Photo Citation:
Kids
Reading Books in Fantasy Library. [Photograph]. Licensed by Bigstock on Oct 6,
2015 from http://www.bigstockphoto.com/image-72772813/stock-photo-kids-reading-books-in-fantasy-library
Saturday, February 20, 2016
Project Introduction
Included in this blog is a
presentation for a final project required for the completion of an Assessment in E-Learning Graduate Course
from the University of Wisconsin-Stout. The final project is intended to highlight
the lessons learned on designing and teaching online courses in a way that
incorporates a new-model of evaluating effectiveness and assessing student
learning by applying a variety of technologically advanced tools that promote a
student-centered quality education. The project offers a small-portion snapshot of a
fully developed online college course for undergraduate English majors in the
study of classic children’s literature. More information about my course can be found below:
www.ereuterprofile.com
www.ereuterprofile.com
Children's Literature Course Description
The Benefit:
Whether interested in children’s literature for teaching, publishing, writing, reading or marketing, the genre is grossly overlooked in undergraduate English major programs, and is almost unheard of for adult literature students online. This online course will guide English major students along the path of understanding the underlying themes, elements and analytical realms that classic children’s literature has to offer the literary aficionado. Throughout this class, students will learn the names, background, authors and history of many famous and controversial texts. Students will come to recognize common themes and patterns seen in children’s literature, whether it be from the 1700s or the 1900s, and the analysis of why they were written with specific themes. The course will delve into the use of writing technique and literary devices applied to texts that are intended to engage the emotionally developing child reader.
So why a course in
children’s literature? Children’s literature is written by adults with adult
values, experiences, perspectives and viewpoints worked into the pages. It is
not only written by adults, but edited, proofread, published, marketed, sold
and purchased by adults. Many classic children’s novels contain
underlying meanings and lessons that matched the socio-economic issues of the
period in which they were written. Combine these factors and evidence exists
that children’s literature deserves a required spot in the undergraduate
English classroom right next to courses in British, American, world and women’s
literature.
The Problem:
Few literature students in an English major program are required to take a course in children’s literature. Sadly, there is much to learn from studying children’s literature that would apply to a boarder English-literature education and benefit the English major. In fact, it is the perfect venue for an introduction into some basic literary devices and elements that would otherwise be overshadowed with complicated words, long texts and overwhelming novels from lengthy British and American literary works.
Few literature students in an English major program are required to take a course in children’s literature. Sadly, there is much to learn from studying children’s literature that would apply to a boarder English-literature education and benefit the English major. In fact, it is the perfect venue for an introduction into some basic literary devices and elements that would otherwise be overshadowed with complicated words, long texts and overwhelming novels from lengthy British and American literary works.
So why overcome this problem? Many classic children's
novels are full of metaphorical meaning that have been radically debated and
discussed over decades and generations with deeper sociological or historical
lessons and implications worthy of debate. In this course, students will not only learn to
identify how children’s books were written to mold around the cultural
expectations of the time, but also to indirectly influence the child reader on
an emotional and psychological level. Finally, students will discover and enjoy
books that exist in magical worlds and are wide open to literary study and
exciting interpretation unlike what they are accustomed to reading.
Enjoy a 10-minute Video Introduction Discussing the Academic Need for This Online Course
Photo Citation:
Child
Opened a Magic Book. [Photograph]. Licensed by Bigstock on June 26, 2015 from http://www.bigstockphoto.com/image-59529455/stock-photo-child-opened-a-magic-book
Student Population
This course is aimed toward undergraduate English literature majors enrolled in an online degree program who are interested in learning more about the genre of children’s literature - both academically and professionally - from a historical context. Children’s literature makes up nearly one-third of literature produced in the United States at present. Considering both the rich history and modern popularity of children's literature, English students should receive a minimum of one course in their education in the genre whether it be for the purpose of curiosity, enjoyment, school, hobby or professional writing. An undergraduate English degree is wide open and vast as far as the direction a graduate can take it once conferred. Perhaps an undergraduate English major may want to eventually earn a PhD in literature which allows for a branching of many arenas and genres. Or maybe they want to be a public school teacher, high school tutor, librarian, writer, or work for a publishing house as a book editor. Either way, children’s literature exists as an option in any of these fields and bachelor degree students studying literature deserve familiarly with all of the literary genres available to pursue in their future. It is assumed with the student population for this course that there is no background or adult familiarity with children's literature on a personal reading level. It is also assumed that students in the program intend to have at least some involvement with either children or literature that may entice children, and are therefore further exploring their options. The objectives, activities, and assessments in the course are designed for a diverse population with limited direct experience with children's literary classics.
Photo Citation:
Children book. [Photograph]. Licensed by Bigstock on September 18, 2015. Retrieved from
http://www.bigstockphoto.com/image-85956212/stock-photo-children-book
Course Content
Included In the Course:
Beyond what is seen in this course snapshot which is centered around one module, the full Elements, Themes and Analysis of Classic Children’s Literature course contains many elaborate components. The initial version of the curriculum is designed for a full-semester college term of 16 weeks. The course contains 8 modules total with each module in a 2-week format. Each of the 8 modules covers one significant theme in children’s literature with accompanying texts as the source of study. Examples of module themes include the orphan in children’s literature, alternate and escapism worlds, death and tragedy, adventure and survival, fantasy and fairy tales, child resilience and rebelling, and two others. Each module will include between 3-4 novels/texts that can be generally read in a 2-week period, with one book read every 3-5 days as children’s books are faster to digest. The modules will each contain a learning guide with objectives, activities, assessments, required and optional resources, and background about the theme studied. Activities and assessments are often blended into one formative assignment utilizing creative or advanced technological tools such as blogs, wikis, online journals, Android and iPad aps, concept maps, Powerpoint, jigsaw partner glossaries, online quiz builders and many more that are intended to promote student learning and support the objectives of the course. Lastly, texts were chosen based an expected and diversified student population, with 8 different themes for the modules. The texts chosen vary in date from the 1800s to the early 2000s and were selected based on an ethnic mix of geographic locale and characters, and also for their noteworthy historical markers of publication such as Newberry awards, historical banning or cultural popularity.
CLICK BELOW for a sample learning guide (copyright Emily K. Reuter):
PDF Sample Learning Guide
Photo owned by Emily K. Reuter
Objective 1 and Assessment Rationale
Objective:
Upon
completion of the module, the student will combine texts, themes and events to
design and produce a 6-10 slide PowerPoint summary on the orphan characters’
emotional journey seen throughout each story, meeting all requirements in the
visual presentation rubric.
The
assessment tool of choice is PowerPoint software for creating the presentation. Ideally the newest version - Microsoft PowerPoint 2013
With a literature module that consists of 4 different novels and connected elements and themes, I have decided that students shall create a presentation that visually summarizes the connections between the three and explains how it relates to a deeper layer of emotional development within characters. I chose PowerPoint as the assessment tool due to a recent improvement of the latest versions of the software recommended for creating visual presentations with special effects and audio narration. Many undergraduate college students may not have had the opportunity to use PowerPoint in secondary school due to school budget cuts. I chose this as an assessment method to assure literature students have an opportunity to learn the software, as it is generally included in most Microsoft processing software bundles with new computers and beneficial to college students. Even with advanced features added to the latest PowerPoint 2013 version, it is a relatively user-friendly software that any student with skill using Microsoft Word can manipulate. The simple ‘audio record’ button on each slide makes it simple to add dictation to synthesize and rationalize content designed on the page. If for some reason a student from another country does not have the Microsoft Suite PowerPoint access, they will be able to email the instructor and suggest a similar presentation software for approval.
For the purpose of assessment, PowerPoint benefits both the instructor and the student. Using PowerPoint as a visual presentation allows the student to offer a display to the teacher on how they have connected the various themes and characters in the module's texts. The visual display of ideas in PowerPoint is similar to creating a concept map. As the student creatively designs the presentation and attempts to showcase their connections and ideas, things tend to come together that may offer a new way of looking at the content - like seeing the completed puzzle instead of the random pieces. The instructor will gain view of not only how well the student comprehends the literacy of the material, but also their level of skill with the assessment tool. According to Rhinehart (2015), "Good assessment tools for the classroom aid the educator in gaging the students' knowledge and understanding from several different perspectives. PowerPoint and Prezi provide classroom teachers with just this ability." Examples of skills assessed in a PowerPoint include spoken language skills, written language skills, design skills and application of subject (Rhinehart, 2015). Lastly, the assessment of student skill level will aid the instructor in how best to offer formative feedback in a way that is constructive to the learning goals of the course.
Reference:
Rhinehart, Linda. (06/21/2015). Assessing With PowerPoint and Prezi Presentations. Retrieved from
http://www.brighthubeducation.com/student-assessment-tools/59411-powerpoint-presentations-as-assessment-tool/
Visit my posting on rubrics to learn more about how this is assessed:
Objective 2 and Assessment Rationale
Objective:
Given
the 4 novels and the article Orphans in
Children’s Literature, students will interpret and describe common
supporting themes in orphan stories by writing a 3-5 paragraph blog entry
with a requirement of referencing and discussing at least one example from each of the module’s four texts with proper APA citation and connecting then that reference to the theme of the module.
Assessment Tool:
Blogger blogging platform
Assessment Tool
Rationale:
A blog provides reflective learning to the student and supports a student-centered learning approach. The blog provides an authentic context and meaningful communication. According to UNSW (n.d.), "Blogs facilitate students' formative progress toward participative and collaborative learning and academic literacy." It provides instructors with an easy record of progress and learning and also allows other students to learn from their classmates' blogs. As far as assessment, it makes feedback easy for instructors right on the blog platform. Beyond just the benefits of the platform for hosting ideas, thoughts and writing, it also teaches students a beneficial tool that may be useful in their future academic or personal careers. Lastly, a blog is a public website spot, so the student is likely to put in his or her best effort into its presentation and is likely to reflect more deeply on what they created both during and after the process.
Photo Citation:
Fairy Tales History Book Reading Concept Symbol Castle Forest Field. [Photograph]. Licensed by Bigstock on June 18, 2015. Retrieved from
http://www.bigstockphoto.com/image-85558631/stock-photo-fairy-tales-history-books-reading-concept-symbol-castle-forest-field-on-sky-background-flat-design-i
Reference:
UNSW Australia. (nd). Assessing With Blogs. Retrieved from
https://teaching.unsw.edu.au/assessing-blogs#
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