, success, doubt, humor, frustration, happiness or sadness? Do you feel your actions had any impact? What more needs to be done? Does this experience complement or contrast with what you’re learning? How? Has learning through experience taught you more than, less than or the same as other
experiences? In what ways?
The Binoculars: Makes the Distant Appear Closer
From your service experiences, are you able to identify any underlying or overarching issues that influence the problem?
What could be done to change the situation? How will this alter your future behaviors, attitudes or career? How is the issue or agency you’re serving affected by what is going on in the larger
political or social sphere? What does the future hold? What can be done?
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Reflection Ideas In understanding the importance of reflection, it is essential to look at the ideas used in effective reflection. Reflection provides power through the action of articulating thoughts. Reflection is the necessary bridge in the learning process that takes place when a student is involved in a service-learning experience. There are traditional strategies such as writing in journals, writing an essay or presenting information about the experience. Reflection can be grouped into four major categories or a combination of two or more of those categories: speaking, writing, various activities and multimedia/performing arts.
Writing
Writing can be used as a time to meditate on what the individual has seen, felt and experienced. When writing is not an academic assignment, grammar and spelling should not be stressed.
Journals -- As the experience is reflected upon, the participants should reflect on how they felt – excited, troubled, impressed or unnerved. When writing, it’s good to keep in mind that when writing in journals or learning logs, self-evaluations should be filled with snapshots of sights, sounds, smells, concerns, insights, doubts, fears and critical questions about issues, people and most importantly, the individual who is writing. A journal is not a work log of tasks, events, times and dates. Individuals should write freely and write an entry after each visit. If time prevents writing a full entry, jot down random thoughts, images or ideas. Honesty is the most important ingredient.
Personal Journal – Students write freely about their experience on a regular basis. The entries are submitted periodically to the facilitator or kept as a reference at the end of the experience when putting together an essay reflecting their experiences.
Dialogue Journal – Students submit pages from a dialogue journal at appropriate intervals for the facilitator to read and comment on. While labor intensive for the instructor, this can provide continual feedback to students and prompt new questions for the students to consider.
Highlighted Journal – Using their personal journals, students reread their journals and highlight the entries that directly relate to the academic concepts focused on. This makes it easier for the facilitator to identify how the service linked to the academic focus of the experience.
Key Phrase Journal – In this type of journal, students integrate terms and key phrases into their journal entries. The facilitator provides a list of terms at the beginning of the semester or for a certain period of time. Students also can create their own list of key phrases to include. Journal entries are written within the framework of the subject matter focus and become an observation of how the subject matter content is evident in the service experience.
Double-entry Journal – When using double-entry journals, students are asked to write one-page entries each week. Students describe their personal thoughts and reactions to the service experience on the left page of the journal and write about key issues from class discussions or
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reading on the right page. Students draw arrows indicating the relationships between the personal experiences and subject matter content. This type of journal is a compilation of personal data and a summary of the subject matter content in preparation for a more formal reflection paper at the end of the service-learning project.
Critical Incident Journal – This type of journal focuses the student on analysis of a particular event that occurred during the service experience. After students consider their thoughts and reactions, they articulate the action they plan to take in the future. They can describe a significant event that occurred as a part of the service-learning experience. A set of questions that could be asked are: Why was this significant? What underlying issues surfaced as a result of the experience? How will this incident influence future behaviors? Another set of prompts that can be used are: Describe the incident or situation that created a dilemma for you in terms of what to say or do. What is the first thing you thought of to say or do? List three other actions you might have taken. Which of the above seems best to you now and why do you think this is the best response?
Three-part Journal – Students are asked to divide each journal page into thirds. In the top section, students describe some aspect of the service experience. In the middle of the page, they analyze how the subject matter relates to the service experience. The bottom of the page serves as space for the application section: the students comment on how the experience and subject matter can be applied to their personal life.
Reflective Essay – Reflective essays are a more formal example of journal entries. Essay questions are provided at the beginning of the project, and students should submit two to three essays during the project. Reflective essays can focus on personal development, academic connections or ideas and recommendations for future action.
Directed Writing – Students consider their service experience within the framework of the project in directed writing. The facilitator identifies a section from the reading and subject matter and structures a question for students to answer. A list of directed-writing questions can be provided at the beginning of the project or given to students as the project progresses. Students also may create their own directed-writing questions from the text. Directed writing provides the opportunity for application and critical analysis of the service-learning project.
Experiential Research Paper – Based on Kolb’s Experiential Learning Cycle, an experiential research paper asks students to identify a particular experience at the service site and analyze the experience within the broader context in order to make recommendations for change. During the middle of the project, students are asked to identify an underlying social issue they have encountered during the service. Students research the topic and read three to five articles on the topic. Based on their experience and library research, students make recommendation for future action. This reflection activity is useful in interdisciplinary projects and provides students flexibility within their interests and expertise to pursue issues experienced during the site. Students can present their papers.
Service-learning Contracts and Logs – Service-learning contracts formalize the learning and service objectives. Students, in collaboration with their facilitator, identify learning and service
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objectives and identify the range of tasks to be completed during the service experience. The service-learning contact or log cannot be completed until the students have a clear idea of how their expertise can be of service. A service log is a continuous summary of specific activities completed and progress toward accomplishing the service-learning goals. The contract and log can become the basis for reflection when students assess their progress toward meeting the identified objectives by identifying obstacles and supports that had an impact on their ability to achieve the service-learning objectives.
E-mail Discussion Groups – Through e-mail, students can create a dialogue with the facilitator and peers involved in the service-learning project. Students write weekly summaries and identify critical incidents that occurred at the service site. Students can rotate as a moderator of his discussion every two weeks. Facilitators can post questions for consideration and topics for directed writings. A log can be printed to provide data about group learning that occurred from the service experience.
Expert Paper – Either through interview or research, students can write a paper based on information gained from an expert associated with the area in which they are performing their service-learning project.
Research Paper – As a result of the service-learning project, students can conduct research on associated subject-matter areas. If they are conducting research on the project they are working in, the facilitator will have to help the students develop their research methodology and the skills they need for their research project.
Volunteer Guide – Based on their service-learning experience, participants can develop a guide for future volunteers involved in the same or similar service-learning project.
Self-evaluation or Program Evaluation – Students can respond to a questionnaire with open-ended questions on a self-evaluation or program evaluation. Newspaper, Magazine or Other Published Articles – Students can share their thoughts about their service-learning project through writing newspaper articles, magazine articles and other published articles.
Speaking
Ethical Case Study – Ethical case studies give students the opportunity to analyze a situation and gain practice in ethical decision making as they choose a course of action. This reflection strategy can foster the exploration and clarification of values. Students write or discuss a case study of an ethical dilemma they have confronted at the service site, including a description of the context, the individuals involved and the controversy or event that created an ethical dilemma. Case studies are read in class, and students discuss the situation and identify how they would solve the dilemma.
Structured Discussion – Structured reflection sessions can be facilitated during the service experience. It is helpful for students to hear stories of success from one another. Students can offer advice and collaborate to identify solutions to problems encountered at the service site. The
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following exercise is an example of structured reflection discussion: list phrases that describe feelings at the service site including the service actions.
Small Group Week – This is a simple alternative to full-group reflection sessions when students need more time to talk individually. The group should consist of no more than 10-12, if possible. The students will feel more like sharing when the groups are small, intimate circles. They can spend the time asking each other questions related to their service-learning experiences that encourage self-expression.
Truth is Stranger than Fiction – Best used towards the middle or end of the students' experience, students should break into groups of three and share the most unusual story that happened to them during their service-learning experience. This reflection exercise might take a little prodding, but it's well worth it.
One-on-one Conferences – Two students or a student and a mentor can be matched to reflect upon the experience together. It’s important that each individual has equal time to share.
Think -- Pair and Share – Each student individually reflects upon the service-learning experience. Then once the students have had enough time to reflect, they are paired with another student. After the pairing, each student shares and discusses his or her service-learning experience.
Discussions with Community Members or Experts – Service-learning participants can participate in discussions with community members or experts. In preparing for the discussions, participants can reflect ahead of time and prepare focus areas to discuss with or questions to ask the community members or experts.
Class Presentation – A presentation is a way for students to share their service-learning experience with peers, communities or interested groups.
Panel Discussion – To get a variety of perspectives of the service-learning project, students can reflect on their experience by serving on a panel.
Multimedia and Performing Arts
Express Yourself – This reflection exercise takes a long time in preparation. The major focus is having each participant or group of participants express themselves. Students will have an opportunity to create their own version of their feelings towards the service-learning project. Examples could include poetry, visual arts (paintings, drawings and sculptures), music, individually created games or puzzles or any form of creative outlet that gives the student the chance to perform or explain in front of the group. This type of reflection works well for each student to create something. However, if there is a limited amount of time for reflection, groups might be the best options.
Photo, Slide Show – Students can reflect upon their service-learning experience through putting together photos and arranging them in an exhibit or slide show. The photos can be narrated or
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labeled with key phrases or reflections that represent the service experience. Photos are a great way to document and reflect upon before and after service projects that involve “make over” aspects.
Quotes in Songs – Students are assigned to find a song where the singer uses lyrics that describe what he or she feels about the service-learning project. It does not need to be a whole song. If they have access to the song, tell them to bring it to play at the end of the reflection session. Even if they do not have the song, ask them to “say” the lyric that describes their feelings. This quote activity adds fun to the experiences, creates a casual atmosphere and bonds the group together.
Scrapbook – Students can document their service-learning experience while reflecting upon it by putting together a scrapbook. The scrapbook is a creative way to express what the students learned and how they benefited from the experience.
Interactive Computer – Several computer applications can be used in reflection. Students can develop a Web site reflecting upon their service-learning experience.
Painting, Drawing, Collages – Art can be developed based on service-learning reflection. Students can be asked to develop a piece of art that represents their feelings regarding the service-learning project.
Dance, Music or Theater Presentations – Students can use their creative abilities to put together music, dance or a theatrical presentation. The theatrical performance can include a play, puppet show, video documentary or any form of presentation. These types of reflection activities take a significant amount of time, so it’s important to allow time and make sure youth take a leadership role in the experience.
Other Activities
Problem Analysis – Students can sharpen their problem-solving skills by analyzing problems associated with their project or related to a similar projects. Through reflecting upon their experience, they can strengthen their critical-thinking skills.
Directed Readings – Directed readings are a way to prompt students to consider their service experience within a broader context of social responsibility and civic literacy. Directed readings can be the basis for class discussion or directed writing.
Free Association Brainstorming – After the service-learning is well on its way, the students are each given 10-20 Post-Its and asked to write down their feelings when they first heard about or decided to do the service-learning project. After they finish the first question, have them write down all of the feelings they had when they experienced their first “field encounter.” After finishing question two completely, have them write down all of the feelings they are having “right now” regarding their service-learning experience. They should write down as many different brainstormed thoughts as possible (one for each card). Using three newsprint pads strategically located through out the room, put a large happy face on one pad, a sad face on another and a bewildered face on the last pad. The students will place their words on the pads
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that closest fit their brainstorm feelings. After all the Post-It notes have been placed on the pads, ask the students to stand next to the pad that has most of their feelings on it. This exercise involves both writing and speaking and is seen as non-threatening.
Item Inspiration – Students should bring one or two items that remind them of how they feel about their service-learning project. During the reflection, the youth should explain how their items relate to the service-learning project.
In the Bag – The facilitator should fill a bag with everyday items or photographs (real or from a magazine). Students should select items and share how the items reflect their service-learning project.
Portfolio -- Student portfolios can contain any of the following: service-learning contract, weekly log, personal journal, impact statements, writings, photo essay, etc. Any products such as agency brochures, lesson plans, advocacy letters, etc. can be submitted in a portfolio. A written evaluation essay providing a self-assessment of how effectively the student met the learning objectives is suggested. This type of documentation has become a vital way for students to keep records and learn organizational skills. To prepared a portfolio, students should be reminded to take photos and collect documentation along the way.
Quotes – Using quotes is a useful way to initiate reflection. Quotes may be used in a variety of ways. A page of quotes can be given to each student, who chooses one that fits his or her feelings about the service-learning project. Each student can write or speak why the quote represents his or her feelings. Given time, the student could do a one-minute paper that he or she can read or explain to the rest of the group.
Celebration – Recognition and celebration programs are often a great time to reflect upon what was accomplished and learned through a project. The celebration can have a theme associated with the service-learning.
Simulation or Role-playing Games – Participants can develop simulation or role-playing games that help reinforce learning and reflection. These games and simulations should be associated and linked to the celebration. For the reflections to be successful, it is vital for the facilitator to stimulate creative, constructive dialogue and thought. Harry C. Silcox (1993) believes that educators should keep a list of reflective questions that motivate student thought to foster the reflective process.
Reference
Blanchard, D. Academic Service-Learning: The Reflection Concept. Learning to Give Series. Indianapolis, IN: Center on Philanthropy at Indiana University. Found at: www.learningtogive.org/papers/index.asp?bpid=1
Cooper, M. Reflection: Getting learning out of service. Found at: www.fiu.edu/~time4chg/Library/reflect.html
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Hatcher, J. and Bringle (1999). Reflection in Service-Learning: Making meaning of experience. Educational Horizons, p. 179-185.
Retrieved from: http://www.lsuagcenter.com/en/4H/about_4H/programs/citizenship/service_learning/resources/reflection/Reflection_seriespage-2.htm on June 27, 2011
