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This assignment is a small, independent research project to be conducted by the students in a moderately large, introductory geology lecture class. It uses the Moodle workshop module and the particular software and hardware available on Bryn Mawr College's campus in 2012, but is widely adaptable to other settings and resources. This project represents an updated assignment and, based on outcomes, a dramatic improvement over past research presentation projects used in our Geology 101 class (i.e. written papers and poster sessions). While the level of instructor preparation necessary is high for the first time this project is implemented, rewards are likewise high and preparations in subsequent years are relatively straightforward. A set of instructions that can be modified and provided to students is available under the assignment heading below. × Hide Caption Screen capture image of the admin view of the successful Moodle workshop activity after it has been fully completed. Note that the point values in this particular assessment run added up to more than 100 points. Provenance: Lynne Elkins, Bryn Mawr College Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license. I developed, tested, and then refined this project for a Geology 101 class that is sometimes team-taught. It replaced previous independent student research projects that variably assigned 5-page research papers (due to large class size and syllabus timing, papers in this class were difficult to assess in a useful way that gave students a chance to revise drafts with incorporated feedback) and in-class poster sessions on independent research topics (increasingly difficult to do with our aging, ailing large-format plotter). Our campus also began testing and implementing Moodle as our campus course management software at the same time that I began trial tests of this project. Refining the project later included working with our computer and media labs on campus to pinpoint the best resources for our students to record their presentations. × Hide Caption Screen capture of editing menus for setting up and modifying the Moodle Workshop activity, with some suggested settings. Note that the instructions within Moodle defining each option are overall reasonably clear, and many other ways of setting up the module are possible. Provenance: Lynne Elkins, Bryn Mawr College Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license. Implementation of this project does require initial research on the part of the instructor into campus resources and course or assignment management software, as well as a briefer annual update to those resources whenever the course is taught again. It was designed for use with a Moodle course management software package that included the Workshop module. Other course management packages, or assignment and peer evaluation software (e.g. iPeer) are capable of similar approaches, but the instructions will need to be adapted directly to the software being used. The sample instructions provided are particular to our campus as of 2012, and will need to be modified both as resources change from year to year, and for implementation on other campuses. They nonetheless provide good examples and suggestions for some of the available software out there for this type of technical work, and demonstrate the instructional components I have found it helpful to give our students for this project to run smoothly. I strongly encourage working with the appropriate technical/IS/computer lab staff on your campus in order to make this work. While the preparatory work is thus intensive, particularly in the first year this is conducted, the outcomes in my experience have been well worth the initial effort: students strongly appreciate this project and report finding it both rewarding and a great learning experience, in terms of content understanding and presentation/technical skills. In particular, preparing a podcast recording allows students to hone and refine oral presentation skills while avoiding some of the presentation anxiety that many of them find difficult to work through, allowing them to hone one skill at a time. It also introduces them to some good practice methods for producing podcasts, which is a useful technological skill for them to acquire. The peer evaluations require some supervision for appropriateness, but overall run extremely well if set up in a thoughtful manner. For this particular implementation, the instructors graded each presentation individually, but for extremely large classes this is not necessarily the only approach to assessment (see below for more assessment details).

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    Education Levels:

    • Grade 1
    • Grade 2
    • Grade 3
    • Grade 4
    • Grade 5
    • Grade 6
    • Grade 7
    • Grade 8
    • Grade 9
    • Grade 10
    • Grade 11
    • Grade 12

    Keywords:

    Higher Education,NSDL_SetSpec_380601,oai:nsdl.org:2200/20121119184811635T,Undergraduate (Lower Division),Vocational/Professional Development Education,Geoscience,NSDL

    Language:

    English

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    Creative Commons Attribution Non-Commercial Share Alike

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