Due Sunday, January 21 by end of day:
In the comments below, share the working draft of your open pedagogy assignment. You can paste the information into the comments box or attach a file.
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Due Sunday, January 21 by end of day:
In the comments below, share the working draft of your open pedagogy assignment. You can paste the information into the comments box or attach a file.
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15 thoughts on “Open Pedagogy Assignments”
What fun this has been.
My first idea is for an I-Search Project that will be posted in a BMCC OpenLab site. I have attached a draft of the template with instructions.
Many students find it challenging to use the BMCC Library to write academic research papers. This project will move the focus away from having the students imitate academese and towards using their authentic voices as they write about the research process.
In this I-Search Project, students will create journal entries about their research projects. We will focus more on the process, and their interpretation of it, rather than on producing a polished academic research paper.
Students can create their I-Search Projects as a slide-show, video, traditional essay or any format they prefer.
The final projects will be posted publicly on the BMCC Openlab. Once finished, we will conduct a group survey with comments about what worked best . We will share our experiences in a shared document to offer tips about good research practices to new students.
* What will you do? Write a research paper but use your experience of doing the research as the main focus of your writing. Explain the steps you take, what you find, and how useful it is to you?
* Why? To analyze the value of research practices and whether they are relevant to you; to write reflective essays that examine what aspects of writing and research are meaningful to you; to share with your peers which methods worked best for you.
*. How? There is a template you can use to begin the process. We can adapt this as we progress with the project. We will share your finished pieces on the BMCC OpenLab. We will create a survey at the end to look for patterns in our experiences and to explore what recommendations we could make to future students.
Here is a link to the template in progress: https://docs.google.com/presentation/d/1Q55C8GYD3NkBxPZ9fEWvR5wH_xh5jVl21g077xn3Sqk/edit?usp=sharing
ENG 101 I-Search Project
There’s an incorrect question mark instead of a period at the end of the first bullet point. I can’t see an option to edit in this forum, so there it is.
As well as my first idea, posted in a previous comment, I had another one: BMCC Mini-Vids. We could create a BMCC OpenLab site for BMCC English Mini-Vids. Each week we could choose one aspect of class to use to make a video of one minute or less. Some potential topics for English could be:
Brainstorming
Quotation Sandwiches
Text Analysis
Comparing and contrasting texts (synthesis)
Composing a dynamic hook
Writing an effective thesis statement
Doing group work
Peer review
Writing a five paragraph essay
Writing outside the box
Journaling
Freeing one’s voice
If it goes well, students could nominate an instructor from one of their other classes to create a short video. I’m thinking of this exercise as an extra credit assignment. Initially I thought of it as a class TikTok account, but I recognize the challenges of posting on such an open platform and maintaining an appropriately collegiate tone. If any other instructors are interested in this idea, I’d like to explore a potential collaboration.
https://docs.google.com/document/d/1966VppNIZPiOt9rccjP87e9YfzpQ-6rptjoLMgxmloU/edit?usp=sharing
In case anyone is interested in using the “Where I’m Going” Assignment, here is the one I created. I’m sure this could be improved upon: https://docs.google.com/document/d/1o9jop7sIfLa8qx8GWB_lizFePam2-4tV71pe-2v48cQ/edit?usp=sharing
Also, here it is as a Word document.
Last attempt to include the file. 🙂
My Open Pedagogy assignment for COM 100 Intro to Communication is part of a larger effort to restructure the class in a way that removes the reading requirement substantially. The students will watch short video lectures and in-class time will consist of application/group discussion/group work. Instead of demonstrating their knowledge of the textbook, the midterm will consist of application questions asking students to apply communication theories to specific real-world examples students will encounter in Manhattan.
For the final project, student will get to choose one of three scaffolded assignment types to compete the class. They can choose between:
1. A video demonstrating small group communication concepts, with contextual explanation provided;
2. An audio or video interview and analysis based on cross-cultural communication; or
3. A video dissecting a piece of popular audio-visual media utilizing our core mass media theories
Students can opt to have their projects shared publicly on the OpenLab as part of an ongoing portfolio of examples for future students.
I love the focus on communication and real-life applications in this assignment. I hope that many of the students will choose to share their projects on the OpenLab.
The goal of the Intro to Business assignment will be threefold:
1] Build interpersonal and social / business skills: students will visit local businesses, or organizations around campus or in their neighborhoods to speak with business owners about their business or marketing plans by providing the opportunity to hone student academic experience/stance and developing course content where they can have an ownership of their creativity or contributions. Students will also have an opportunity to attend business events both on and off campus. A template/script will be provided to help students interview or speak with business owners.
2] To create Social Responsibility and Citizenship: students will learn about business ethics and social responsibility from the various businesses and organizations that they will survey, and they will report back to the class and make a presentation to their colleagues on how to incorporate some ethical behavior skills into their own final business plan/company profile at the end of the semester.
3] To promote: a Sense of Belonging and Community Building: The assignment will be ongoing throughout the semester and students will be able to add components to their weekly BB responses and feedback to their colleagues’ posts on BB and through personal reflections as they think of starting their businesses and organizations.
Company Report /Presentation: You will submit a research report on a company or organization. The instructions for this research report are in a separate handout. In addition to the report, you are expected to present your findings to the class either by yourself or as a team. This will consist of 2 presentations: 1) Profile a business or organization that provides a service in your community: their business plan, and 2) Profile a Fortune 500 or a well-known business, company, or organization (use the template provided in the course materials page).
I like the focus on service to the community, and finding businesses that are social-minded. With our way of life being apparently dominated by capitalism and economic gain, it is refreshing to see a business assignment centered on ethics and responsibility. As someone who identifies as an artist, the word “business” can make my mind glaze over, but this community-centered approach provides a way to explore how the businesses and organizations that make order of our societies can maintain integrity as we move into an unknown future.
Thank you so much for the prompt feedback Yolande!
The objective of this assignment for an introductory course in American Government is to invite students in activities that focus on agency, by giving them a sense of control, responsibility, and the ability to produce meaningful narratives. The foal is for students to delve into historical and contemporary aspects of civil rights (a major component of the course) by examining key events, legislation, and movements that have shaped the landscape of equality and justice in the present moment. But they will also do this through a lens of their own experiences and understanding, directly through their own positionality in terms of race, gender, ethnicity, and other intersectional identity factors.
First, students will choose a civil rights topic. This could range from the civil rights movement of the 1960s to contemporary issues such as voting rights, LGBTQIA+ rights, or racial justice. Then, they will conduct in-depth research on the topic, explore historical events, landmark court cases, and legislative milestones that are relevant to their chosen theme. Part of this process will be to analyze the current state of the chosen civil rights issue and discuss any ongoing challenges, recent developments, and contemporary movements that address the same or related concerns.
So far this process will satisfy the research aspect of the assignment, to gain understanding of the historical and contemporary contexts of the chosen theme. This approach gives students autonomy in their learning process.
The next step, through which the goal of agency will materialize, is to facilitate either class discussions or brief written reflections where students take the lead, encouraging them to express their opinions and insights. I envision this step as the phase in which students will be encouraged to present their findings, preferably in a digital storytelling format. This could include creating a blog post, podcast, infographic, or video presentation. The goal is to promote creativity and the use of multimedia elements to enhance their research and personal narrative.
Students can opt to share their projects on the OpenLab, in the classroom, or on Blackboard if they don’t wish to voice their narrative publicly.
While these are some of the broad goals, I have yet to decide on a more specific structure through which I can guide the students to achieve the above results. I am thinking of providing them plenty of research prompts with different scenarios in which students will hopefully see themselves and relate in day-to-day references as citizens in the US today.
outline of poem/podcast assignment
pod cast poem assignment
Attached is my assignment, and I would appreciate any feedback or suggestions
Open Pedagogy Assignment
I’m considering using Britannica as a primary source for many of the different eras/events in African American history. I also am going to alter my multiple choice exams around Britannica in addition to students’ assignments. I’m now realizing that since Britannica grants permission to share its material that I can assign students tasks to further search for more events within one major event via Britannica.