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Crowdsourcing and Self-Instruction: Introduction Turning the Production of Teaching Materials Outline Rationale into a Learning Objective Case study Extension Q&A West Virginia University 27 June 2017 Introduction Outline Rationale

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Introduction Outline Rationale Case study Extension Q&A

Crowdsourcing and Self-Instruction:

Turning the Production of Teaching Materials into a Learning Objective

West Virginia University 27 June 2017

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Background & Teaching philosophy

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Crowdsourcing and Self-Instruction:

Turning the Production of Teaching Materials into a Learning Objective

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9 am – 10:15am

  • Rationale
  • Case study
  • Extensions

10:30 am – 11:45 am

  • Group discussion
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Rationale

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Rationale

  • Content standards and educational goals
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Rationale

  • Content standards and educational goals
  • Student engagement
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Rationale

  • Content standards and educational goals
  • Student engagement
  • Lesson planning and course materials
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Rationale

  • Content standards and educational goals
  • Student engagement
  • Lesson planning and course materials

How can we use student activity to meet content standards and augment teaching

  • utcomes?
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Case study:

Teaching Latin American government

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Introduction Outline Rationale Case study Extension Q&A POLS 355: GOVERNMENTS OF LATIN AMERICA

Spring 2016 Sections 001 & W01 Professor: Matthew Wilson Room: 101 Woodburn Hall Email: mhwilson1@mix.wvu.edu Dates: 01/11/16 - 04/29/16 Office: 315D Woodburn Hall Time: T & Th 1:00 PM-2:15 PM Office Hours: T & Th 2:15-3:45 PM & by appointment COURSE DESCRIPTION: This course provides a broad coverage of the political landscape of countries in Latin America. It involves comparing and contrasting institutions and aspects of government performance in different countries, and analyzing their differences against the backdrop of social and demographic attributes. The first part of the course introduces students to the dominant actors in Latin American politics and situates them within a general history of development in the region; the second part examines specific countries in greater detail and provides students with the contextual information to understand each country relative to others in the region. The goal

  • f the course is to characterize the politics of the region as a whole, and at the same time to

elucidate the unique paths of political development that each country has taken. As a result, students will better understand the intricacies of politics within Latin America, as well as the generalizability of politics in the region. EXPECTED LEARNING OUTCOMES: As a result of the class, students will be able to:

  • Develop a working knowledge of historical and contextual specificities in Latin America
  • Identify dominant actors and institutions in Latin American politics
  • Critically evalute the similarities and differences of goverments in Latin America

READING MATERIALS (Required):

  • Wiarda, Howard J. and Harvey F. Kline. 2006. A Concise Introduction to Latin American

Politics and Development. Boulder, CO: Westview Press. Second edition.

  • Skidmore, Thomas E., Peter H. Smith, and James N. Green. 2013. Modern Latin America.

New York: Oxford University Press. Eighth edition. Additional readings will be available online or through the West Virginia University library. COURSE REQUIREMENTS: Students are expected to (1) read assigned materials before the start of each class; (2) attend all lectures and participate in in-class exercises; (3) complete two in-class exams; Exams will be a combination of multiple choice and short answer based on the readings (4) construct a detailed timeline of political events for one country Each student will be assigned one country to research and will be required to track executive changes, major conflicts, constitutions, and notable laws that affected political development. (More information will be provided separately.) GRADES: Two in-class exams @ 20% (40%); Country timeline (50%); Participation (10%) = 100% (Student’s participation grade is determined by pop-quizzes and in-class responses) A: 90-100; B: 80-89.9; C:70-79.9; D: 60 to 69.9; F: 0-59.9 1

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Strategy

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Strategy

  • What about Latin American governments?
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Strategy

  • What about Latin American governments?
  • (Another) course paper?
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Strategy

  • What about Latin American governments?
  • (Another) course paper?
  • What could I learn?
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Strategy

  • What about Latin American governments?
  • (Another) course paper?
  • What could I learn?

Timelines based on Latin American history

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Timeline project

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Timeline project

  • Determine student task
  • Identify materials
  • Design schedule
  • Assess value of activity
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Determine student task

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Determine student task

  • Answer basic questions about recorded information
  • Use to contruct a timeline of major events
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Identify materials

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Identify materials

  • Consult specific books on hold in the library

Supplement with outside research

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Identify materials

  • Consult specific books on hold in the library
  • Supplement with outside research
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Design schedule

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Design schedule

  • Midterm assignment: individual timeline
  • Final assignment: team timeline
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Introduction Outline Rationale Case study Extension Q&A TIMELINE ASSIGNMENT

PART II POLS 355 Spring 2016 Section 001 This assignment represents the extension of a guided research assignment in which each student was individually required to create a spreadsheet of notable events in the history of a particular country in Latin America since independence. This second part is a collaborative assignment that requires students who studied the same country to work together in teams to combine information on the political events that occurred. A template will be provided. Part II is worth 15 % of a student’s grade and is due by 04/12. Late assignments will be penalized by ten percent per day. Assignment

  • For their assigned country, students should work together with other students to evaluate and

combine their spreadsheets (part I). Each team of students should collectively discuss the events that each identified, and merge them into a single document that denotes the major events that

  • ccurred in each year. Each entry of the final spreadsheet must contain the year and a one- to

two-sentence description of the event. Relevant information includes executive changes, conflicts, and major laws and documents. Note: Cited sources are not required for this assignment. The assignment will be evaluated based on the completeness of information and accuracy. Grading rubric: (Total/30) Depicts major political events in their country: 0 (none) - 10 (satisfactorily) Represents a comprehensive outline of events: 0 (none) - 10 (satisfactorily) Presentation/Formatting: 0 (poor) - 10 (excellent) 1

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Assess value of activity

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Assess value of activity

  • Peer-to-peer learning
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Assess value of activity

  • Peer-to-peer learning
  • Student-teacher interactions
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Assess value of activity

  • Peer-to-peer learning
  • Student-teacher interactions
  • Lesson reinforcement
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Post-course timetable

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Post-course timetable

  • Student assignments and grades
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Post-course timetable

  • Student assignments and grades
  • Combine material
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Post-course timetable

  • Student assignments and grades
  • Combine material
  • Processing
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http://matthewcharleswilson.com/_Manuscript.pdf

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Outcomes

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Outcomes

  • Positive student experience
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Outcomes

  • Positive student experience
  • Personal learning opportunities
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Outcomes

  • Positive student experience
  • Personal learning opportunities
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Outcomes

  • Positive student experience
  • Personal learning opportunities
  • New text

...

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So what?

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So what?

How can you augment student performance and make teaching work for you? What are some novel ways to integrate Latin American studies into the classroom?

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So what?

How can you augment student performance and make teaching work for you?

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So what?

How can you augment student performance and make teaching work for you? What are some novel ways to integrate Latin American studies into the classroom?

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Civilizations & religions Civics & government English arts Geography History Science & social sciences Social & contemporary studies Spanish

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https://laii.unm.edu/outreach/common/lesson-plans/ mexican-revolution/complete-guide.pdf

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FACDIS & you

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Questions?

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Workshop:

Brainstorming Crowdsourcing Techniques

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https://goo.gl/iFb5gF

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Concepts

  • What are some of the content standards in subjects

that you teach that tend to include conventional projects?

  • Which content standards are most capable of being

supported by projects that harness student skills to produce new outputs?

  • Which content standards are most amenable to

ideas that incorporate Latin American studies?

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Resources

  • What skills do your students possess that can be

used to construct new activities that produce new

  • utputs?
  • What materials and resources are available to

support innovative projects?

  • What, if any, scheduling constraints do you face

regarding designing a student project in your classroom?

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Value

  • What outputs would be most valuable to you or

your students?

  • What subject matter do you wish you knew more

about?

  • How are innovative projects capable of augmenting

specific learning outcomes?