An Alternative to the Traditional Research Paper Creating

An Alternative to the Traditional Research Paper: Creating a Content-Based Website Dr. Katherine Carlson Lee University June 2017

Today’s Agenda First 30 minutes: • Why consider an online project-based course or unit? • Examples from my own teaching Remainder of session: • Topic brainstorm • Project design workshop • Debriefing

What do you think of when you hear the phrase “teenagers building websites? ” Discuss for approximately 3 minutes with a partner or trio, and then send an emissary to jot 2 -3 generalities on the board.

What do you think of when you hear the phrase “teenagers building websites? ” Here is one thing that comes to my mind: https: //www. youtube. com/watch? v=X 58_Ysa. E 3 KU

How many of these generalities are true?

How many of these generalities are true? How can we harness them? What do our students need from the Internet? What does the Internet need from our students?

The “Gap Narrative” http: //theprofessorisin. com/2011/07/05/drkarens-foolproof-grant-template/

Examples From My Own Courses • A Larger Example: The Bildungsroman Project • The gap narrative. . .

Examples From My Own Courses • A Larger Example: The Bildungsroman Project • The gap narrative. . . • Project-based course design (complete semester)

Examples From My Own Courses • A Larger Example: The Bildungsroman Project • The gap narrative. . . • Project-based course design (complete semester) • Simulated a web journal, with students signing up for different editorial roles

Examples From My Own Courses • A Larger Example: The Bildungsroman Project • • The gap narrative. . . Project-based course design (complete semester) Simulated a web journal, with students signing up for different editorial roles Assignment sequence. . .

Examples From My Own Courses • A Larger Example: The Bildungsroman Project • • • The gap narrative. . . Project-based course design (complete semester) Simulated a web journal, with students signing up for different editorial roles Assignment sequence. . . About half the students were selected for publication via student selection committees and my final vote; all course participants were credited and could list the project on their resumes

Examples From My Own Courses • A Larger Example: The Bildungsroman Project The gap narrative. . . Project-based course design (complete semester) Simulated a web journal, with students signing up for different editorial roles Assignment sequence. . . About half the students were selected for publication via student selection committees and my final vote; all course participants were credited and could list the project on their resumes • The website: thebildungsromanproject. com • • •

Examples From My Own Courses • A Smaller Example: Frances Hodgson Burnett in Tennessee • The gap narrative. . .

Examples From My Own Courses • A Smaller Example: Frances Hodgson Burnett in Tennessee • The gap narrative. . . • An optional track within one unit

Examples From My Own Courses • A Smaller Example: Frances Hodgson Burnett in Tennessee • The gap narrative. . . • An optional track within one unit • Assignment sequence. . .

Examples From My Own Courses • A Smaller Example: Frances Hodgson Burnett in Tennessee • • The gap narrative. . . An optional track within one unit Assignment sequence. . . Research responsibilities divvied in advance; minimal planning meeting

Examples From My Own Courses • A Smaller Example: Frances Hodgson Burnett in Tennessee • • • The gap narrative. . . An optional track within one unit Assignment sequence. . . Research responsibilities divvied in advance; minimal planning meeting One-day research trip

Examples From My Own Courses • A Smaller Example: Frances Hodgson Burnett in Tennessee • • • The gap narrative. . . An optional track within one unit Assignment sequence. . . Research responsibilities divvied in advance; minimal planning meeting One-day research trip Project group-written in a single session; I handled the web input

Examples From My Own Courses • A Smaller Example: Frances Hodgson Burnett in Tennessee • • The gap narrative. . . An optional track within one unit Assignment sequence. . . Research responsibilities divvied in advance; minimal planning meeting One-day research trip Project group-written in a single session; I handled the web input The website: http: //katherineleighcarlson. com/frances-hodgson-burnett-intennessee/

Examples From Other People’s Courses • A High School Class’s Guide to a Novel https: //bridgeofsanluisreyguide. wordpress. com/ • A Collegiate Wikipedia Project on Animal Behavior https: //dashboard. wikiedu. org/courses/Duke_University/Evolution_of_Ani mal_Behavior_(Fall_2015)/articles • An Online Anthology of Indiginous Native American Literature https: //indiginewenglandlit. wordpress. com/archive/ • A Student-Generated Cultural Map Sponsored by a University Library http: //pabook 2. libraries. psu. edu/palitmap/litmap. html#what • An Individual Collegiate Project on a Single Poem https: //commons. marymount. edu/sonnet/

A quick note on platforms. . . • Squarespace (user-friendly and stylish, about $9 a month, includes hosting) • Wordpress (can be free, but you need a host) • Google Sites (free to all with a Google account) • Weebly, and many other for-educator platforms you may know about better than I do!

Topic Brainstorm (approx. 20 minutes) • Groups of 3 -4 (we will need an even number of groups) • Front and back of Topic Brainstorm worksheet • When you’re finished, share your ideas with me if you like, and then choose one to develop.

Implementation Workshop (approx. 30 minutes) • Choose an idea from your brainstorm and complete the Implementation worksheet. If some members of your group are already certain that they will deploy the plans they create today, either individually or in a smaller partnership, you may also split up your group (and its ideas) as you see fit. • When you’ve completed the Implementation worksheet, find another group. Trade your worksheets for theirs. • Review the other group’s ideas, come up with some questions and suggestions, and meet in a “supergroup” to discuss.

Debriefing (approx. 10 minutes) • Let’s hear a quick project summary (4 -6 sentences) from each group. • What sorts of challenges do you anticipate in implementing your project? • What excites you?