Design Assignments: Build Transliteracy Skills
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This document provides guidance on incorporating group work and technology tools into assignments using a transliteracy approach. It recommends using backward design, which involves first defining objectives, then determining appropriate activities and methods, and finally choosing an assessment. Some example activities are having students research topics using multiple media sources. The document also provides tips for facilitating group collaboration, such as using contracts, and for assessment, such as rubrics. Overall it aims to help instructors design effective assignments that build students' transliteracy skills.
Design Assignments: Build Transliteracy Skills
- 1. + Assignments Requiring Group Work and Technology Tools/Social Media
- 2. + Incorporating transliteracy Indicates a 21st Century approach to education Requires your students to access, analyze, evaluate and create messages using a variety of resources Can build an understanding of the social context of their work Facilitates the development of essential skills such as inquiry and self-expression, necessary for citizens of a democracy ( Enhances students learning experiences by building fluency across media, modes, and disciplines Do these objectives always fit your course objectives? NO, but thats OK! Pick and choose what works best for you, and your students.
- 3. + Use Backward Design Step 1: Start by defining the objectives for the assignment Step 2: Determine the activities and methods necessary for your students to complete in order to achieve the desired objectives Step 3: Chose an assessment tool or policy that evaluates how well students completed the activity and met the objectives of the assignment Understanding by Design by Grant Wiggins and Jay McTighe, 2005
- 4. + Step 1: Defining the assignment objectives Most important step Objectives for the assignment = objectives for course = objectives for program of study Ask yourself these questions: What is the goal for the students in completing this assignment? What topic do I want the students to explore by conducting research and critical thinking? Is this topic conducive to building transliteracy skills? Is group collaboration essential to this project, or is this project best suited for individual work?
- 5. + Step 2: Determine activities and methods Choose activities that, when completed, students achieve the objectives For example: (A) Research and use 3 scholarly peer-reviewed journal articles (A) Research and use at least 1 video to demonstrate the main concepts supported by the journal articles (O) Build Transliteracy skills Activities should require tools and resources accessible to all students In this step, choose a project tool appropriate to the skill level of the students and objectives of the assignment Whether or not you included group collaboration in your objectives will impact the activities and methods you choose
- 6. + Step 2 Contd: Choose a Media Project Tool Tool Overview Video Mashup Video, image, audio and text resources (www.bucks.edu/mashup) compiled to support a topic or thesis in logical manner (similar to a documentary) Glogster Interactive poster built using image, (www.glogster.com/edu) video, audio and text resources Prezi Zooming, non-linear presentation tool (www.prezi.com) Timetoast Interactive, media enriched, timeline (www.timetoast.com) generator Other Contact Jackie Fritz .lots and lots of possibilities! (fritzja@bucks.edu, x8056) or Paul Proces (procesp@bucks.edu, x8711)
- 7. + Step 2 Contd: Group Collaboration Tools If you decide to do a group project, consider requiring the following Group communication building activity Ice-breaker-like games to get students working together Group Contract Written document completed by the group of students Outline skills of group members Create a schedule of meeting places and times Decide what to do if conflict arises Signed by every group member and submitted
- 8. + Step 3: Assessment Rubric Set of criteria and standards linked to learning objectives Each criteria is accompanied by a brief description of requirements associated to a given point value Examples: http://tinyurl.com/38ezerk, http://school.discoveryeducation.com/schrockguide/ Assessing Group-work Self and peer evaluations Students evaluate how well each member, including themselves, followed the group contract and contributed to the project
- 9. + Suggestions from the field Scaffold the assignment Be aware of the resources Require students to hand in available to you and your pieces of the assignment. students Provide feedback before the Librarians: meet with faculty next piece of the assignment to collaborate on building an is due assignment Allows students to learn as Librarians: conduct media they complete the literacy sessions specific to assignment the assignment for your course Keep in mind timing! MInDSpace: provides the tools and assistance to use The more detailed the the tools for faculty and assignment, the better students
- 10. + Brought to you by the Bucks Librarians Contact Paul Proces, New Media Librarian X8711 procesp@bucks.edu Contact Jackie Fritz, Faculty Liaison, Learning Technologies X8056 fritzja@bucks.edu