[Jodi -- looks like you and Eve could work together-- what you are doing here is great, expanding and documenting the process with attention to design, peer (learning community) interaction, and possibly multiple presentation modes... which could be a part of building toward the capstone project --Chris Lott
Presentation + Critical Thinking = Rhetoric
My idea for a module is a 4 step integrated process.
Summary:
- Find examples of information being presented on the Internet is your prep.
- Compare and contrast web sites is your thinking.
- Make something about what you learned for presentation.
- Place what you made 'out there' on the web and be a part of information sharing.
Method:
- identify a story with 2 sides, and then research it on the web. Find 2 web sites, one good example to represent each side. --preparation
- within these sites you can identify information types; facts, factids (my made up word for ideas kinda based in fact, presented in a fact like way, but that are not quite really facts) and opinions. Using this system of information types you can compare and contrast the 2 sites. --critical thinking, and critique of others presentations
- create your artifact (thanks for the word Christen) that shows the breakdown of information types used in the 2 sites, where they overlap and how they differ 8 artifact could be a written essay, slide show, graph, video. Choosing the right medium for your artifact to effectively communicate what you learned while comparing and contrasting is part of the assignment -- critical thinking, communication, and how well you present
- you artifact will be displayed in the context of the course for classmates to discuss, possible questions include: is the content clear and organized, did you pick the best medium or delivery method for the message you wanted to share. --furthers the discussion, as well as puts students in the actual precess of give and take with a network
Issues and Thoughts:
The idea of presentation needs to be examined from both the content and the design standpoint. A discussion about which artifacts most effectively communicate information and why might be a good way to add more thought about design.
Have some resources about 'type of information' i.e what is a fact, when we manipulate a fact what does it become, when we present a fact in a specific light what does it do.
Need to incorporate information (or the breadcrumb trail for students own exploration) about fact checking. The artifact, and the choice of how / what it is should be as important as the information it presents. May need to provide students with examples of what are acceptable ways to do this (for the timid) but still want to leave open enough to encourage artistic freedom (for the bold)
Recommendation that students pick an issue that they are not totally emotionally involved in, this is a project about critical thinking and clearly presenting that information, not trying to convince people of one point of view. *althought that might also make a pretty cool assignment.
Another add-on, have the students make their compare and contrast artifact first in one way, then make it again in a different presentation medium. The class could have input for each student as to which one the preferred and why. it would start a discussion that reminds then student that presentation of for an audience that must be considered.
