Option 2: Develop a Course Outline In this option you will develop an outline for an entire online (or hybrid) course. You must include: a) A brief description of the class that you are designing. This should include a discussion of the anticipated content, delivery schedule, student characteristics and instructor preferences.
I included the requested information in my blog. However, I wanted to structure it with the assignments in the way that I would for students so it may look a little different because of that. More detailed information answering the questions on teacher preferences and student needs can be found in Blog Seven.
- This course teaches Sociology students how to research and write literature reviews. Coursework will be online and asynchronous. The students are upper-division and have varying skill sets in doing research and in technological skill level. This is a stand-alone module that may also be used in conjunction with a Sociology research course.
- This course will address how to do research in Sociological specific resources. The course will also teach students what a literature review is and how one would go about researching and writing a review. When this course is used in conjunction with a Sociological research course, it can be modified and adapted to meet the students and subject instructors needs. Because of this, the course includes multiple components that can be used or replaced to best meet the needs of the students. This course includes Camtasia videos, podcasts, live-action or avatar videos and other media to aid student learning.
By the time students finish this course, they may find themselves writing papers to be presented at conferences!
|Course Content||Delivery Schedule||Student Characteristics||Instructor Preferences|
Watch Youtube video on why research skills are important.
How to work within the structure of research databases generally
Complete and return the information literacy quiz linked to above. This quiz is to establish where you are at when the course begins. It is all right not to know all of the answers.
Then, create a blog using a free blogging resource, wordpress or blogger are good, introducing yourself and sharing what prompted your interest in continuing your education, in working in sociology specifically, what your future career goals are, and address any challenges that you feel might hinder your pursuit of your goals.
After watching both videos create a blog post that explains why research is important to your instructor and what it means when there are no sources cited at the end of an article. Then describe how research databases are structured and how that structure seems to differ from search engines like Google.
|Students taking this course have more life experience than the average college student. Please feel free to share your wisdom as it relates to this course in your blogs or podcasts. Students taking this course may be re-entry students or may have recently graduated from the local community college.||The instructor would like the students to build gradually toward having an understanding of research.|
|Techniques for doing Research in Sociological Databases (Subscription, Statistical, and Free)||
Review both videos. If you want to read instead of listen, click on CC for closed captioned. Then write a blog post sharing what you found to be the most and least useful elements of the videos.
Complete the short course linked above. Email me your results.
|Students reentering college may feel uncomfortable writing research papers. Students transferring from a community college may not be as familiar with research papers or literature reviews as they tend to have worked with narrative or descriptive papers.||
|What is a Literature Review? How does it extend the conversation of scholarship?||
After viewing the video and reading the blog linked above, write a blog discussing ways in which what you are reading is extending your understanding a topic. It does not matter if you agree or disagree with the author. Does reading other people’s POV’s make you think more deeply on a topic?
Complete and return this assignment using the rubric as a guide.
|Students may not understand what makes an article scholarly and how to distinguish between popular and scholarly literature||The instructor values information literacy and is open to discussing it in class. We should also have discussion outside of class.|
|How to write a good literature review (structure, citation, and style).||
Use the Guidelines included above to assist you with your planning for your literature review. Identify dependent and independent variables. Share what you think a literature review should be. Is it comprehensive? Should it be? Discuss these issues in your blog.
Use the tutorials above to refine and define your topic. In your blog post, talk about the process that you used and what you would change based on what you learned in the tutorials.
|Students sometimes have challenges with identifying and explaining independent variables, dependent variables, empirical research and other terms. This causes problems when they are trying to set up a literature review as it keeps them from clarifying the purpose of their paper.||The instructor would like the students to come to an understanding of various terms through their work and class discussion. It is wise to check with the instructor if there is any confusion about terms. The instructor is willing to share his expectations with me which helps me in guiding instruction.|
Topics and objectives for each session in the class. Description of the technologies used in each session of the class. Be sure to explain each technology in terms of one vs. two-way communication, media richness/social presence, and why the chosen technology would be appropriate for supporting the indicated interaction. Identify which of the three types of interactions (student-content, student-instructor, student-student) in an online class are supported by each technology.
In reflecting on this, I decided to include more blog post assignments in the final version of this assignment to increase student-student interactions.
|Session One: Course Overview||Podcast to introduce the material. Class blogs to allow students to get to know each other. Course materials made available online. Explanation of the rubric that will be used to grade the literature review.||The podcast provides some media richness in that the student sees and hears an actual person. The in-class introduction to the materials is media rich. The student to material interaction would be less media rich. Student-student interaction would be more media rich.|
|Session Two: General structure of databases||Brief podcast with transcripted Camtasia video demonstrating how various databases work. It will be split up into short portions and there will be a sound component as well as the screen-capture.||The Podcast and Camtasia videos provide for some media richness. I may want to arrange for something else here. The course will add more in terms of student-material interaction. This would be less media rich.|
|Session Three: Sociological Databases||Podcast and In-class time demonstrating databases and how they are used. Camtasia video screen captures to demonstrate searches in various databases.||In-class time would be very media-rich. The podcast should extend on that. The Camtasia videos should be somewhat media rich.|
|Session Four: Sociological Databases Cont’d||Same as above. Formative Evaluation would be gathered from students who have answered questions intended to evaluate learning.||Same as above|
|Session Five: Literature Review||Podcast with Transcript Links to other sources. Explanation of terms
Camtasia screen capture demonstrating the structure of a literature review.
|Student to material interactions occur in terms of the sources, glossary, and podcast. The podcast and Camtasia videos would be more media rich as they allow for greater depth in the interaction.|
|Session Six: Purpose of the Literature Review||Youtube Video (extending the conversation) Podcast w. transcript to explain this further. Including a rubric with the assignment will give students a better grasp of the material. Blogging should deepen understanding.||The Youtube video is somewhat media rich as is the podcast with transcript. Blogging is fairly media rich when there is communication between blogs. The rubric involves student-content interaction.|
|Session Seven: Citing Sources||The Guidelines document gives students a guide to use when developing their own literature reviews. Podcast w. transcript Link to helpful sites||In-class Q&A should be fairly media rich. Commonly asked questions will be answered via a podcast. The podcasts should both be somewhat media rich.|
|Session Eight: Assessing the final product||Podcast addressing key questions to ask yourself when done. Resources that can offer further support. Blog post from each student discussing how this literature review might inspire them in their future research.
Summative assessment would come out of how closely the students’ literature review’s fulfill the requirements. In the other teacher’s class, I would consult with him as to the efficacy of instruction.
|The blog posting will allow student to student interaction.
The podcast is somewhat media rich. The resources would be student to material interaction.