Word Cloud Activity

PL476 Week 8

Assignment 3: Discussion -- Word Cloud

Context: Jesuit education is driven by a primary question, “How ought we to live in the world.” At Regis, we are guided by key values. Reflect on these values. Which ones are most aligned with what you will take away from this course. How do these values help inform your green ethic.

Task: Create a word cloud that demonstrates the infusion of the Jesuit values you selected and your green ethics. What words best describe this infusion?

Delivery: Please post your word cloud along with a two-sentence summary of your takeaways from the course to Week 8 of the Discussion Forum.  Read and respond to the postings of at least two classmates.

Prezi course overview

Prezi course overview: http://prezi.com/p-iooj3kkkey/com-442-course-overview/?utm_campaign=share&utm_medium=copy

Document annotation

EN475/wk4_example_request.html
https://regis.brightspace.com/content/enforced/144214-C_Maint_EN475_out_2_5_14/wk4_example_adjustment.html?ou=144214

Info graphic with Java tool tips

EN475/wk3_FTE_interview.html
https://regis.brightspace.com/d2l/le/content/144214/viewContent/1701331/View

When you move mouse over each step, a tool tip pop up will appear for more details.

Creative Accordion

Creative accordion: RS422/wk1_FTE_firstcentury.html
https://regis.brightspace.com/d2l/le/content/144216/viewContent/1147301/View

Six Thinking Hat Technique

I recently came across Dr. de Bono's six thinking hat strategy. I see applications in structured reflection and group work.

Six Thinking Hat

Below is an example of how we can use this strategy to reflection on a serve learning project.

White hat:.  

1.       A description of the project

2.       A description of why you selected the project

3.       Contact info of person who made the partnership possible

4.       A description of what was achieved

     

Red hat: (feeling)

1.       A description of how you felt about the project, including what biases you had before and after the project

2.       A description of the two most important things you learned by volunteering

Yellow hat: positive feeling

·         A description of three things that went well and successful events

Black hat

·         A description of three things that went wrong or unanticipated events or difficulties

Green hat: creativity

·         A description of what you will do differently next time

Blue hat: Metacognition

·         Reflection, metacognition and the need to understand the big picture.

·         What is the problem?

·         What processes or steps did I do in making this project

BA4226 Active Learning Exemplars -- Interactive Content

Listed below are exemplary interactive content pieces from the course.

Javascript Flip Card

Student can move their mouse over each card to reveal more information on the back side of the card.

(Source: Week 1)

Faculty VoiceThread Presentations

As a way to model what VoiceThread presentations look like, some content has been presented in VoiceThread by faculty.

(Source: Week 1)

Knowledge Check (accordion style) - H5P

Students can click on each item for detailed description of the policy.

(Source: Week 1)

Iceberg - H5P

This iceberg image was created using H5P's hotspots function. Students can click on the purple icon for more information. This interactive is to visually present Schein's three levels of organizational culture model.

(Source: Week 6)

BA4226 Active Learning Exemplars -- Assignments

In BA4226, content author, Lila Docker Bauman, and I have intentionally incorporated many active learning strategies. They fall into these categories below:

1. Design of the assignments
2. Interactive content to engage learners

In this posting, I will focus on the design of the assignments. 

Use Padlet for Self Introductions 

This is the first time I tried the padlet tool in an online course. Instead of another text-based self intro posting, which students usually copy and paste from their previous courses, they can post images on padlet. I believe it's key to establishing a learning community. 

(Source: Week 1)

Immersive Learning Experience

"Becoming an O" is a key assignment in this course which spans from week 1 to week 6. This assignment encourages students to get out of their comfort zone, and apply course concepts to a real life stereotype and prejudice experience. This project asks students to become a member of a non-dominant group for at least two hours. In Week 6, students are asked to use Voicethread to present their experiences. 

1. The group you selected and the event/activity you participated in, including the date and time.
2. Your assumptions about the group before the exercise.
3. Your assumptions about yourself before the exercise.
4. A brief description of the situation/activity/event in which you participated.
5. Your feelings during the exercise as a minority member of the group.
6. Ways in which your perceptions about this group or activity have now changed.
7. How being a member of a dominant OR non-dominant group for a significant part of your life affected your own development.

VoiceThread Assignment

To help students learn to use VoiceThread to present their Immersive Learning Experience in Week 6, we intentionally built in another VoiceThread activity in week 2, where students need to complete a fillable PDF document and present the document in VoiceThread. This is a low stake activity. VoiceThread provides a nice platform for them to review and respond to each other's work.

Case Studies

Case studies are heavily used in this course. In Week 3, students are asked to pick one of the three scenarios for analysis. I chose the content presentation function in H5P to present the case scenarios. 

In Week 7, students participate in a case discussion via padlet. There are four questions listed on padlet. Each will choose two of them to respond to. Padlet provides an easy-to-follow visual organizer for the discussion postings.

Multimedia Assignment

In Week 4, students are free to choose a format for the assignment. It can either be a short paper (500-750 words) or slide show (8-10 slides) or video (3-5 minutes). Incorporate at least two concepts from course discussions or materials into this assignment.

Tasks: For this assignment, engage cultural dialog about race, identity, difference and equity. Challenge yourself to “go there” by practicing deep listening to others’ experiences. Produce a reflection about the experience and what you learned. Choose one of the following prompts or propose your own:

• Interview a family member or friend about their identity journey (immigration, family tree, personal transition, etc).
• Arrange a conversation with trusted friends about a current diversity and inclusion issue you know about (such as college admissions practices, the ongoing relevance of #metoo and #blacklivesmatter, etc.) Seek understanding, not consensus.
• Watch a film or documentary with someone of a different identity. Choose a film related to diversity and inclusion, justice or cultural differences. Discuss yours and your partner’s respective responses to the film. See Kanopy database for excellent films.