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2013-2014 Internationalization Collaborative Across BloomingtonIndiana UniversityGlobal Learning Integration WorksheetThis worksheet is adapted from Course Design Institute of Indiana University Center for Innovative Teaching and Learning and the Kelley School of Business 1 Part I: Where are you going? Using Anderson’s revised taxonomy of teaching and learning and Krathwohl and Bloom’s Taxonomy of the Affective Domain as guides for writing meaningful and measurable goals, complete the statement below indicating how your students’ global learning will be different after completing your course. Global Learning Goals: By the end of the semester my students will Explain the diversity of cultures and the commonalities of human experience reflected in the literature of the world.Examine oneself and one’s culture through multiple frames of literary reference, including the perception of others from around the world.A Taxonomy for Learning, Teaching, and Assessing: A Revision ofBloom's Taxonomy of Educational ObjectivesCognitive Process Dimension-4000504352925Knowledge Dimension00Knowledge DimensionRememberUnderstandApplyAnalyzeEvaluateCreateFactualJournalsConceptualPBLPBLPBLJournalsPBLProceduralPBLPBLPBLMeta-cognitiveFinal.3Final.3Final.3Final.3Final.3Final.3 This worksheet is adapted from Course Design Institute of Indiana University center for Innovative Teaching and Learning and the Kelley School of Business. 2013-2014 Internationalization Collaborative Across Bloomington Indiana University Global Learning Integration WorksheetPart II: How will you know that students have achieved the global learning goals? Imagine an assessment or exercise that you will create that demonstrates your students have accomplished your global learning goals. Describe your assessment below. This can be anything from a research paper, a learning essay, and a social action art project, to deliberation or debate, an exam, a field project, or community service. Be as detailed as possible.I have prepared three different learning modules, each with appropriate assessments. The first module consists of adding a film + journal entry to the existing Class Session readings and assignments. I have actually created six such assignments for possible inclusion into the course, but the one herein described is attached to Class Session 1. The film is from Annenberg Learner, The Epic of Gilgamesh: reading the assigned pages in the text and viewing the film, students will respond to the following prompt:State a modern connection to the work under study, either one you learned about from viewing the Annenberg film or one you have personally acquired, and where you made this discovery.Reflect on the stated connection from a personal point-of-view; what did the connection you’ve uncovered make you think, feel: how did you respond to it?Based on your new insights into this particular work, reflect on your knowledge of it based on one of the following: person(s) in that culture + decision-making; person(s) in that culture + view on philosophy or religion; person(s) in that culture + view on leadership; or person(s) in that culture + view on one of the fine arts.Students will be assessed with a 20-point grading rubric.The second module utilizes project-based learning, Class Sessions 9-11. Directions follow:Project: Medieval Chinese LiteratureFor this assignment, you are asked to create an artifact for a graduation portfolio, e.g. a portfolio that you would develop in your capstone course. An artifact is an object or thing; a portfolio is a collection of artifacts that the author selects to best represent his/her knowledge of specified learning outcomes. For this project, you will be evaluated on how well you demonstrate knowledge of the following:Use critical thinking skills to gain insight into the cultural, historical, and literary contexts of major Western and non-Western works.Explain the diversity of cultures and the commonalities of human experience reflected in the literature of the world.Examine oneself and one’s culture through multiple frames of literary and artistic reference.Demonstrate an awareness of the tools of literary analysis, including knowledge of appropriate terminology and of literary criticism.Use effective academic writing skills including ethical handling of primary and secondary sources.For this project, you need to work with a tool new-to you. Select one of the following:—creates comics & graphic —creates —creates websitesAll of these websites offer free start-up packages; you do not need to purchase anything additional to complete this assignment. You may send the artifact, itself, or a link, via the assignment link in Class Session 13, but if you choose the latter, make sure the link works before submitting!You are further instructed to work with the reading materials assigned in Class Session 11: Medieval Chinese Literature: Hermits, Buddhists, & Daoists; Tang Poetry in creating your project. The other primary requirements for this assignment are as follows: 1) You must develop a logical argument; 2) you must integrate three reliable & credible external sources to support that argument and provide working links to those sources in the WC; and 3) you must work with one of the forms of literary criticism presented in Lecture 2. Please review the Project Grading Rubric and the Project Outline Template before beginning this assignment.Students are assessed with a 50-point grading rubric.The third module is an addition to an existing reflection assignment, Class Session 16. Students are asked to create a PowerPoint presentation with at least four slides; number three is the revised prompt question: Your most positive discovery this semester, in terms of 220 course materials.Your most negative discovery this semester, in terms of 220 course materials.Your most surprising global connection/discovery, in terms of 220 course materials.The most useful tool you found (or someone found for you) this semester, overall.Students are assessed with a 40-point grading rubric.This worksheet is adapted from Course Design Institute of Indiana University Center for Innovative Teaching and Learning and the Kelley School of Business 2013-2014 Internationalization Collaborative Across Bloomington Indiana University Global Learning Integration WorksheetPart III: How will students complete the assessment?Global Learning Outcomes (GLO)In measurable terms, what must students be able to think, feel, and do to successfully complete the global learning assessment?Topics/ContentWhat content, issues, or ideas will students engage in, with respect to this learning outcome?Explain the diversity of cultures and the commonalities of human experience reflected in the literature of the world.Examine oneself and one’s culture through multiple frames of literary reference, including the perception of others from around the world.Demonstrate some awareness of Ancient Mediterranean & Near Eastern literature;Respond to prompts aimed at increasing cultural awareness, both modern & ancient.GilgameshLessons on LeadershipHistorical roots in IraqUse critical thinking skills to gain insight into the cultural, historical, and literary contexts of major Western and Non-Western works.Explain the diversity of cultures and the commonalities of human experience reflected in the literature of the world. Examine oneself and one’s culture through multiple frames of literary reference, including the perception of others from around the world. Demonstrate an awareness of the tools of literary analysis, including knowledge of appropriate terminology and of literary criticism.Use effective writing skills including ethical handling of primary and secondary sources.Demonstrate comparative, analytical, and synthesizing skills using multimedia;Demonstrate some awareness of medieval Chinese literature;Reflect on cultural similarities and differences.Create an artifact for a graduation portfolio using a new multimedia tool: —creates comics & graphic novels; —creates videos; or —creates websites. Utilize an established form of literary criticism, integrate external sources in the creation of an argument, and work with materials from our textbook chapter on Medieval Chinese Literature.Examine oneself and one’s culture through multiple frames of literary reference, including the perception of others from around the world. Use effective writing skills including ethical handling of primary and secondary sources.Reflect on your overall learning experience in World Literature municate about those experiences using multimedia.Reflect on the semester’s work: positive, negative, surprising global connection, favorite new tool.This worksheet is adapted from Course Design Institute of Indiana University Center for Innovative Teaching and Learning and the Kelley School of Business. 2013-2014 Internationalization Collaborative Across Bloomington Indiana University Global Learning Integration WorksheetPart IV: How and when will student learning be achieved in your course? Use the table below to indicate when the student learning associated with each global learning outcome (GLO) will occur during the semester***:Class SessionGLOTopics/ContentClass PrepIn-Class ActivitiesFollow-up11,2Ancient Mediterranean & Near Eastern Literature: GilgameshNAWL.A, pp. 3-59, 95-151; videoN/ACS 16 Final.3, #391,2Medieval Chinese Literature: Hermits, Buddhists, & Daoists; Tang PoetryNAWL.B, pp. 969-987, 1001-1047, 1053-1068; multimedia websitesN/AProject Outline (complete)101,2Medieval Chinese Literature: Hermits, Buddhists, & Daoists; Tang PoetryReview of reading assignment from CS 9 + multimedia websiteN/AProject Outline (use)111,2Medieval Chinese Literature: Hermits, Buddhists, & Daoists; Tang PoetryN/AProject due161PowerPoint materials under the Resources buttonPersonal reflection utilizing a set promptN/APowerPoint (Final.3) due; students should take their observations from this course and put them to work in future courses and/or workforce, e.g. student associates cultures with literary roots in terms of decision-making and/or leadership. Moreover, student places him/herself within the context of culture and literary development.***As this course is taught online, rather than face-to-face, this chart will vary from student-to-student. Typically, students begin their homework several hours before the deadline, having read the assigned pages in the text plus supplementals sometime during the previous week. For both the journal assignment(s) and the reflective piece, Final.3, this scenario will probably hold true. The project on Medieval Chinese Literature is achieved over the course of three weeks or Class Sessions. In order to get students working ahead, I’ve created an outline template that requires planning prior to execution. Students will also be working with a new multimedia tool (it’s possible that some students will be working with a new multimedia tool with Final.3, as well, though not as likely), so prep time for acquiring these new skills is essential. The above chart is a sample, though not necessarily representative.Adapted from: Fink, L.D. (2003). Creating Significant Learning Experiences. San Francisco: Jossey-Bass; and Michaelsen, L.K, Knight, A.B., and Fink, L.D. (2002). Team-Based Learning: A Transformative Use of Small Groups. Westport, CT: PraegerThis worksheet is adapted from Course Design Institute of Indiana University Center for Innovative Teaching and Learning and the Kelley School of Business. ................
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