Crowdsourcing and Self-Instruction: Introduction Turning the - PowerPoint PPT Presentation

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 Case study Extension Q&A

Introduction Background & Outline Rationale Teaching philosophy Case study Extension Q&A

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

9 am – 10:15am • Rationale Introduction • Case study Outline Rationale • Extensions Case study Extension 10:30 am – 11:45 am Q&A • Group discussion

Rationale Introduction Outline Rationale Case study Extension Q&A

Rationale • Content standards and educational goals Introduction Outline Rationale Case study Extension Q&A

Rationale • Content standards and educational goals • Student engagement Introduction Outline Rationale Case study Extension Q&A

Rationale • Content standards and educational goals • Student engagement Introduction • Lesson planning and course materials Outline Rationale Case study Extension Q&A

Rationale • Content standards and educational goals • Student engagement Introduction • Lesson planning and course materials Outline Rationale Case study How can we use student activity to meet Extension Q&A content standards and augment teaching outcomes?

Introduction Case study: Outline Rationale Case study Teaching Latin American government Extension Q&A

POLS 355: G OVERNMENTS OF L ATIN A MERICA 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 Introduction the contextual information to understand each country relative to others in the region. The goal of 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, Outline students will better understand the intricacies of politics within Latin America, as well as the generalizability of politics in the region. Rationale 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 Case study • Identify dominant actors and institutions in Latin American politics • Critically evalute the similarities and differences of goverments in Latin America Extension READING MATERIALS (Required): • Wiarda, Howard J. and Harvey F. Kline. 2006. A Concise Introduction to Latin American Q&A 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

Strategy Introduction Outline Rationale Case study Extension Q&A

Strategy • What about Latin American governments? Introduction Outline Rationale Case study Extension Q&A

Strategy • What about Latin American governments? Introduction • (Another) course paper? Outline Rationale Case study Extension Q&A

Strategy • What about Latin American governments? Introduction • (Another) course paper? Outline • What could I learn? Rationale Case study Extension Q&A

Strategy • What about Latin American governments? Introduction • (Another) course paper? Outline • What could I learn? Rationale Case study Extension Timelines based on Q&A Latin American history

Timeline project Introduction Outline Rationale Case study Extension Q&A

Timeline project Introduction • Determine student task Outline • Identify materials Rationale • Design schedule Case study Extension • Assess value of activity Q&A

Determine student task Introduction Outline Rationale Case study Extension Q&A

Determine student task Introduction Outline • Answer basic questions about recorded information Rationale • Use to contruct a timeline of major events Case study Extension Q&A

Introduction Outline Rationale Case study Extension Q&A

Identify materials Introduction Outline Rationale Case study Extension Q&A

Identify materials Introduction Outline • Consult specific books on hold in the library Rationale Supplement with outside research Case study Extension Q&A

Introduction Outline Rationale Case study Extension Q&A

Identify materials Introduction Outline • Consult specific books on hold in the library Rationale • Supplement with outside research Case study Extension Q&A

Design schedule Introduction Outline Rationale Case study Extension Q&A

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

T IMELINE A SSIGNMENT P ART 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 Introduction 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 occurred in each year. Each entry of the final spreadsheet must contain the year and a one- to Outline 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. Rationale The assignment will be evaluated based on the completeness of information and accuracy. Case study 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) Extension Presentation/Formatting: 0 (poor) - 10 (excellent) Q&A 1

Assess value of activity Introduction Outline Rationale Case study Extension Q&A

Assess value of activity Introduction • Peer-to-peer learning Outline Rationale Case study Extension Q&A

Assess value of activity Introduction • Peer-to-peer learning Outline Rationale • Student-teacher interactions Case study Extension Q&A

Assess value of activity Introduction • Peer-to-peer learning Outline Rationale • Student-teacher interactions Case study • Lesson reinforcement Extension Q&A

Introduction Outline Rationale Case study Extension Q&A

Introduction Outline Rationale Case study Extension Q&A

Introduction Outline Rationale Case study Extension Q&A

Introduction Outline Rationale Case study Extension Q&A

Introduction Outline Rationale Case study Extension Q&A

Post-course timetable Introduction Outline Rationale Case study Extension Q&A