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Monday, September 22

  1. page space.menu edited ... CHEP 2011 CHEP 2013 Resources for Scholarship of Teaching and Learning Ask For Help
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    CHEP 2011
    CHEP 2013
    Resources for Scholarship of Teaching and Learning
    Ask For Help
    (view changes)
    4:50 pm

Thursday, January 16

  1. page Frontline Assignment edited ... 5. Suggestions for Evaluation Faculty may want to weight the collaborative process differentl…
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    5. Suggestions for Evaluation
    Faculty may want to weight the collaborative process differently, depending on course goals. Two sample rubrics are provided below. One evaluates the collaborative process (Appendix 3.2a) and one evaluates the final product (Appendix 3.2b). Additionally, faculty can modify the rubric located in Appendix 1.3a.
    Sample Student Directions:Directions
    Your group will select a documentary from the Frontline archived programs to watch, critique, evaluate, and respond to. You will use the Google Drive in your WM Apps account as the method for collaborating on this project. Use the following timeline to plan your project:
    Class Session Date
    ...
    Class Session Date
    Meet in your groups in order to discuss the documentary and to determine the schedule for collaboratively authoring the reflection piece. Be sure to address the following points in your reflection:
    ...
    in your documentary?documentary.
    • What does the filmmaker’s perspective seem to be regarding this issue?
    • What evidence does the filmmaker offer in support of this argument?
    (view changes)
    12:59 pm
  2. page Frontline Assignment edited ... Sample Student Directions: Your group will select a documentary from the Frontline archived p…
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    Sample Student Directions:
    Your group will select a documentary from the Frontline archived programs to watch, critique, evaluate, and respond to. You will use the Google Drive in your WM Apps account as the method for collaborating on this project. Use the following timeline to plan your project:
    ...
    Session Date
    Meet in your groups to browse through and select the documentary. Establish a two hour time period that you will all view the film and collaborate in a Google Document. During this class session, you will also practice collaborating in Google Drive.
    Agree on a two-hour viewing window. During that time, log into your WM Apps account and open the shared document. While viewing the documentary, collaborate with your group members to construct a general outline of the argument established in the documentary. Be sure to list any questions you may have or any areas of the argument that you find questionable. Once the outline is generated, your group should generate a list of the major themes of the argument or issue as well as any areas of the argument that your group calls into question.
    ...
    Session Date
    Meet in your groups in order to discuss the documentary and to determine the schedule for collaboratively authoring the reflection piece. Be sure to address the following points in your reflection:
    • Briefly outline the issue raised in your documentary?
    ...
    • In your group’s opinion, which aspects of the argument are strong? Which are weak? Discuss.
    • What is your group’s final critique/evaluation of this documentary?
    Due Date__Date
    By this date, the final polished paper will be submitted to your instructor. (Be sure this is a Word Document).
    (view changes)
    12:58 pm
  3. page Best Practices edited Use this page to share your lessons, rubrics, tips, and examples of best practices. ... Value …

    Use this page to share your lessons, rubrics, tips, and examples of best practices.
    ...
    Value Rubric
    Blank
    {AACU_WrittenCommunication.pdf}
    Blank
    Rubric Template {collaborate.PNG}{rubric_template.rtf} {collaborate.PNG}
    Collaborative Writing Planning Template
    Learning
    {CW_planning_template.rtf}
    Learning
    Facilitator Checklist
    Peer
    {Learning Facilitator Checklist.rtf}
    Peer
    Evaluation Rubric
    Sample
    {peer_rubric.rtf}
    Sample
    Peer Evaluation Form
    Sample
    {sample_peer_eval.rtf}
    Sample
    Peer Point Distribution Form {sample_peer_point_distribution.rtf}
    Single Author Peer Review
    Google Documents
    Sample Assignment {Single Author Peer Review Sample Assignment.rtf}
    Sample Assignment
    Sample Assignment
    Sample
    Peer Reviewer Form
    Google
    {Peer_review_sample_assignment_review_form.rtf}
    Google
    Docs Rubric
    ...
    Collaborative Process {Google docs sample rubric collaborative.rtf}
    Peer Review Questions
    Google
    {Peer_Review_Questions.rtf}
    Google
    Docs Rubric
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    Writing Product
    Peer
    {Google docs sample rubric emphasis on final product.docx}
    Peer
    Review Debriefing Reflection Questions {Peer review debriefing reflection.rtf}
    Google Docs Help
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    Collaborative Process {Peer review rubric collaborative process.rtf}
    A Simple Hack for Productive Collaborative Authorship
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    Writing Product {Peer review rubric emphasizing the product.rtf}
    Wikis
    Blackboard
    ...
    and Rubric
    Blackboard
    {Wiki Assignment and Rubric.rtf}
    Blackboard
    Sample Assignment and Rubric {Blackboard Sample Assignment.rtf}
    Sample Class Notes Assignment Wiki
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    and Rubric
    Sample
    {Blackboard Current Event Sample Assignment and Rubric.rtf}
    Sample
    Faculty Development
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    and Rubric {Sample Wiki Fac Dev Assigment.rtf}
    Blackboard Help
    Sample Student Wiki Project
    This is an area where we can add discipline specific assignments and best practices. Please feel free to upload files and content here:
    ...
    a Place by{Portrait_of_a_Place_Collaborative_Assignment.rtf} by Sharon Zuber
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    Collaborative Assignment by{SampleRussianassignment.rtf} by Bella Ginzbursky-Blum
    (view changes)
    12:57 pm
  4. page Frontline Assignment edited ... Google Drive Sample Assignment: Analyzing Frontline Documentaries Collaborative Documentary R…
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    Google Drive Sample Assignment: Analyzing Frontline Documentaries
    Collaborative Documentary Response
    ...
    and response.)
    1. Purpose/objective
    Students will apply material from the course by responding to the ideas put forth in a selected Frontline documentary. (http://www.pbs.org/wgbh/pages/frontline/) Students will
    ...
    Students will need access to a television and PBS channel if the documentary is to air in real time. Frontline offers a collection of 97 archived documentaries for free older programs for viewing online. To watch archived documentaries and to collaborate in Google Documents, students will need computers with internet connections.
    3. Process
    ...
    the documentary.
    4. Timeline
    Pre-class Preparation- Assign groups and determine whether students will watch a pre-selected documentary or whether groups will select a documentary. Write up the assignment and create a rubric. Create blank shared documents for each group. This way, individual students do not have to deal with account creation and management. If students are not familiar with Google Drive, plan to use some class time to allow students to “practice” in a Google Document. A practice assignment is located at http://connectedcampus.wordpress.com/2008/07/21/google/
    ...
    subsequent week.
    Post-project Evaluation- Evaluate the documentary responses. Student groups may wish to share their responses with the rest of the class through discussion or a more formal product (presentation).
    5. Suggestions for Evaluation
    ...
    Sample Student Directions:
    Your group will select a documentary from the Frontline archived programs to watch, critique, evaluate, and respond to. You will use the Google Drive in your WM Apps account as the method for collaborating on this project. Use the following timeline to plan your project:
    Class Session Date_ MeetDate
    Meet
    in your
    ...
    Google Drive.
    Two-Hour Window_ Log

    Agree on a two-hour viewing window. During that time, log
    into your
    ...
    Session Date Meet
    Meet
    in your
    • Briefly outline the issue raised in your documentary?
    • What does the filmmaker’s perspective seem to be regarding this issue?
    ...
    • In your group’s opinion, which aspects of the argument are strong? Which are weak? Discuss.
    • What is your group’s final critique/evaluation of this documentary?
    Due Date ByDate__
    By
    this date,
    (view changes)
    12:56 pm
  5. page Frontline Assignment edited Google Drive Sample Assignment: Analyzing Frontline Documentaries Collaborative Documentary Res…

    Google Drive Sample Assignment: Analyzing Frontline Documentaries
    Collaborative Documentary Response
    This assignment is based upon student reactions to a selected PBS Frontline documentary. Therefore, the assignment can be adapted to fit any course for which there may be a documentary pertaining to the discipline. This assignment may also be used in a Writing or Media studies course. (The process outlined in this lesson could also be duplicated in a movie, newscast, or radio program reflection and response.)
    1. Purpose/objective
    Students will apply material from the course by responding to the ideas put forth in a selected Frontline documentary. (http://www.pbs.org/wgbh/pages/frontline/) Students will
    ● Critique and reflect upon the issues raised in the documentary
    ● Write collaboratively
    ● Edit and publish a collaboratively authored written response to the film
    ● (Faculty might also encourage students to conduct research on order to provide facts in support of their responses)
    2. Resources
    Students will need access to a television and PBS channel if the documentary is to air in real time. Frontline offers a collection of 97 archived documentaries for free older programs for viewing online. To watch archived documentaries and to collaborate in Google Documents, students will need computers with internet connections.
    3. Process
    Students will watch a selected documentary at the Frontline archived films page (http://www.pbs.org/wgbh/pages/frontline/view/?utm_campaign=homepage&utm_medium=bigvideo&utm_source=bigvideo). (The faculty can select the film that most appropriately fits the content area. If this assignment is argument for analysis for a Writing or Media course, then student groups may select the film.) Students will select a time to watch the documentary. They will watch it in their own rooms, but will watch it at approximately the same time. While viewing the film, students will outline the major arguments put forth in the documentary. This will be a collaboratively authored outline in Google docs. Once the video is completed and students have authored the outline, they will decide upon the major themes of the argument. Students will come to the next class session ready to share their outlines and themes. The instructor will then direct them to complete the second part of this collaborative writing assignment during the subsequent week. Students will coauthor a response/reflection to the themes espoused in the documentary.
    4. Timeline
    Pre-class Preparation- Assign groups and determine whether students will watch a pre-selected documentary or whether groups will select a documentary. Write up the assignment and create a rubric. Create blank shared documents for each group. This way, individual students do not have to deal with account creation and management. If students are not familiar with Google Drive, plan to use some class time to allow students to “practice” in a Google Document. A practice assignment is located at http://connectedcampus.wordpress.com/2008/07/21/google/
    In and out of class collaboration- Hand out assignment at least two weeks before the first draft is due. In class, student groups will determine a time (a two-hour window on a selected date) during which they will view the film and collaboratively outline the argument. At the end of this two hour window, students should have generated a list of the major themes in the documentary. During the next class session, students will discuss the documentary within their groups. They will make a plan for completing the written reflection collaboratively within Google Documents during the subsequent week.
    Post-project Evaluation- Evaluate the documentary responses. Student groups may wish to share their responses with the rest of the class through discussion or a more formal product (presentation).
    5. Suggestions for Evaluation
    Faculty may want to weight the collaborative process differently, depending on course goals. Two sample rubrics are provided below. One evaluates the collaborative process (Appendix 3.2a) and one evaluates the final product (Appendix 3.2b). Additionally, faculty can modify the rubric located in Appendix 1.3a.
    Sample Student Directions:
    Your group will select a documentary from the Frontline archived programs to watch, critique, evaluate, and respond to. You will use the Google Drive in your WM Apps account as the method for collaborating on this project. Use the following timeline to plan your project:
    Class Session Date_ Meet in your groups to browse through and select the documentary. Establish a two hour time period that you will all view the film and collaborate in a Google Document. During this class session, you will also practice collaborating in Google Drive.
    Two-Hour Window_ Log into your WM Apps account and open the shared document. While viewing the documentary, collaborate with your group members to construct a general outline of the argument established in the documentary. Be sure to list any questions you may have or any areas of the argument that you find questionable. Once the outline is generated, your group should generate a list of the major themes of the argument or issue as well as any areas of the argument that your group calls into question.
    Class Session Date Meet in your groups in order to discuss the documentary and to determine the schedule for collaboratively authoring the reflection piece. Be sure to address the following points in your reflection:
    • Briefly outline the issue raised in your documentary?
    • What does the filmmaker’s perspective seem to be regarding this issue?
    • What evidence does the filmmaker offer in support of this argument?
    • In your group’s opinion, which aspects of the argument are strong? Which are weak? Discuss.
    • What is your group’s final critique/evaluation of this documentary?
    Due Date By this date, the final polished paper will be submitted to your instructor. (Be sure this is a Word Document).

    (view changes)
    12:53 pm

Friday, September 6

  1. page home edited The William and Mary Collaborative Writing Project is a collaboration between William and Mary F…

    The William and Mary Collaborative Writing Project is a collaboration between William and Mary Faculty and Academic Technology. Our goal is to engage faculty in a conversation about the merits of integrating collaborative writing into their teaching. The document at the right is a culmination of this ongoing collaboration. This manual provides an overview of collaborative writing, tips on implementing collaborative writing projects, as well as sample lessons and rubrics that explore collaborative writing through single author peer review, Google Documents, wikis, and Blackboard. We have also provided a Word version of this manual so that you may download and use (and dissect, alter, and adjust) any of the contents (lessons, sample directions, rubrics) to best suit your assignment objectives.
    ...
    in Word {The William and Mary Collaborative Writing Project_4.11.docx}
    Our hope is that this wiki provides a place for faculty to further this collaboration. There is a Discussion Forum where you are invited to begin discussions or to pose questions regarding teaching with collaborative writing.
    Additionally, we hope that faculty will visit the Best Practices page to upload and share specific lessons and ideas from their particular disciplines.
    If you need any assistance navigating the wiki or uploading files, please feel free to contact April Lawrence, W&M Academic Technologist, at adlawrence@wm.edu.
    {coll_writ_wordle2.PNG} {ScreenShot129.jpg}
    ...
    the page.
    Online publishing provided by Yudu, promoting paperless publications.
    {tree.PNG}
    (view changes)
    10:20 am

Monday, February 25

  1. page Resources edited ... The Writing Across the Curriculum Clearinghouse, Colorado State Google Docs Help Pages Using…
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    The Writing Across the Curriculum Clearinghouse, Colorado State
    Google Docs Help Pages
    Using Collaborative WritngWriting and Problem-based
    Google Docs Practice Assignment
    Wiki Books: Emerging Instructional Technology/Collaborative Writing
    (view changes)

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