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Step-by-step directions for students

Table of Contents:

1. Verbally explain the two-stage process of this activity to students while showing the assignments on the course management system (e.g., see Appendices A, B, and D).
2. Explain both the timing of the assignments, in terms of beginning and ending times, and the need for students to take their time to think through the assignments.
3. Encourage students to follow the instructions for each assignment completely and to double-check they have done so by reading not only the instructions but also the rubrics so students are sure to earn all points available (then walk them through the process of integration; see Appendices C and E for sample rubrics).

Approximate time required

The key to timing the first stage of this assignment, the online discussion, is offering students enough time to contemplate the prompts prior to attempting their responses. Students frequently report reading the discussion prompts and coming back later, once they have had time to think, to respond to the questions.

The TAA also requires time, first to read the online discussion responses and, second, to thoughtfully ponder and create three themes based upon these responses. Additionally, professors/lecturers need to grade both assignments prior to class time so excellent student responses can be discussed in class.

My students have a little over 24 hours to complete the first stage and an additional 48 hours to complete the second stage. When choosing the amount of time for each stage of this activity focus on the needs of both the students and professors/lecturers in conjunction with the practical aspect of when the face-to-face portion of the class is taught.

Readings and resources

Goffman, E. (1963) Stigma: Notes on the management of spoiled identity. New York: Simon & Schuster.

Variations on the basic theme

• Depending on the online discussion prompts, photographs or videos can be offered as a response to one or more questions.
• Depending on the online discussion prompts, verbal responses can be offered via a tape recording as a response to one or more questions.

Source

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Step-by-step directions for students
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Step-by-step directions for students
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(Unplugging the Classroom. Teaching with Technologies to Promote Students Lifelong Learning)
Approximate time required
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(Unplugging the Classroom. Teaching with Technologies to Promote Students Lifelong Learning)
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(Unplugging the Classroom. Teaching with Technologies to Promote Students Lifelong Learning)
Readings and resources
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Variations on the basic theme
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(Unplugging the Classroom. Teaching with Technologies to Promote Students Lifelong Learning)
Variations on the basic theme
We chose Photostory 3 because it is either free or low cost to access, has versions for those who work on either Mac or PC, and is simple to use as many of the steps are intuitive to how students are used to using computers (e.g., highlighting and dragging a photo onto the image screen to import it)...
(Unplugging the Classroom. Teaching with Technologies to Promote Students Lifelong Learning)
Variations on the basic theme
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