ASSIGNMENTS 2019

LEAP Projects (450 points)

You will create media as digital authors and reflect on your learning experiences. Three LEAP activities are designed to support the development of your digital authorship skills and help you develop collaboration and project-management skills. Each of the LEAP experiences contributes to the development of your personal and professional identity.

LEAP #1. Critically Analyze a Mentor Text (150 pts) FEBRUARY 15

LEAP #2. Collaborate and Create (150 pts) MARCH 22

LEAP #3. Digital Storytelling (150 pts) – APRIL 5

Class Participation (250 points)

Learning requires action and reflection on action. Each week, after reading, viewing and engaging in hands-on learning, you engage in activities designed to reflect on what you’re learning by participating in our knowledge community. We’ll use the Pathwright learning management tool to organize these activities. You will have some choice over which activities you engage in as a learner. Some weeks, you will annotate reading or video, participate in a threaded discussion, compose a reflective essay or create a bit of digital content in a particular form of media, posting it to your own blog. Choose the activities that help you learn best. The instructor may comment on work that is exemplary by offering public feedback. If your work is unsatisfactory, the instructor will offer private feedback. To get an A for class participation, you need approximately 20 points per week or 250 points. For a B, you should have at least 220 points over the course of the semester. Class participation is required. Those who do not participate in the learning activities will fail the course.

Final Paper/Project (300 points)

DUE: Friday, May 10, 2019

MORE DETAILS about the project

In graduate school, you develop your own unique expertise that helps advance your knowledge and career ambitions. In the final paper, you have maximum latitude to develop a paper/project to meet your own learning goals as a leader in digital literacy. You may work individually or with a partner. For this work, it’s best if you use this opportunity to develop your expertise in ways that advance your personal interests and professional career. Students may examine a specific research topic, create a curriculum, or develop a creative project. Work you complete should be integrally connected to the themes and issues explored in this course and created during the current semester.

With all this freedom, it is important to focus on something “doable” in just six weeks. It could be: (a) a creative media project; (b) a curriculum project; (c) a proposal for a research project; (d) a literature review; (e) something else entirely. You will create a creative brief and a scope of work plan to structure your project and get feedback from the instructor.

To facilitate sharing of your completed work, all students compose a video Ignite presentation (pecha kucha) that describes your completed work in a short 20-slide video screencast. This is posted online and shared via Twitter with the #EDC534 hashtag.

SOME EXAMPLES OF STUDENT WORK

Jillian Belanger. Pecha Kucha: Critical Analysis of Drunk History.    Paper: Op-Ed Submission. 

Stephanie Viens. Pecha Kucha: Digital Literacy in Action.  Final Paper: Summer Institute Data Analysis. 

Kristin Beatty. Pecha Kucha: Future of Media Literacy in High School. Final Paper: Future of ML in US Classrooms. 

Dan Riley. Pecha Kucha: Civic Engagement and Creation.  Curriculum: Civic Engagement and Creation.