Robyn's Words

#IDEALA Week 2 Post 2

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Second post: What kinds of teaching methods and content could best help your learners get to the goals and outcomes you set out to achieve? Continue reading Fink, pages 16-25. Start brainstorming how you could link activities and resources to your goals and assessments by answering the questions on pages 21-22, as well as using the worksheet on page 23. You don’t have to have all the answers, this is just to get you started on thinking about the next phase in the design process. The Carnegie Melon reading should also be helpful in your brainstorming.
1. Situational Factors
Assuming you have done a careful, thorough job of reviewing the situational factors, how well are these factors reflected in the decisions you made about learning goals, feedback and assessment, learning activities? What potential conflicts can you identify that may cause problems? Are there any disconnects between your beliefs and values, the student characteristics, the specific or general context, or the nature of the subject in relation to the way you propose to run the course?
The course relies heavily on technology.  If any of that goes down, or is unavailable to the students, my instruction will not go well.  I am also concerned about how military officers of this level will respond to being taught information resource evaluation.  They may have the attitude that they already know everything about the web, so why am I treating them like children?  I plan on NOT approaching it that way, but you never know how they will react.  They have completed a Master’s degree, but I have no idea what information literacy skills they acquired through that.
2. Learning Goals and Feedback & Assessment
How well do your assessment procedures address the full range of learning goals? Is the feedback giving students information about all the learning goals? Do the learning goals include helping the students learn how to assess their own performance?

I think my goals and assessment line up well.
3. Learning Goals and Teaching/Learning Activities
Do the learning activities effectively support all your learning goals? Are there extraneous activities that do not serve any major learning goal?
 
I don’t think there are any extraneous activities.
Worksheet
 
Learning Goal: 
Identifying potential sources for information and productivity
 
Ways of Assessing this kind of Learning

From http://www.cmu.edu/teaching/assessment/basics/alignment.html

1)Objective test items such as fill-in-the-blank, matching, labeling, or multiple-choice questions that require students to recall or recognize terms, facts, and concepts.

2)Activities such as papers, exams, problem sets, class discussions, or concept maps that require students to:

  • summarize readings, films, or speeches
  • compare and contrast two or more theories, events, or processes
  • classify or categorize cases, elements, or events using established criteria
  • paraphrase documents or speeches
  • find or identify examples or illustrations of a concept or principle
Actual Teaching-Learning Activities
1) Give students 1 minute to brainstorm at least 3 opensource intelligence resources they could use to research their brief.
2) Have students think-pair-share their answers, or discuss as a class (depends on size)
3) Discuss the TYPES of resources they thought of.
4) Present three types of resources they should consider.  (Scholarly, Military/Government, News) and example sites.
5) Give students 1 minute to re-do their list, incorporating what they learned into their resources.
 
Helpful Resources
Opensource.gov> Janes > EBSCO > Newspapers Direct
AKO> Gale
See Articles and Papers resource guide
Learning Goal: 
Assessing quantity, quality and relevance of search results and information
 
Ways of Assessing this kind of Learning
 

1)Activities such as journals, diaries, critiques, problem sets, product reviews, or studies that require students to:

  • test, monitor, judge, or critique readings, performances, or products against established criteria or standards
 
Actual Teaching-Learning Activities
1) Present the CRAAP model for evaluating web sites, modeling using one of the previously presented websites
2) Assign students (or groups) one website to evaluate using the CRAAP rubric.
3) Let students discuss how they would rank the websites (1-5).
 
 
Helpful Resources
 
Example sites:
Learning Goal: 
Apply understanding copyright, documentation styles, and source citing
Ways of Assessing this kind of Learning
 

Activities such as problem sets, performances, labs, prototyping, or simulations that require students to:

  • Use procedures to solve or complete familiar or unfamiliar tasks
  • determine which procedure(s) are most appropriate for a given task
Actual Teaching-Learning Activities
1) Present information on citing sources and following copyright
2) Present helpful sources for copyright & citations, modeling using one of the previously presented websites
3) Have students use one of the citation sources to create a citation for their JFK site
 
Helpful Resources
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One thought on “#IDEALA Week 2 Post 2

  1. You’re right – it will be interesting to see how a group of master’s students feel about the CRAAP test. One tactic is to kill them with data, either anecdotally drawn from your institution, or share findings from Project Info Lit that support this type of training at their level. Also, focusing more on relevance assessment would be helpful; focusing on specific publications and talking about their importance to the field would be something they might not be aware of, given the scattered nature of search results these days.

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