This module addresses communications skills, and requires active use of writing, speaking, and other forms of self-expression.
Students should have the following skills prior to using this module:
Identifying students who lack these skills and providing them with learning opportunities to acquire the necessary skills is critical to the successful completion of this module. The instructor should identify local resources that can provide students with the skills they need to complete this module. Some examples of these resources include:
The instructor should ask students to read the content for this module and complete any relevant activities prior to any in-class instruction. Provide students with the following information:
Each module contains activities designed to help students learn and practice the concepts presented. Reflective questions help students recall what they already know about the topic as well as to work through new ideas and concepts. Worksheets and tip sheets supplement the instruction and give students an opportunity for additional practice. Quizzes provide yet another means for students to practice as well as to check to be sure they have read and understand the materials.
The modules all have a standard layout. When you import a module into your ANGEL group or course a folder with the module's name will be added under the "Lessons" tab (course) or the "Content" tab (group). This folder can be moved and placed within another folder if desired.
To start the module, students should open the first file in the list inside each module's folder. This file has the word lesson as part of its name and contains the links to other parts of the lesson.
Open the first file in the module folder to begin the lesson.
This "master" file contains descriptions of the purpose, goals, and objectives, as well as instructions for completing the module, references to materials used in designing and developing the content of the module, a summary of the important points in the module, and a survey for students to complete after finishing the module. (Survey results are available to editors in the group or course through the on-line grade report tool.)
The rest of the files in each module's folder are accessed through links embedded within the content. As the student reads the content and completes the activities, other files from the module will be used. Some students may become confused if they try to complete the module by working their way down the list of files, viewing each file without really reading the accompanying materials. Instructors may want to make a point of announcing in class and/or putting directions in the syllabus about how to complete each module.
Note: The module will not work correctly if the student does not begin with the "master" file and work through the activities using the embedded links.
Scores for quizzes are recorded in ANGEL and can be accessed through the on-line grade report tool. Responses to reflective questions using the "My Notes" tool are accessible only to the person who types them - they are not available to the group or course editors. If you, as the instructor, want to see the answers to the reflective quesitons, you will need to have the students use a word processor to record their answers instead of the "My Notes" tool.
In addition to the quizzes and activities already written into each module, owners/editors may want to add discussion (message) boards, chat rooms, surveys, links, etc. These are all tools that are available within ANGEL. Instructors also have the option of editing and adding or deleting quiz questions and/or quizzes.
As the instructor, you will need to choose which assignments students are to complete, determine if and how credit will be given for the assignments, and establish due dates and submission methods for the assignments. Including this information in your course syllabus will make it readily available to students.
Students must access supplemental sites prior to writing their autobiographies. Information gained from these resources will be used in completing the assignments. Students should complete some or all of following (at the instructor's discretion):
Links to these sites are found on the opening page of the module, "Writing and the College Experience Lesson." Students should keep the results from these sites to include in their autobiographies.
The web now has a number of resources for writers, called Online Writing Lab Sites (OWLS). OWLS contain information ranging from punctuation rules to suggestions for fiction writers. They are an excellent resource for weak writers. Instructors should explain to the students where to access OWLS on the Web. Some links can be found on the opening page of this module, "Writing and the College Experience." Students should access these sites prior to and while writing their autobiographies. Students may need to access additional reference materials to strengthen their writing skills.
Because these supplemental resources are links to external Web sites, the instructor should check to be sure they work before making an assignment. If the link no longer works, a search using a Web search engine should produce usable alternatives.
Instructors must decide how students should submit their autobiographies for evaluation. If Microsoft Word is available to all students, the tracking feature could be used so students can see edits. If Microsoft Word isn't available, the instructor must have a clearly defined method of indicating comments (perhaps in all caps or by using a different size, style, or color of font).
There are several possibilities for electronic submission of assignments:
While the use of electronic resources for writing, gathering, sending, and receiving information is recommended, it is not absolutely critical. Alternative, off-line strategies can also be used for the students to achieve the listed objectives. However, the benefits to students from gaining experience using ANGEL, e-mail, and word processing will be important for their future success at the university.
Following are the assignments embedded in the Writing and the College Experience module:
Activity 1: Complete self-assessments
Activity 2: Investigate OWLS
Activity 3: Read about virtual students
Activity 4: Complete brainstorming activities, "Families, Photos, etc.," and "When I Grow Up"
Activity 5: Write your autobiography
The following assessment criteria was used in developing this module and may be useful to instructors in evaluating student performance.
Where |
Domain |
Activities |
% |
In-class and independently |
Knowledge |
The student can write an autobiography by using proper punctuation marks, choice of appropriate words, logical flow of sentence contexts, etc. |
|
In-class and independently |
Application |
The student can prepare for an autobiography by doing/creating the following: 1) self-assessment to determine his/her learning style and personality type 2) transmission and reception of information in electronic form 3) well-developed outline 4) autobiography |
|
Assignment in module |
Synthesis |
The student can address all areas indicated below in his/her autobiography: · name · background (geographical, etc.) · reason for being at PSU · desired accomplishments · strengths · weaknesses · interests · a summary of the completed self-assessment forms · future goals · financial constraints · How can I graduate with the skills I need? · How can I obtain the finances I need in a way that enhances my education and life goals? · How can I utilize my time most efficiently? · How can I experience the social aspects of college in a way that most benefits my life goals? |
|
100 |