CEP 810 Technology for Learning Collaborative Presentation


Objective
In this assignment, students engage with the question, "Is the Internet changing the way we think?" by exploring a set of essays from the Brockman (2011) text.

Assignment Outline
Brockman’s (2011) edited collection of essays written by top thinkers and scholars from a wide range of fields is a unique barometer of the zeitgeist, now twelve years into the new millennium. Is the Internet changing the way we think? the way you think? the way our students think?
This assignment provides you with a chance to engage with the complexities of this question.

You will be assigned two chapters from the Brockman (2011) book. You’ll read them, looking for the similarities and differences in the authors’ answers to the book’s central question.

You will then discuss your chapters with a colleague who was also assigned the same chapters. Together, you will write a reflection on the chapters based on (a) the foundations of learning that we have read about and discussed in class and (b) the implications of these authors’ perspectives for schooling.

You will present your reflections in a brief oral presentation (no more than 5 minutes). You will then present three different digital representations of the chapters, their main ideas and/or your critical responses to them.
As a side note, the way that you represent the ideas can be abstractions. Draw from your James Joyce QuickFire for inspiration!

The idea here is for you to make use of the unique affordances of three different digital tools to compose three different representations of the ideas you found most compelling. We imagine the process to be a process of composition -- each product should communicate a central idea, but we also encourage you to imagine unique ways for your audience(s) to engage with each of them.

We also encourage you to make use of multiple semiotic systems -- words, video, photos, illustrations, graphics etc. Just as there are many tools from which to choose, there are also many ways of communicating meaning.

As you share each representation with the class -- give us a moment to think about it -- and then share with us your own interpretations of their meaning AND the technologies you used and why. Each pair of students will have 10 minutes (following the initial 5-minute presentation/introduction) to show their products and discuss them with the class.

Evaluation


The following parameters will frame the evaluation of your work:

1. Central Idea -- is it clear that you have thought critically about the chapters you read, their main ideas, how these ideas relate to what you know about learning, and their implications for instruction? Have you communicated this clearly in your five-minute introduction?
2. Collaboration -- have you created a presentation that is an integrated whole and not distinctly divided by team member? As you planned during class time, was it clear that you pushed one another to think deeply and critically about the chapters, but also about the ways that you could represent your ideas using digital tools and multiple semiotic systems?
3. Representation of ideas -- it clear that you thought critically about the affordances and constraints of the digital tools you used and the ways that these affordances and constraints would enable you to communicate your ideas? Are there three distinct ideas, represented in three distinct ways with (at least) three distinct tools?
4. Contribution to the learning community -- is it clear that you considered your audience (i.e., your classmates, teachers, MAET colleagues) in the design of your work? Did your presentation bring us in to your thinking and help us to understand the important ideas put forth by the chapters you read? Have we come away from your presentation a little more thoughtful? a little more knowledgeable of the literature, but also of the technologies you’ve used and why?

We’ll use the familiar 0, 1, 2, 3 scale to grade this assignment.

Chapters

Gigerenzer (p. 146) & Rucker (p. 188) Dan & Pilar
DiBona (p. 224) & Kosslyn (p. 182) Jillian & Blair
Church (p. 143) & Fitch (p. 184) Katie & Desi
Calvin (p. 66) & Cushman (p. 301) Steven & Bobbi Jo
Clark (p. 93) & Boroditsky (p. 114) Jessie & Laura
Pinker (p. 86) & Schank (p. 355) Susan & Annie
Brand (p. 235) & Hearst (p .242 ) Janine & Holly