[e-learning overview] [project #1 Style Guide]
module #3
2022–2023#figma #storyline #illustrator
iconography samples
layout and iteractive design samples
writing sample
Expectations for Writing
In many classrooms, writing assignments are how students demonstrate their knowledge. Some international students may be coming from a schooling system in which students are encouraged to remember and repeat the ideas of experts–since they are not yet experts themselves. This may mean that it is acceptable for students to memorize and recite knowledge. Changing to an educational system with different expectations, an ethos of scholarly reverence may be viewed as a lack of critical thinking or creativity, or students may be less exposed to bringing a personal lens to subjects.
Articulating Expectations: Assignments
The point is not for students to think of one way of learning as “better” than another way. It is more about making the learning visible for everyone. The following strategies may be useful in considering how you can adapt your assignments to better support students who are navigating new ways of demonstrating knowledge.
Try a Transparent Approach
Introduce the writing genre: Define the characteristics in a rubric.
Focus on the why: Stress that the thinking and writing process is just as important as the outcome for assignments.
Avoid correcting grammar: This allows students to concentrate on developing their ideas on early writing assignments.
Create a discussion thread: Allow students time to express their thoughts and see their peers model how to frame responses.
In many classrooms, writing assignments are how students demonstrate their knowledge. Some international students may be coming from a schooling system in which students are encouraged to remember and repeat the ideas of experts–since they are not yet experts themselves. This may mean that it is acceptable for students to memorize and recite knowledge. Changing to an educational system with different expectations, an ethos of scholarly reverence may be viewed as a lack of critical thinking or creativity, or students may be less exposed to bringing a personal lens to subjects.
Articulating Expectations: Assignments
The point is not for students to think of one way of learning as “better” than another way. It is more about making the learning visible for everyone. The following strategies may be useful in considering how you can adapt your assignments to better support students who are navigating new ways of demonstrating knowledge.
Try a Transparent Approach
Introduce the writing genre: Define the characteristics in a rubric.
Focus on the why: Stress that the thinking and writing process is just as important as the outcome for assignments.
Avoid correcting grammar: This allows students to concentrate on developing their ideas on early writing assignments.
Create a discussion thread: Allow students time to express their thoughts and see their peers model how to frame responses.
Expectations for Reading
Required readings (perhaps alongside discussions and/or lectures) is a part of knowledge acquisition–and varies among academic traditions. There are schooling systems in which students are responsible for a close line reading and making sure they understand each point before moving on. This may mean that it is common for students to have a slower reading pace and spend more time on each reading. Changing to an educational system with different expectations, this meticulous approach may be seen as cumbersome, or getting in the way of synthesizing or analyzing the materials. Students may be nervous to try to read faster, for fear of missing a major point. This can be particularly hard for a student with language barriers.
Articulating Expectations: Course Loads
Being transparent and clear about the time it takes to learn the course material is helpful for all students who may be learning time management. The following strategies may be useful in considering how you can better support students who may be unfamiliar with how much time may be required for course reading materials and your assigned coursework in general.
Try a Transparent Approach
Workload Estimate: Tell students that if an assignment or course reading is taking significantly longer than you think it should, to let you know. For example, if you assign a 20 page article but you know that it is heady or dense, you might say it will take them up to an hour.
Credit Hour Policy: Tell students that for every 50 minutes of in-class time, they should expect 2x outside-of-class workload. So, for a 3-credit class that meets three times per week for 50 minutes, students should expect 300 minutes (or five hours) of outside class work per week.
Required readings (perhaps alongside discussions and/or lectures) is a part of knowledge acquisition–and varies among academic traditions. There are schooling systems in which students are responsible for a close line reading and making sure they understand each point before moving on. This may mean that it is common for students to have a slower reading pace and spend more time on each reading. Changing to an educational system with different expectations, this meticulous approach may be seen as cumbersome, or getting in the way of synthesizing or analyzing the materials. Students may be nervous to try to read faster, for fear of missing a major point. This can be particularly hard for a student with language barriers.
Articulating Expectations: Course Loads
Being transparent and clear about the time it takes to learn the course material is helpful for all students who may be learning time management. The following strategies may be useful in considering how you can better support students who may be unfamiliar with how much time may be required for course reading materials and your assigned coursework in general.
Try a Transparent Approach
Workload Estimate: Tell students that if an assignment or course reading is taking significantly longer than you think it should, to let you know. For example, if you assign a 20 page article but you know that it is heady or dense, you might say it will take them up to an hour.
Credit Hour Policy: Tell students that for every 50 minutes of in-class time, they should expect 2x outside-of-class workload. So, for a 3-credit class that meets three times per week for 50 minutes, students should expect 300 minutes (or five hours) of outside class work per week.