This module addresses communications skills, and requires active use of writing, speaking, and other forms of self-expression. The activities provide an opportunity for information gathering, synthesis, and analysis in solving problems and in critical thinking.
Students should have the following skills prior to using this module:
The instructor should identify local resources that can provide these 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 Academic Research Interviewing module:
Activity 1: Reflective question: list examples of situations where academic research interviewing would be useful
Activity 2: Reflective question: think about a recent conversation
Activity 3: Reflective question: preparing and planning
Activity 4: Quiz
Activity 5: Quiz
Activity 6: Quiz
Activity 7: Handouts - interviewing checklist and example checklist
This module is related to other modules on personal effectiveness, including note taking, active listening, active reading, time management, project planning, stress management, conflict management, peer tutoring, and brainstorming. Therefore, it is recommended that instructors introduce this module to students in conjunction with other personal effectiveness modules.
· Provide examples where interviewing for information is useful for the students. Instructors should provide several examples, and invite students to cite some examples as well.
· Explain that determining the true problem is the most important step in problem solving.
· Break the students up into small, three-person groups. In turn, have each person in the group take the role of an interviewer, and interviewee, and an observer. The interviewer should utilize the methods detailed in the iStudy module to conduct a five-minute interview. The observer should utilize active listening and note-taking skills to provide a running commentary on the interviewer's application of efficient interview methods. Give each interviewer about five minutes to compose his or her interview questions prior to the mock interview.
Instructors can have interview topics prepared in advance, or can allow students to choose their own topics. In either case, the topics should revolve around general information that all students have some knowledge of. Otherwise, the interviewee will be unable to answer any of the interviewer's questions! Upon completion of each inter- view, the group should analyze the interviewer's questions and techniques, providing a positive critique to the interviewer.
· Show or listen to an interview done by a professional. The students should use active listening and note-taking skills to note the atmosphere of the interview, the preparation that went into the interview, the types of questions that were asked, and any processes that were used. The class can then share their observations in a reflective session following the interview.
Note : This is an excellent opportunity to utilize and reinforce the cooperative learning techniques found in the Cooperative Learning Module.
These points are covered in the iStudy module, but should be emphasized in any discussions.
Through observing both the group's and the individual's activity, the instructor may assess student performance. Assessment criteria are as follows (Instructors set the percentages):
Where |
Domain |
Activities |
% |
iStudy module |
Knowledge |
The student can describe a good interview atmosphere by listing three important processes to sustain during an interview. |
|
iStudy module |
Comprehension |
The student can explain why preparation and planning are important and how to do it by giving examples. |
|
In-class |
Application |
The student can make different types of interview questions. |
|
iStudy module |
Synthesis |
The student can analyze and evaluate an interview experience by creating criteria for good interview. |
|
100 |