Week 8: Hypermediated/collaborative assignment

Bruffee and Shaughnessy’s emphasis on collaboration reinforced the idea that many teachers already knew was true, but perhaps didn’t want to admit to themselves: two minds are better than one. Collaborative learning is a way for students to combine their knowledge, interests, and abilities into one final product displaying their understanding of a concept. I have always had students work together on “projects” that tasks could be easily divided on. While this is logistically easier on students who would prefer to work independently (and easier for me to grade as they could explain the specific tasks they completed), I think Kenneth Bruffee values the sharing of knowledge and having each party bring their very best to the table.

Traditionally, we have students write an “argument essay” in which they pick a controversial topic and argue their side with appropriate research to document their claims. This is a full-blown research paper, limited to two to three pages, and we require works cited page. One of the things that this course has taught me is that the product is always valued, but the process should never be overlooked. If I were to have students work in groups to where they argue on the same side, and work as a team to formulate a clear thesis and supporting paragraphs with data that supported their claims, I think they would learn so much more than independently writing a paper at home.

The idea of “peer tutoring” doesn’t have to be formal or take place at a writing center like I initially imagined in my head. I think it would be rather difficult to ask students to do research and form a thesis collaboratively, and the conversations that they would have in order to agree on specific ideas and directions that they should take would be rather valuable.

So let’s talk product. If they are going to collaborate (probably in partners because groups more than three don’t work well) to write on a “hot topic” (though, luke-warm is usually better as the discussions get too emotional and heated, they can seriously lack an appropriate amount of the logical appeal!), I really like the idea of created a multimedia project. While powerpoint is okay, I think I’ll make a rule to not use powerpoint in the traditional way. They could create a collage or something that is more “prezi-esque”. I would push for them to use prezi or glogster, because they could learn a new form of technology. This has proved to be a very good tactic with high school students: if a lesson is presented to them in a new or fresh way, they are considerably more likely to pay attention. If they create an assignment in a new way, they won’t burn out on writing just another essay.

I would like to have a holistic rubric for this type of assignment. I can’t seem to find an example of one that I’ve used before, but it would consist of three grades: exceeds expectations, meets expectations, and fails to meet expectations. I would rate the quality of the product equally to the information presented to the audience from their research (yes, I would ask for this to be presented to the class and may even have them grade each other so they can get feedback!)

Check out this glogster presentation: http://mrsparky.edu.glogster.com/palmyra-haiti-wiki-project-home-page/ I think it’s a great example of how multimedia can be used for change in a school project. We have had students write letters to their congressmen and have offered bonus points to anyone who actually got a movement started, like this example shows. Kony 2012 anyone?