Spring 2013, R546 Instructional Strategies for
Thinking, Collaboration, and Motivation
Course Web Site:
http://www.indiana.edu/~bobweb/
HTML of Syllabus: http://curtbonk.com/Instructional-Strats-R546-2013.htm
Word Document: http://curtbonk.com/Instructional-Strats-R546-2013.doc
Dates: January 12th-March 2nd, 2013, (8:00-1:00,
Saturdays), IU-B, Section 22511
Location: IU
Bloomington, School of Education, Room 2101
Instructor: Curtis J. Bonk, Professor
Instructional
Systems Technology Dept.; Room 2238
Work
Phone: (812) 856-8353 (just ask for my mobile phone)
E-mail:
cjbonk@indiana.edu; Homepage: http://curtbonk.com/
(Instructional Assistant: Anjali
Kanitkar, akanitka@indiana.edu)
Course Description:
Students
in this course will learn how to develop learning environments that stimulate
critical thinking and creativity, and that promote cooperative learning and
motivation. To highlight method similarities and differences and to link theory
to practice in each area, scientifically researched strategies and programs will
be illustrated through hands-on activities.
Course History and Intended Audience:
Educators in all sectors are
struggling with wave after wave of educational change. Many recognize the need
for shifting their teaching philosophy to a more learner-centered or hands-on
approach. This trend is especially evident here in 2013; the age of STEM,
problem-based learning, online education, Wikipedia, YouTube, e-books, and
massive open online courses (MOOCs). Today, learners can be more self-directed.
However, learners often lack sufficient time and resources. In response, this course
provides a roadmap or useful guide for those stuck in the murky swamp of
paradigm change and educational reform. Different versions of this course have
been taught since 1991, with videoconferencing added in 1996. Past course participants have also included graduate
students, corporate trainers, instructional designers, administrators, and
private consultants. This
course is intended for:
Ø Anyone
wanting to feel better prepared to teach.
Ø Graduate
students looking to round out a doctoral or master's degree or minor in IST.
Ø Corporate
trainers wanting to embed practical strategies into their training workshops
and classes.
Ø Higher
education professors wanting to enhance their instruction with innovative
teaching.
Ø Instructional
designers interested in embedding thinking skills into software and other
media.
Ø K-12
principals and other administrators hoping to integrate various educational
reform efforts.
Ø Practicing
teachers searching for professional development opportunities for engaging
learners.
Ø Private
consultants offering thinking skill or problem solving workshops or training.
Required
Material:
Bonk,
C. J. (2013). Packet of Course Handouts.
(available as a PDF document)
Highly Rec’d Texts: Gary A.
Davis (2004). Creativity is Forever (5th
Ed).
Bonk,
C. J., & Zhang, K. (2008). Empowering
Online Learning: 100+ Activities for
Bonk, C. J., & Khoo, E. (in
preparation). Adding Some TEC-VARIETY:
100+ Activities for Motivating and Retaining Online Learners. Note: preliminary chapters will be given to
R546 students for free.
Bonk Book Library: I have
an extensive set of books on motivation, critical and creative thinking,
collaborative and cooperative learning which I am happy to loan out. I will try
to bring many of these to class each week.
Course Purpose and Approach:
Since
the early 1980's, countless reports have detailed the shift toward an
information-based economy and the need for a more technologically sophisticated
workforce. Life in 2013 is much different from 1983. The skills and experiences
required to succeed today are vastly different from three decades ago. A
modern-day workforce clearly demands skills such as creativity, flexibility in
thought, the ability to make decisions based upon incomplete information,
complex pattern recognition abilities, and synthesis skills. Though most of
these changes are occurring faster most of us can adapt, some institutions are
starting to develop learning environments that stimulate and nurture critical
and creative thinking as well as cooperative learning and student motivation to
succeed.
In
response to the emerging global marketplace, there has been a renewed interest
in teaching and learning within public school and higher education settings as
well as in military and corporate training environments. No longer will people
tolerate a curriculum that emphasizes the rote memorization of facts over
problem solving and creativity. Instead, innovative instructors and trainers engage
learners with more authentic and active learning experiences. Even with such
renewed interest and resources, most teachers still lack the time and resources
to adequately deal with the proliferation of instructional practices and
associated ideas regarding educational change. This course—R546 on
instructional strategies—can change all that for you. The basic purpose of this
course, therefore, is to attempt to fuse motivation and cooperative learning to
thinking skill areas such as critical and creative thinking. The reason for
this synthesis is to enable teachers, administrators, consultants,
instructional designers, corporate trainers, and graduate students to sort
through masses of information available on these topics and see some benefit
within their personal and professional lives.
The
books and activities selected will enable us to understand coinciding trends in
education related to creative thinking, critical thinking, motivation, and
cooperative learning. In starting on this path, specific techniques and ideas
will be offered as well as implementation steps. Demonstrations and hands-on
experiences of various methods will be used to highlight method similarities
and differences. In addition, students will be exposed to ways to use
technology to increase student thinking skills and teamwork. Finally, advice will
be offered for getting started using these alternative instructional
strategies.
Course Objectives:
As
a result of this course, participants will:
·
Understand the commonalities and differences of
creative and critical thinking;
·
Feel comfortable using dozens of motivational
strategies and instructional techniques;
·
List thinking skill options for different types of
learners and content areas;
·
Design innovative thinking skill activities as well
as unique cooperative learning methods.
During
the course, students will be expected to:
·
Complete the required readings and actively
participate in course activities;
·
Write and reflect on the subject matter;
·
Search for and share additional resources beyond the
course materials provided;
·
Develop and share curriculum materials and course
plans.
Grading Scale: I will use a
90-80-70-60 scale based on 180 total points.
168 pts = A; 162
= A-; 156 = B+; 150 = B; 144 = B-; 138 = C+; 132 = C; 126 = C-
Topical
Sequence:
Week
1. Jan 12th Top 100 Strategy Review and
Technology Integration (R2D2 and TEC-VARIETY)
Week
2. Jan 19th Coop Learning Methods
Principles and Methods (Read Part 1 of Creativity book)
Week
3. Jan 26th Critical Thinking Defined
and Explained (Read Part 2 of Creativity book)
Week
4. Feb 2nd Critical Thinking Methods (Read
Part 3 of Creativity book)
Week
5. Feb 9th Creative Thinking Defined and
Explained (Read 2-4 chapters of new book)
(Due: 2 papers from Task #2)
Week
6. Feb 16th Creative Thinking Methods (Read
2-4 chapters of book selected)
Week
7. Feb 23th Motivation Defined and
Explained (Read 2-4 chapters of book selected)
Week
8. March 2nd Motivation Theory and
Techniques
(Due: Final Presentations and/or
Papers and third reflection paper from Task #2)
Note #1 on Readings: During the
first four week, I want everyone to read a creativity book. I recommend Gary
Davis’ Creativity is Forever book. During
the second 4 weeks, students are to read two 2 additional books or one book and
one special journal issue (as approved by the instructor). I want you to read
books in critical thinking, creativity, cooperative learning, motivation, or
problem solving. For doctoral students, at least one of these books should be
research related. Some recommend books are listed below.
Note #2 on Course Topic Sequence: The order of
course content above is in reverse from the way I normally structure this
course. I am trying something new.
Sample of Other Books:
All Ages/General
1.
Chaltain,
S. (Ed.). (2011). Faces of Learning: 50
Powerful Stories of Defining Moments in Ed. JB.
2.
Csikszentmihalyi, M.
(1996). Creativity:
Flow & psych of discovery & invention.
Harper Collins.
3.
de
Bono, E. (2004). How to have a beautiful
mind. Vermillion. (or Lateral Thinking from 1990).
4.
Heath,
Chip & Dan (2008). Made to Stick: Why
Some Ideas Survive & Others Die. Random House
5.
Lehrer,
Jonah (2012). Imagine: How Creativity
Works. Houghton Mifflin Harcourt.
6.
Medina,
John (2008). Brain Rules: 12 Principles
for Surviving & Thriving at Work, Home, School.
7.
Michalko,
M. (2006). Tinkertoys: A handbook of creative-think
tech (2nd edition). Ten Speed Press.
8.
Nagel,
Greta (1994). The Tao of Teaching.
Plume Publishing.
9.
Pink,
Daniel (2006). A Whole New Mind: Why
Right-Brainers will Rule Future. Riverhead Bks.
10.
Pink,
Daniel (2009). Drive: The Surprising
Truth About What Motivates Us. Riverhead Books.
11.
Robinson,
Sir Ken (2009). The Element: How Finding
Your Passion Changes Everything. Viking.
12.
Robinson,
Sir Ken (2011). Out of Our Minds: Learning to be Creative. Capstone.
K-12 Books:
1.
Baer,
J. (1997). Creative teachers, creative
students. Allyn & Bacon.
2.
Bellanca
& Fogarty (1991). Blueprints for
Thinking in the Coop. Classroom, IRI/Skylight Pub.
3.
Christensen,
Clayton, Horn, M., & Johnson, C. (2008). Disrupting Class. McGraw-Hill.
4.
Johnson,
D., Johnson, R., & Holubec, E.
(2002). Circles of Learning,
5th ed. Interaction Book Co.
5.
Kagan,
S. (1997). Cooperative Learning.
Kagan Cooperative Learning: www.kagan.online.com
6.
McCombs, B. L.,
& Pope, J. E. (1994). Motivating hard
to reach students. DC: APA.
7.
Intrator,
S. & Scribner, M. (2003). Teaching
with Fire: Poetry that Sustains Courage to Teach.
8.
Pintrich, P. R.,
& Schunk, D. H. (2002). Motivation in education
(2nd
Ed.). Prentice Hall.
9.
Raffini,
J.P. (1996). 150 ways to increase intrinsic motivation in the classroom.
Allyn and Bacon.
10.Reeve, J. (1996). Motivating others:
Nurturing inner motivational resources. Allyn and Bacon.
11.Starko, A. J. (1993). Creativity in the classroom: Schools of
curious delight. Longman.
12.Stipek, D. (2001). Motivation to learn: Integ theory & practice (4th ed). Allyn
& Bacon)
College
Books:
1.
Angelo
& Cross (1993). Class Assessment
Tech: Handbook for College Teachers (2nd ).
Jossey-Bass.
2.
Barkley,
Cross, & Major (2005). Collab lrng
tech: A Handbook for College Faculty. Jossey-Bass.
3.
4.
5.
Johnson,
D., Johnson, R., & Smith, K. (1998).
Active Learning: Cooperation in the
College Class.
6.
Salmon,
G. (2003). e-tivities: The key to active
online learning. London: Kogan-Page.
7.
Smith,
Peter (2010). Harnessing America’s Wasted
Talent: A New Ecology of Learning. Jossey-B.
8.
Weimer, M. (2002). Learner-Centered Teaching: Five
Key Changes to Practice. Jossey-Bass.
Corporate and Adult Training Books:
1.
Epstein,
R., with Rogers, J. (2001). The big book
of motivation games. NY: McGraw-Hill.
2.
Goldsmith,
Marshall (2009). Mojo: How to Get it, How
to Keep it, Get it Back…Hyperion.
3.
Nelson,
B. (2004). 1001 ways to reward employees.
NY: Workman Publishing.
4.
Scannell,
E., E., & Newstrom, J. W. (1991). Still
more games trainers play. McGraw-Hill.
5.
Thiagi
& Parker (1999). Teamwork &
teamplay: Games & activ for bldg/trng teams. Jossey-Bass.
6.
von
Oech, Roger (2002). Expect the unexpected
(or you won’t find it). Berrett-Koehler Publishers.
Note: I will bring the Bonk library of
instructional strategy books to class each week.
=================================================
Class Activities: (I) Class Participation; (II)
Reflection and Personal Exploration Activities; and (III) Final Project
Task #I. Class
participation and attendance (30 points). I will note attendance
and participation each week in this class. In addition, I might try something
new this semester—a chance for anyone to present an instructional idea during
the first or last 5 or 10 minutes of class time. Let me know if you are interested.
Task #II. Reflection and Personal Exploration
Activity Options (90 Points--Pick any 3):
Note:
Most of the tasks below will be graded for coherence and organization (10
points); originality, insight, impact, and generative learning (10 points); and
completeness and thoroughness (10 points). Two tasks are due February 9th (Week
5 meeting) and the other is due March 2nd (Week 8 meeting). Examples of some of
these tasks may be placed at the Bobweb Web site. I want you to use these tasks
as a means to go deep on a topic or issue. I want you to become a budding
expert on some aspect of this course.
Option A. Curriculum Brainstorm
(30 points)
In
this option, I want you to spend 1-3 hours all alone brainstorming (perhaps in
a closet with a flashlight) all the possible ways you could use critical and
creative thinking and motivational techniques and cooperative learning in your
job setting (page 1). After attending a few classes, you will spend more time
personally ranking these ideas and reconfiguring your original 3-4 lists. For
example, you might sort your ideas into categories or prioritizations that are
useful to you this coming year (page 2). Next, I want you to reflect and jot
down notes on this list and how it changed (page 3—single spaced). On the
Bobweb Web site are examples of good curriculum brainstorms from prior years. I
will give feedback on this 3-4-page assignment related to your creative,
originality, and insightful ideas, coherent and complete reflection, and
practical relevance to this class and your future. (This option is HIGHLY RECOMMENDED for practicing or future teachers!)
Option B. Super Thought Paper or
Book Review (30 points)
The
exploratory thought paper allows you to summarize some of the thinking you have
been doing as a result of this class or book that you have been reading related
to this class. Your super thought piece or book review will be a 2-4 page (single-spaced)
exploration and explanation of a thinking skill, motivational strategy, or
cooperative learning technique or idea that you have been contemplating or
reading about. This is not mindless idea doodling, but, instead, is a way to
coherently explore something that "inspires" you at a deep level. Your
paper will be graded for (1) insightful, creativity, and impact of points made,
(2) strong logic, flow, and coherence, and (3) completeness and depth of
thought. If you do a book review and post a piece of it to Amazon.com and share
the link with me, you can gain 2 bonus points.
Option C. One Super Summary
Search (30 points)
In
the Super Summary Search, you might conduct a library search (preferably online)
on a topic within motivation, critical thinking, creative thinking, or
cooperative learning that you find important (this must include at least 10
articles (for doctoral students, at least half of these must be research-based
articles). For instance, you might be interested in cooperative learning in K-12
classrooms; or, more specifically, cooperative learning in environmental
science classrooms. If that is your topic, you would search through the
research and practice literature on this topic (let's say for the past 3-5
years) and then create a personal bibliography on this topic for your later
use. I would like for you to categorize the articles somehow (e.g., according
to research or practice, task, age-groups, domain, time required, etc.). In
addition, I would like for you to write a one paragraph summary for about 3-5
of these articles, wherein you summarize the article and discuss its importance
to the field and to yourself and your colleagues. You will turn in the
following items to me: (1) bibliography of the articles found listed in important
categories/topics and (2) 4-5 brief summary abstracts. I will look for the
following in your work: 1. completeness and depth, 2. impactfulness of the
project as well as insight and relevancy to class and topic selected, and 3. coherent
analysis and categorization. Unless I ask, I do not need copies of any of the
articles you select though you might include the first pages of every article.
Option D. Program or Strategy Review
(30 points)
Find
a method for teaching thinking skills, cooperative learning, or motivation, or a
problem solving program or other heavily researched method (e.g., reciprocal
teaching, cooperative scripts, etc.) and review or synthesize that approach and
its applicability to learners who you currently or someday might teach. What
flaws or limitations are apparent? What are the strengths or potential uses of
the program? You might ask a teacher how he or she would actually use it in the
classroom. You are to turn in a 2-4 page single-spaced review of this program
or approach. These
papers will be graded for (1) relevance, logic, and organization, (2)
completeness and depth, and (3) originality, impact, insight, and practicality.
Option E. Expert or Scholar Review
(30 points)
Sometimes
an instructional approach or thinking program is synonymous with the inventor
or creator of that program. In this option, I want you to review the work of a
scholar in this field. For instance, you might read about person who invented a
popular instructional technique or series of techniques or who authored a
famous book, such as Roger von Oech (http://www.creativethink.com/),
Edward De Bono (http://www.edwdebono.com/),
David Perkins, Barbara McCombs, or David or Roger Johnson from the Cooperative
Learning Center (http://cehd.umn.edu/pubs/researchworks/coop-learning.html).
You might send that person (or someone who has developed similar programs or
strategies) a letter asking for additional information. For instance, you might
want to see what else exists on a topic, find out how teachers are using a
thinking skill program, write to competing researchers for research reports, or
something similar. It is the exploratory, inquisitive nature of the task that
is prized here, not what you actually do. In addition to orally reporting what
you found out, you must turn in a 2-4 page single-spaced summary of the work of
this person. Be sure to include what you did, why you chose this activity, what
you gained from it, any resources received, and a copy of your letter(s). You
might place an appendix in the paper outlining that person’s life.
Option F. Test or Instrument
Review (30 points)
Instead
of reviewing a program, scholar, or instructional technique, in this option,
you are to find a test or instrument in an area related to this course (e.g., a
creativity test, critical thinking test, motivational instructional, problem
solving procedure, or cooperative learning index), and use it with at least one
person and then critique it. If you cannot get a copy of the instrument, then
you are to review the literature on the use of this tool or test and make recommendations
for others who might want to employ it. You might also ask a teacher how he or
she would
use it in the classroom. Be sure to turn in a 2-4 page single-spaced report of
the instrument along with an appendix of relevant contact information (address,
price, age level, etc.) and examples of instrument items, if available. These
papers will be graded for (1) logic, relevance, and organization, (2)
completeness and depth, and (3) originality, impact, insight, and practicality.
Option G. Book or Special Journal Issue Review (30 points)
Review a book or
special issue of a journal related to this class (including one of the books
you decide to read for Weeks 5-8). It can be a book or special issue that is
practical, research-oriented, or theoretical. What are the key points or
findings of the book or issue? What are the strengths and weaknesses? What are
future trends? How will you apply some of the ideas from this book? You might decide
to compare and contrast two books. An option of this would be to write a
rebuttal to an existing review or critique as if you were the author. You
should turn in a 2-4 page single-spaced review. These papers will be graded for
(1) logic, relevance, organization, (2) completeness/depth, and (3) originality,
impact, insight, and practicality.
Option H. Research Dig (30 points)
Unlike the Super
Summary Search which also includes practical articles, in this option, you are
to canvass the research literature on a topic related to this class. Perhaps
this will lead to a dissertation, master’s theses, or research project. You
must find at least 15 articles on a topic and read at least half of them. In
your paper, you should describe how you found your articles and essentially
describe the state of the research? What are the general findings? What are the
strengths and weaknesses or limitations? Where are the open issues, questions,
or gaps on this topic and how might you research this area? What are future
trends? Also, how will you apply some of the ideas from this work? You should
turn in a 2-4 page single-spaced review. This will be evaluated for 1. Logic,
relevance, and coherence, 2. completeness/depth, and 3. originality, impact,
insight, and practicality.
Here, you are to
write a 3 page single-spaced paper where you evaluate one or more perspectives,
strategies, or approaches from the perspective of an educational setting,
issue, or problem of importance to you (preferably your current or past job). For
example, the paper might be titled, “My life as a cooperative learning teacher
in a competitive classroom.” Like all good papers, it
should have a descriptive title, some kind of thesis statement, and a
conclusion. Since this is not a library research paper, you do not
necessarily need to use any references resources other than the text and class
discussion. These papers will be graded for (1) demonstration of understanding
of the idea, strategy, or approach; (2) relevant application of it to some educational
setting or context and impact and insights; (3) coherence and organization of
the paper.
Option J. Case Situations or Problems (30 Points)
Write 3 case
situations or vignettes related to your current or most recent job setting
(each will be about one page long single spaced). In these cases, you will
point out the situation or problem in 1-2 paragraphs as well as the key
questions or issues. Next you will detail the concepts that relate to this
class. Finally, you will provide a resolution based on your readings in this
class. If anyone shares their cases with co-workers or peers and gets feedback
on them, you will get 2 bonus points provided you attach this to your work. Your
paper will be graded for (1) sound solution and overall demonstration of
understanding of idea, strategy, perspective, or approach; (2) case richness/detail;
(3) coherence and organization of the paper.
Option K. Bobweb or Other Similar Website Link Review (30
points)
Let’s use the
Web site for the course! Here, you will explore, review, and critique the
resources and key modules from the course Website, the Bobweb, or a similar
site. You might explore each area to some degree--creative thinking, critical
thinking, cooperative learning, and motivation--or go in depth on one area. In
your 2-4 page single spaced paper, you are to point out the intended audience
of the resource, the quality, depth, and currency of the resources, and the overall
strengths and limitations. How might you suggest the site be improved? How
might it be used in this particular class and in your own classes? How do the
respective Web sites link together? What was especially intriguing or
impressive about this Web site? Your review will be evaluated for coherence and
relevance, completeness/depth, and originality, impact, and insight. You might
send your review to the Web site designers for their feedback.
Task #III. Final Project Options (Pick
one):
Master’s students I recommend Option A below and doc
students I recommend Options B, C, or D.
Option A. Presentation/Description of Curriculum Unit or Idea
(60 points: this can be team taught)
For master’s students,
the key class assignment here is the development of a curriculum idea or unit
on critical or creative thinking, motivation, or cooperative learning for a
content area that you teach or would like to teach someday. Here, I want you to
specify the materials to be learned/studied, targeted age group, learning
objectives, instructional plan, time length, method(s) used and procedures, and
anticipated assessment procedures (about 4-5 single spaced pages total). Note
that the topic of this unit or lesson is up to you. I would ask that you
present your curriculum ideas to the class with at least one class handout so
that we all benefit from your efforts; the normal time allotment is 9-10 minutes
for individuals and 15-18 minutes for teams. During your presentation, you can
be as creative as you want to be.
Grading criteria
for your curriculum unit presentation and paper include:
1.
Organization
of the presentation (flow, length, practiced).
2.
Topic
stimulation (active engagement).
3.
Usefulness
of materials (clear, practical, handy, relevant, informative, handout(s)
provided).
4.
Knowledge
of the topic (expertise, good ideas, insights).
5.
Scope
of plans and curriculum impact (goals clear, important, appropriate, significant,
doable).
6.
Effort
(digging deep, extensive depth displayed here, work-work-work-work,
persistence).
Typically,
presenters are provided with immediate feedback from other students as well as
from me. I have collected tons of examples from previous years to share with
you--see Bobweb Web site for some of these previous units. For many students, this
assignment is typically the highlight of the course!
Option B. Research Proposal on Instructional Strategies
Doctoral students
might focus more on research ideas and select Option B. For instance, you might
conduct a pilot test of an instructional approach. Alternatively, you might
observe and code the teaching techniques used by one instructor or a series of
instructors. Or, you might observe a student “think aloud” as he uses a
learning strategy or technique. Instead of that, you might perform action
research in a course that you are teaching. For instance, you might try out a
cooperative learning, or, more specifically, a cooperative reading technique
like reciprocal teaching or cooperative scripts. Please turn in a maximum of 10
single-spaced pages, exclusive of references, appendices, chats, and tables.
Research
Proposal Outline:
I. Title Page (Name, affiliation, topic
title, acknowledgments)
II.
Review of the Literature
1. Intro to Topic/Problem (purpose,
history, importance) (1 page)
2. Review of Literature (contrast
relevant literature on the topic) (2-3 pages)
3. Statement of Hypotheses/Research
Q's (what do you expect to occur) (1 page)
III. Method Section (2-3 pages)
1. Subjects and design (i.e.,
sample, who and how assigned to groups)
2. Materials/setting (i.e.,
hardware, software, text, models, figures)
3. Dependent measures/instruments
(i.e., tests)
4. Procedure (i.e., training)
5. Other (i.e., coding, other
materials)
6. Experimental analyses or
comparisons
IV.
Results and Discussion (OPTIONAL): 1. Antic/dummied results; 2. Discussion of
results
V. References (APA style: see instructor for
examples)
VI.
Appendices (pictures, figures, graphs, instruments, charts, models, coding
criteria, etc.)
Option C. Grant Proposal
Perhaps you are
working for a center that needs grant money. Here is a chance to help out. After
thoroughly reading a topic area, draft a proposal for a grant to a government
agency or a foundation. You (and your boss) choose the funding agency, title,
and monies needed. Include the purpose and goals, timeline for the project,
ramifications or implications, budget, and other items required in the grant. An extensive literature review with associated research
questions should ground your proposal, while the names and addresses of 3
reviewers and your resume should end your proposal. Please turn in a
maximum of 10 single-spaced pages, exclusive of references, appendices, chats,
and tables.
Option D. Center Creation Proposal
Write a proposal
to create a teaching and learning center with a focus in an area wherein you
are interested. This proposal can either be internal (i.e., written to a
university, school district, or corporate training department) or external
(i.e., written to a government agency or foundation). Include a rationale and
purpose for center in your proposal as well as goals or targeted plans, a
timeline, a budget, stakeholders, key players (make up names and bios if you
want), space needed, resource needs, etc.). Please turn in a maximum of 10 single-spaced
pages, exclusive of references, appendices, chats, and tables. Be specific,
practical, unique, and inspiring in your design. A general overview will not suffice. Be creative!
Grading Scale from Options B, C, or D (Note 1 (low) to 10 (high) for
each of the following criteria):
1.
Review of the Problem, Issue, and Literature (interesting, relevant, current,
organized, thorough)
2.
Relevancy (linked to content of the course, connections to course, fulfills
task expectations)
3.
Implications/Future Directions (important, generalizability, options available,
research focus)
4. Overall Richness of Ideas
(richness of information, elaboration, originality, uniqueness)
5. Overall Coherence (clarity,
unity, organization, logical sequence, synthesis, style)
6. Overall Completeness (adequate
info presented, fulfills task, no gaps/holes, precise, valid pts)
Option E. Other: Student Determined Equivalent
Note: The course
Website, the Bobweb, was created in 1996 by Dr. Jamie Kirkley and later updated
by Noriko Hara (now SLIS professor), Dr. Gayle Dow, Doug Moore, and Michael
Bennett. You might update it or create an interactive online glossary, summary
video, or some other useful product. When done, you are to write a 2-3 page
single spaced reflection paper on about your project and what you learned from
it. Depending on the scope of the project, two people might work together here.
Here is one such project:
One Example: R546
Documentary in YouTube from Umida Khikmatillaeva, March 2012: http://www.youtube.com/watch?v=EMLTzqCV_5A
http://mypage.iu.edu/~ukhikmat/R541/Khikmatillaeva_Final%20Documentary.swf