Proposal Title
Collaboration behind the Teaching of a Collaborative Podcast
Proposal Type
Individual Presentation
Location
Olscamp 208: Collaboration in the Classroom
Start Date
21-10-2017 9:45 AM
End Date
21-10-2017 11:00 AM
Abstract
This project describes collaboration while designing an assignment for a College Writing classroom. Cross and Spieles collaborated to create an assignment where students produced an analytical podcast in groups. This required the instructors to work together to create cohesion, and it also required the students to work with one another.
Collaboration behind the Teaching of a Collaborative Podcast
Olscamp 208: Collaboration in the Classroom
This project describes collaboration while designing an assignment for a College Writing classroom. Cross and Spieles collaborated to create an assignment where students produced an analytical podcast in groups. This required the instructors to work together to create cohesion, and it also required the students to work with one another.
Proposal
Oftentimes the goal of college writing instruction is to prepare students for critical thinking in post-academic settings. “Real World” jobs often combine elements of collaboration and analysis. This presentation is aimed to highlight how collaboration between instructors can not only ease the burden for graduate student TAs but also create a more successful student experience. The assignment that we created focused on fostering collaborative partnerships among College Writing II students. We did this by creating an assignment that asked for a multi-modal production, utilizing a piece of ‘new’ software, and demonstrating analysis of popular culture. We began knowing that we wanted to assign a Podcast because it introduced a new way in which writing intersects with technology, but also because it broke up the monotony often associated with research writing. To engage student interest, we made the decision to focus the podcast’s theme on popular culture. To facilitate a successful student collaboration, the students developed a “group contract” as a class, in which they agreed upon expectations, consequences for lack of involvement, and assigned individual roles. The group contract allowed students to work together and hold each other accountable within the larger group setting. In order to collaborate successfully, we as instructors employed Google Docs in order to collaborate remotely in real time. Through the use of technology, we were able to troubleshoot roadblocks and design course materials with one another simultaneously. Additionally, we were able to share clips and other helpful course tools.
Our collaboration continued through the implementation of the assignment and allowed us to tailor the assignment to student needs. For example, Cross’s class was initially intimidated by the open nature of the assignment while Spieles’ students were excited by the opportunity to be creative. To work within our different classes, Spieles held an open forum and employed benchmark requirements that everyone needed to meet, whereas Cross provided more examples and also required the students to create a Statement of Purpose to organize their thoughts. The differing reactions from students prompted us to trade tips on what was successful (or not), such as offering “in-class” work time and offering different ways to frame the assignment developed from student need. Based on student reaction in their self-reflection and end of course evaluations, our collaboration made the assignment successful.