This module addresses communications skills, provides opportunities for information gathering, synthesis, and analysis in solving problems and in critical thinking, and requires teamwork and collaborative learning.
Students should have the following skills prior to using 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:
Identification of students lacking these skills and providing them with learning opportunities to acquire these skills is a critical necessity. This module will not provide this instruction. It will only provide the opportunity for students to utilize these resources in a meaningful, relevant manner.
The instructor should explain that the content for this module resides in ANGEL and ask students to read the content, 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 folder will be used. Some students may become confused if they try to complete the module by working their way down the list and viewing each file without 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.
Following are the assignments embedded in the Brainstorming module:
Activity 1: Reflective questions about brainstorming
Activity 2: Reflective question - define brainstorming
Activity 3: Reflective question - describe a situation where you used brainstorming
Activity 4: Quiz
Activity 5: Reflective question - how can notes be made available to the group?
Activity 6: Reflective question - what is the ideal group size for brainstorming?
Activity 7: Reflective question - resolving misunderstanding
Activity 8: Reflective question - why do groups need a mediator?
Activity 9: Reflective question - role play
Activity 10: Reflective question - what do you need to do to have a successful brainstorming session?
Activity 11: Reflective question - evaluate this brainstorming session
Activity 12: Quiz
Activity 13: Brainstorming assignment
Activity 14: Reflective questions about experiences with brainstorming
Activity 15: Nominal Group Technique for Brainstorming
This module is related to other modules on personal effectiveness, including note taking, active listening, active reading, time management, project management, academic research interviewing skills, stress management, conflict management, and peer tutoring.
Andrew Delbecq and Andrew Van de Ven developed the Nominal Group Technique (NGT) because many problems are encountered by groups when trying to generate ideas, encourage high member involvement, and maintain agendas and time schedules. This activity will demonstrate another way to approach brainstorming.
The instructor may want to choose (or let the students choose) a topic for this activity. The instructor should then guide the students through the following process:
A. Silent Generation of Ideas in Writing
B. Recorded Round-Robin Listing of Ideas on Chart
C. Discussion and Clarification of Each Idea on Chart
D. Preliminary Vote on Priorities
E. Discussion of Preliminary Vote
F. Final Vote on Priorities
A. Silent Generation of Ideas in Writing
Present the question or problem in written and verbal form. Give the students five to ten minutes to generate ideas in writing.
B. Recorded Round-Robin Listing of Ideas on Chart
Ask each student to read one of his/her ideas. Record this idea on a flipchart, whiteboard, blackboard, etc.
C. Discussion and Clarification of Each Idea on Chart
With each item, ask the students if there are any questions, statements of clarification, or statements of agreement or disagreement which students would like to make about it.
D. Preliminary Vote on Priorities
Ask each student to silently pick five to seven of the "best" ideas, and rank them in order of importance. Students can use paper or index cards to do so. Then visually show these rankings on the flipchart, whiteboard, blackboard, etc.
E. Discussion of Preliminary Vote
Invite open discussion to examine inconsistent voting pattens and to provide for the opportunity to rediscuss items which seemed to receive too many or too few votes.
F. Final Vote on Priorities
Repeat Step D to ensure the most important items are chosen and ranked appropriately. Display the results on the flipchart, whiteboard, blackboard, etc.
Note : This is an excellent opportunity to utilize and reinforce the cooperative learning techniques found in the Cooperative Learning Module. Instructors may want to construct small groups for this activity.
These points are covered in the iStudy ANGEL module, but should be emphasized in any discussions.
Brainstorming techniques and rules.
Factors for effective brainstorming.
Brainstorming Check List.
The following assessment criteria was used in developing this module and may be useful to instructors in evaluating student performance.
Where |
Domain |
Activities |
% |
iStudy module |
Knowledge |
The student can identify common brainstorming techniques and rules and factors for successful brainstorming. |
|
In-class |
Application |
The student can apply brainstorming techniques and rules to new problem context during in-class activities. |
|
100 |