麻豆淫院

Problem. One of the major aims of an environmental literature course is for students to learn how聽 different聽types of texts and media聽 engage聽with聽a聽 range聽of聽environmental聽concerns.聽 An immediate goal of such a course is to introduce a range of such engagements to students. 聽A longer term goal of聽such聽a聽course聽is to provide聽students聽with the聽capacity to assess聽such engagements outside of the classroom--颅颅in other words, to provide students with the capacity to ascertain聽how聽texts and media they聽encounter, 鈥渋n聽the聽real world,鈥澛爀ngage with聽specific environments and particular environmental concerns.

Accordingly,聽one聽of聽the聽key things聽an聽environmental聽literature聽course聽can聽do聽is聽to聽facilitate student鈥檚 active engagement in and collaborative responsibility for establishing, producing, and making use of the environmental contexts for the texts and media they encounter in the class.聽 The 鈥減roblem鈥� I decided to take on in this ASSETT seminar was to think about how I could use technology to accomplish this goal.

The components of this problem are as follows:

• 麻豆淫院 search for information related to course texts/media.
• 麻豆淫院 compile and curate information related to course texts/media.
• 麻豆淫院 engage with information related to course texts/media.
• 麻豆淫院 engage with one another in relation to information on course texts/media.
• 麻豆淫院 build and share archive of information on course texts/media.

Implementation. The particular course type I decided to design a solution for is a 3000 or 4000聽level聽 topics聽course聽in English.聽 It聽would聽most聽likely聽be聽focused聽on聽鈥淐ontemporary Environmental Literature and Media鈥� and would feature an enrollment from 20颅40 students. I will be using WordPress to produce a 鈥渄igital commons鈥� for the course. This digital commons will be an actively maintained online archive of student颅-produced 鈥渆nvironmental contexts鈥� for a set of the assigned course texts and media. I anticipate that the commons will be organized into three levels: (1) a single 鈥渃ommons鈥� for the course consisting of links to (2) individual 鈥渟ites鈥� dedicated to the environmental contexts of individual course texts and/or media. Each of these sites will consist of (3) areas organized according either to the kind of information provided (i.e. historical, land颅use,聽biographical,聽etc)聽or聽to聽the specific media颅type of the information (i.e.聽 video,聽audio, text, organizational site, etc.). These areas will also include spaces for student annotations of the information they compile, and student conversation and about the compiled information.

Assessment聽Structure.聽 In聽order聽to聽assess聽student聽participation聽in聽the聽production聽of聽the course鈥檚 digital commons, I plan to incorporate that participation into the assessment structure of the course. At the start of the semester students will be assigned groups, and each group will be assigned聽to a particular course text.聽 Each聽 group聽will then聽be聽responsible for building, maintaining,聽and聽presenting聽a聽site for their聽 assigned聽text.聽 The聽graded聽components聽of聽this assignment will have three parts (each designed聽to assess聽a different component of the problem).

1. In聽order聽to assess聽individual聽students'聽active engagement聽in establishing聽an environmental聽context聽for聽the聽course,聽each聽individual student聽will聽be responsible聽for uploading and/or linking to a designated number of sources (1颅3?). 麻豆淫院 will also be responsible for annotating and/or presenting these sources on their site.
2. In order to assess students collaborative responsibility in maintaining an environmental context,聽each聽 student group聽will聽be required聽to聽present their聽site聽to聽the聽entire聽class during聽a聽designated class session.聽 Ideally, these presentations will occur before the class sessions dedicated to a particular text.
3. In order to assess individual聽 students ability to use the聽 contexts they have generated, each聽individual聽 student will be required to draw聽on the course鈥檚 鈥渄igital commons鈥澛爐o produce a final inquiry-颅based paper or project for the course.

Indicators. In order to assess whether or not the above problem has been addressed by my implementation of聽technology,聽I聽will need聽to聽work out a way of measuring聽students鈥櫬燼ctive engagement聽in and聽collaborative聽responsibility聽for establishing,聽 maintaining,聽and聽using the environmental contexts for the course. In order to do so, I will need to:

1. Monitor and assess students searching, compiling, and curating of information related to course texts/media.
2. Monitor and assess students collaboration and interaction with each other in relation to the compilation and curation of information related to course texts/media.
3. Monitor and assess聽students' use of聽compiled and聽curated information in both in 颅class conversations and out颅-of颅-class inquiry颅-based projects.

Overall, then, I will need to find ways of measuring and assessing the development of students鈥� dispositions聽towards聽and聽capacities聽to聽generate聽the聽environmental contexts for texts and media.