Five percent of the grade for this class will come from the name you select and the logo you create for the groups that you will populate in this class
component | what it means |
---|---|
Task | We will have formed groups for this semester. Your task is to select a name for your group and to create a logo to brand your group. We will refer to you all by your group names. |
Condition | Submit your group name and logo as an assignment response by the due date. |
Standard |
This is an easy one. The task is worth 5% of the semester grade.
Do it and get full credit, don't do it and get no credit. |
Three percent of the grade for this class will come from us getting to know you
component | what it means |
---|---|
Task | Create your first forum posting |
Condition |
Your initial posting should be a repeat of what you will do in the first lab/recitation session. Include it it at least the following:
Of course, you may add anything else that you wish. |
Standard |
This, too, is an easy one. The task is worth 3% of the semester grade.
Do it and get full credit, don't do it and get no credit. |
Two percent of the grade for this class will come from your subscription to newsletters which will keep you informed about key ideas we will discuss this semester.
component | what it means |
---|---|
Task | Sign up for the two required newsletters |
Condition | Include mention of these two subscriptions in your initial forum posting. |
Standard |
This is an easy one. The task is worth 2% of the semester grade.
Do it and get full credit, don't do it and get no credit. |
The newsletters will keep you informed about key ideas we will discuss this semester.
Sign up for at least two newsletters and tell us which ones you subscribed to in your first forum posting.
FirstMonday : a peer-reviewed scholarly journal from the University of Illinois, Chicago
Scout Report: a publication of the Internet Scout Research Group, published every Friday both on the Web and by email subscription, it provides a way to stay informed of valuable STEM and humanities resources on the Internet.
How To Geek : an online technology magazine ... How-To Geek has been used as a resource for everything from university textbooks to late-night TV ... an independent company that remains wholly owned by its founders ... built without any outside investment or corporate ownership.
Treehugger : a Canadian "modern sustainability site that offers advice, clarity, and inspiration for both the eco-savvy and the green-living novice"
Aeon Magazine : "Fine writing on philosophy, psychology, science, history and the arts" Click on the "newsletter" link
If you have others to recommend, add your recommendation to the task 01.01 forum posting.
These three components will account for the remaining 15% of your value added grade. (seven + three + five)
component | what it means |
---|---|
Task |
In addition to classroom activities, you have an individual task
1. Sharing of interesting items via the Sakai Forum (worth seven points) 2. Commenting on a colleague's forum posting (worth three points) 3. Starting a session with a short talk on the assigned preparations (worth five points) |
Condition |
1. Since we all may not get an opportunity to present in class,
you should plan to do at least one Sakai Forum posting every two weeks.
That means you should have something that you feel would be interesting to your peers and post it at least once each four class sessions.
We may discuss postings in class, if they generate interest.
2. Since each of you all will be making a number of postings, it should be easy for each individual to have something to say about at least one of their colleagues' postings. |
Standard | The task is worth 15% of the semester grade. |
Points earned | What it means | A description of what it means |
---|---|---|
14.25 or more | You have done a superlative job of adding to your peers' experience in this class |
You were engaged in class, with pertinent comments and/or questions; you took the opportunity to comment on the Sakai Forum on topics of interest to you and, in your estimation, to your peers as well; your review/preview presentations were organized, understandable, relevant, and professional; and you took the opportunity to discuss a topic with your peers, in an organized, understandable, and professional manner. |
14.10 to 14.23 | A totally acceptable performance demonstrating an adequate level of adding to your peers' experience in this class. |
You were engaged in class, with pertinent comments and/or questions; you occasionally took the opportunity to comment on the Sakai Forum, thus occasionally taking the opportunity to provide feedback and validation to your peers. |
13.65 to 14.09 |
You were engaged in class, with pertinent comments and/or questions, but the quantity and/or quality of your engagement was not as high as hoped for; you didn't take the opportunity to comment on the Sakai Forum, thus not providing feedback and validation to your peers. |
|
12.90 to 13.64 | You were engaged in class, but didn't have much to say, either in class or on the Sakai Forum. | |
12.30 to 12.89 | Not as good as it could have been; but you didn't detract from your peers' opportunities. | |
11.85 to 12.29 | A marginal performance | You were disengaged in class, didn't have much to say, either in class or on the Sakai Forum. |
C 11.40 to 11.84 |
You were disengaged in class, didn't have much to say, either in class or on the Sakai Forum; your attentiveness to the topic of the day was inadequate and detracted from your peers' opportunity to concentrate. |
|
10.80 to 11.39 |
You were disengaged in class, didn't have much of anything to say, either in class or on the Sakai Forum; your attentiveness to the topic of the day was inadequate and detracted from your peers' opportunity to concentrate; and, in general, a sense of negativity from you caused your peers to suffer. |
|
10.35 to 10.79 |
You were disengaged in class, didn't have anything to say, either in class or on the Sakai Forum;
your activities in the classroom detracted from your peers' opportunity to concentrate; and you were active in your negativity. |
|
9.00 to 10.34 | Your presence was a negative factor in the classroom dynamic. | |
less than 9 | For whatever reasons, an unacceptable performance | If it's unacceptable, it is unacceptable; it should be as obvious to you as it is to the instructor |
Copyright © R.E. Bergquist 2014- | Last Updated on | Powered by w3.css