Student-Chosen Outcomes (10%)<\/strong><\/p>\n\u00b7 \u00a0Think about spatiality and literature<\/td>\n
\u00b7 \u00a0Develop some component of the final project involving maps<\/td>\n | \u00b7\u00a0 Final project<\/p>\n \u00b7 Work on the mapping project<\/td>\n | \u00b7\u00a0 Quality of final and mapping project<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n <\/p>\n \u00a0<\/strong><\/p>\n <\/p>\n <\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Due Dates Beginning of semester January 23, in class \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Draft of contract and discussion with professor January 25, end of day \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Submit final version to Blackboard Midterm Sunday, March 10, end of day \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Portfolio with reflection and submission of any contract revisions March 20, in class \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Portfolio meetings with Professor Final Wednesday, May 8, end of day \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Portfolio along with final reflection What is a Learning Contract? In keeping with our flipped learning environment, you will also have more control over the assessment of your learning. You will each write a learning contract, a document in which you will describe what you want to learn this semester and how you will organize your time to learn it. The best thing about a learning contact is that you get to decide what grade you want. If you want to put in the effort for an A, you can do so, if you\u2019ve already decided that a B is your goal, you can make a plan to achieve it. I won\u2019t be assigning you numbers or letters, but rather I will be giving you written feedback both in and outside of class about your work. We will meet at midterm to discuss your progress and renegotiate the contract as necessary. I will give you an approximate letter grade at midterm and assign a final letter grade at semester\u2019s end based on how well your digital portfolio demonstrates the learning goals we\u2019ve decided upon in your contract. The goal of a learning contract is to give you ownership over your learning and to help you focus more on the process of learning rather than an end product. We\u2019ll talk a lot more about this in class. You’ll\u00a0decide how much effort you want to put into the course, where you want to concentrate your greatest effort, and what you, specifically, want to improve upon. I\u2019ve chosen seven categories related to course outcomes that form the basis for the learning contract, including: Content Composition Presentation Tinkering Collaboration Participation Student-Chosen Outcome I\u2019ve also included a place for you to develop additional learning outcomes for yourself. Writing the Contract Note: A\u00a0Learning Contract Template\u00a0is available for you to fill out. Look over the course website, paying particular attention to the course objectives, course descriptions, and schedule of activities, and be sure to examine the\u00a0sample learning contract below and use the learning contract template. Decide on a grade that is practical\u00a0and achievable (you shouldn’t just choose an A because you think that is what I want to hear). Choose a percentage of effort for each learning category, write some explanatory sub-points\u00a0under each, and indicate how you will learn it, what you will add to the portfolio to demonstrate that you’ve learned it, and what I should be looking for as evidence of your learning. Find as many ways as possible to adapt your responses to your own interests and major. Give yourself clear and challenging criteria for success (timelines, quality of work, etc.) Negotiating You will revisit and rework your contract during our meetings in the early weeks of the semester and at\u00a0midterm, once you\u2019ve delved more into the material.\u00a0That is where the negotiating comes in. We will meet to discuss the contract you\u2019ve designed for yourself. If I don\u2019t think your contract reflects a level of effort that merits the grade you\u2019ve chosen, I may ask you to revise. If I think you\u2019ve concentrated too much effort in one category, I may ask you to recalculate. Two Caveats Regardless of your goals, you still expected to complete all class assignments and attend all classes. Failing to do so will adversely affect the final grade for which you are eligible. Learning Contract Sample Student Name\u00a0 _______Mina Murray____ Grade Contracted For\u00a0 __x__ A\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 ____ B\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 ____ C What concepts are you going to learn, or skills are you going to develop? How will you learn the content\/ develop the skill? What evidence will you add to the portfolio to demonstrate your learning? How will you and I assess the evidence of your learning\/skills? Content (30%) \u00b7 Learn how people in the nineteenth-century understood their relationship to technology and how that compares to our own moment. \u00b7Learn how technology can be used to interpret literature. \u00b7 \u00a0Think critically about when, how, and why it is best to use certain technologies to analyze particular texts. \u00b7\u00a0 Attend all class meetings \u00b7 \u00a0Complete assignments on time \u00b7\u00a0 Explore all resources\u00a0online fully and choose additional research and tinkering paths that interest me. \u00b7\u00a0 Asking questions in class. \u00b7 \u00a0snapshots of notes from class \u00b7\u00a0 Brief write-up of exploration and reflection on how it developed in class. \u00b7\u00a0 Notes on questions asked in class. \u00b7\u00a0 Selections from in-class lab materials and assignments. \u00b7\u00a0 Class notes indicate that I am thorough, draw together readings, with discussions and developing an understanding of\u00a0how technology is at play in our readings. \u00b7\u00a0 Lab work demonstrates that I am\u00a0experimenting with many tools and keeping details notes on their ideal use. Composition (10%) \u00b7\u00a0 Improve ability to develop supporting argumentative claims. \u00b7\u00a0 Experiment with writing style. \u00b7\u00a0 Learn how to integrate writing with other media. \u00b7\u00a0 Look for examples in\u00a0the blog writing of my classmates. \u00b7\u00a0 Try out new diction and sentence structure. \u00b7\u00a0 Put sound, video, and images into blogs. Revise blogs to focus on topic sentences. \u00b7\u00a0Examples of in-class writings and blog drafts with\u00a0experiments highlighted \u00b7\u00a0 Discussion in reflection of changes in work \u00b7 \u00a0Examples of writing from projects throughout the semester. \u00b7\u00a0 Topic sentences and claims improve in in-class and blog\u00a0writing \u00b7\u00a0 Writing shows signs of successful experimentation \u00b7\u00a0 Integrated other media in a way that was tied to writing itself \u00b7 \u00a0Show examples of improvement from early to late course writings. Presentation(10%) \u00b7\u00a0 Become comfortable leading discussions \u00b7\u00a0 Become more confident in front of the class \u00b7\u00a0 Practice presentations in advance \u00b7\u00a0 Come up with a working list of responses for in-class discussions \u00b7\u00a0 All in-class presentations \u00b7\u00a0 I speak clearly and confidently \u00b7\u00a0 I come prepared \u00b7\u00a0 I respond to student answers Tinkering\u00a0(20%) \u00b7\u00a0 I practice trouble-shooting on my own and use the web to find answers. \u00b7 I play with texts in class and come up with ideas for experimentation to see what might happen. \u00b7 I focus less on end-product and more on process. \u00b7 \u00a0Use time at home and lab time to familiarize myself with tools from class. \u00b7 Look for and experiment with different tools. \u00b7 Develop a final project with a research question that blends several tools and methods. \u00b7 Final project \u00b7 Discussions of tinkering and alternative tools\u00a0on\u00a0blog. \u00b7 \u00a0Examples of process and prototyping of projects. \u00b7 \u00a0A final project that demonstrates the best blending of tools and method to answer the research question. Collaboration (5%) \u00b7\u00a0 Learn how to relinquish control over projects \u00b7 Delegate \u00b7 Take responsibility over my own role \u00b7 Help others \u00b7\u00a0 Reports from in-class labs \u00b7\u00a0 Peer reviews \u00b7Presentations \u00b7\u00a0 Peer reviews on lab work indicate that I am a valuable group member Participation (5%) \u00b7 Leave room for other students to talk. \u00b7 Help other students who are struggling. \u00b7Avoid becoming frustrated when something is challenging \u00b7\u00a0 Wait before answering a question \u00b7 Pay attention to other students. \u00b7Maintain an attitude of openness. \u00b7\u00a0 Class discussions \u00b7\u00a0 Group work \u00b7\u00a0 Reflections \u00b7 \u00a0blogs \u00b7\u00a0 My reflections demonstrate that I have thought about how my participation influences others. \u00b7\u00a0 You observe my willingness to let others answer and to help others. Student-Chosen Outcomes (10%) \u00b7 \u00a0Think about spatiality and literature \u00b7 \u00a0Develop some component of the final project involving maps \u00b7\u00a0 Final project \u00b7 Work on the mapping project \u00b7\u00a0 Quality of final and mapping project \u00a0 <\/p>\n","protected":false},"author":5,"featured_media":0,"parent":52,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_sb_is_suggestion_mode":false,"_sb_show_suggestion_boards":false,"_sb_show_comment_boards":false,"_sb_suggestion_history":"","_sb_update_block_changes":"","footnotes":""},"class_list":["post-72","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/iris.siue.edu\/technology-literature\/wp-json\/wp\/v2\/pages\/72","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iris.siue.edu\/technology-literature\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/iris.siue.edu\/technology-literature\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/iris.siue.edu\/technology-literature\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/iris.siue.edu\/technology-literature\/wp-json\/wp\/v2\/comments?post=72"}],"version-history":[{"count":4,"href":"https:\/\/iris.siue.edu\/technology-literature\/wp-json\/wp\/v2\/pages\/72\/revisions"}],"predecessor-version":[{"id":2965,"href":"https:\/\/iris.siue.edu\/technology-literature\/wp-json\/wp\/v2\/pages\/72\/revisions\/2965"}],"up":[{"embeddable":true,"href":"https:\/\/iris.siue.edu\/technology-literature\/wp-json\/wp\/v2\/pages\/52"}],"wp:attachment":[{"href":"https:\/\/iris.siue.edu\/technology-literature\/wp-json\/wp\/v2\/media?parent=72"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}} |