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4325 Participation Assignment Sheet Spring 2013

Page history last edited by kknight 11 years, 1 month ago

EMAC 4325: Digital Writing

Spring 2013

Participation Requirements

Purpose:

To involve students in active processes of learning.

Overview:

Forget the model of education you see in the movies where a brilliant professor lectures from a podium and students scribble away furiously in their notebooks. Research evidence overwhelmingly suggests that students learn better and retain more information when they are actively involved in the process of learning.

My classroom philosophy is that I am a coach, there to guide you through these active processes. I very seldom lecture and most of our class meetings will involve whole class discussion. And this will lead to some of the most valuable take-away from this course, in class and online. However, this means that your participation is necessary for our success. It is important that you participate in every class meeting and that you share resources between classes.

Your participation grade includes in-class discussion, sharing resources via twitter and the wiki, reading response tweets, attendance, in-class quizzes, tool reviews, and office hours visits.

The Requirements:

Do the reading. Take notes. Tweet responses and questions throughout the reading assignment. Come to class prepared to discuss key ideas, vocabulary, questions, disagreements, examples, etc.
Be in class. More than one absence will affect your grade, and in most cases, four or more absences will result in a failing grade.
Arrive on time and stay for the duration of the class session. If you arrive more than 30 minutes late, you will be marked as absent. Leaving more than 30 minutes early also counts as an absence.
Pay attention. Silence cell phones. Don’t send or receive texts or emails. Stay off of Facebook unless it is part of an in-class activity. Use workshop time to test new tools. Excessive distraction may be counted as an absence.
Share information. If you see articles or tweets relevant to the class, tweet them with the hashtag. Add new tools to the resource index pages.
You can use Twitter for in-class participation but try not to over-rely on it.

Technical Specifications

You will need a public Twitter account so that all of your peers can see your tweets and your tweets are included in searches for the class hashtag. You do not have to use your real name in your Twitter account, but you do need to give me your Twitter handle.
Make sure that you are signed in to your pbworks account when making changes from shared computers.

Grading

Participation is worth 50% of your final grade.

The criteria for grading your work are:

	Excellent	Good	Satisfactory	Needs Improvement	Failing
In-class discussion	The student always contributes meaningful comments and ideas to class discussion*. The student may additionally contribute to the in-class Tweet stream.	The student consistently contributes comments and ideas to class discussion. Class discussion may be supplemented with in-class Twitter participation.	The student often contributes comments and ideas to class discussion or supplements with in-class Twitter participation.	The student rarely contributes comments and ideas to class discussion and may over-rely on Twitter in class.	The student never contributes to class discussion or in-class Twitter.
Sharing resources (twitter and the wiki)	The student tweets three or more times a week outside of class with information and ideas marked with the class hashtag. The student consistently adds newtools to the resource index pages.	In addition to the reading response tweets, the student tweets a few times a week outside of class with information and ideas marked with the class hashtag. The student often adds new tools to the resource index pages.	In addition to the reading response tweets, the student tweets at least once a week outside of class with information and ideas marked with the class hashtag. The student occasionally adds new tools to the resource index pages.	The student tweets less frequently than once per week outside of class with information and ideas marked with the class hashtag (not including the reading response assignment). The student rarely adds new tools to the resource index pages.	The student never tweets information and ideas with the class hashtag (not including the reading response assignment). The student never adds new tools to the resource index pages.
Tool Reviews (see tool review instructions)	The student's new tool review indicates extensive familiarity with the tool and the writeup is a useful guide, including relevant media. The page is well-formatted and placed in the correct folder and links are included on the index and student's pages. The student is familiar with the previously-reviewed tool and has improved its page. The presentation of both tools is a useful introduction.	The student's new tool review indicates familiarity with the tool and the writeup is clear and helpful, including relevant media. The page is well-formatted and placed in the correct folder and links are included on the index and student's pages. The student is familiar with the previously-reviewed tool and has edited its page. The presentation of both tools is clear and engaging.	The student has clearly used the new tool and the written page is clear and thorough. The page uses the template and is placed in the correct folder and links are included on the index and student's pages. The student has selected an appropriate previously-reviewed tool and has clearly used it. The presentation of both tools is clear.	The student's review of the new tool may be unclear or lack sufficient detail. The tool review page may not use the template, may be incorrectly placed, or the student may not have added the required links. The student may have selected an inappropriate previously-reviewed tool or selected a tool also used by a classmate. The presentation may be unclear or superficial.	The student may fail to complete the new tool review or to select a previously-reviewed tool. The written or presented work may be so clear as to be unintelligible.
Reading Responses (see reading response instructions)	At least 3 original tweets per week, plus replies, totaling 9 per week. These tweets use page/paragraph/section numbers to identify passages, are consistently insightful, and ask interesting questions. They may also provide examples of concepts from reading (news stories, texts, platforms, etc.) All tweets are marked with the class hashtag.	At least 3 original tweets per week, plus replies, totaling 6 per week. These tweets use page/paragraph/section numbers to identify passages and are generally insightful. They may also provide examples of concepts from reading (news stories, texts, platforms, etc.) All tweets are marked with the class hashtag.	At least 3 original tweets per week that engage with the texts we are reading. These tweets use page/paragraph/section numbers to identify passages and do more than simplistically agree or disagree. All tweets are marked with the class hashtag.	Either fewer than 3 original tweets per week or tweets may be quotes without context, unproductive praise, unproductive criticism, missing the class hashtag, or cluttered with meaningless hashtags.	Tweets are late, off-topic, unintelligible, abuse hashtags, violate online etiquette, or engage in spam. Tweets may not have the class hashtag.

*Note: you do not always have to fully grasp the material to make meaningful comments. You may ask questions and make a good effort to understand.

Your Participation grade will be negatively impacted if:

You have more than one absence.
You are consistently late or leave early.
You are excessively distracted by other websites, your phone, etc.
You do not use workshop time effectively.
You do not complete at least one office hours visit (either during drop-in hours or by appointment) by March 9, 2013.
Your scores on the reading quizzes average fewer than three points.

Late Work: Work associated with participation may not be completed late.