Site Map · Web viewWhen students enter the Class they will see a Class Welcome page: The logo in the upper left corner changes once students enter the Class. Announcements can be

Joju Cleaver June 8, 2014Paper Prototype – Why Think About Propaganda?

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Site Map


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StoryBoardParticipating students will receive an email invitation to join the class. The email will give students their login instructions.

The opening page of the module is a Welcome page. There is a menu to the left and a navigation bar at the top. A side bar on the right displays the latest announcements and a to-do list for the students. The Edu20.org LMS provides a consistent and automatic navigation that is predictable. The layout display has consistent key areas that are distinct and predictable.

The welcome statement explains the context of the course and advises students to stay informed by using the News link. A 5 step list at the bottom of the page explains how to enter the class and familiarize themselves with the, lessons, syllabus and interface.


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When students enter the Class they will see a Class Welcome page: The logo in the upper left corner changes once students enter the Class. Announcements can be seen in a side panel on the right. The Class Menu is on the left. Links will take you to the News, Lessons, Calendar, Resources, Forums, Groups, Chat, Wiki, Blogs, and Syllabus for the class. A Stop & Think box on the right presents a rhetorical question for the class and can be changed daily to direct students attention to relevant concepts and to get students thinking.

A Class Welcome statement explains the goal of the instruction and a brief introduction to the topic of propaganda. At the bottom of the page students are directed to go to the Lessons tab to get started.


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The Lesson link takes students to a page where Lessons are organized in dropdown folders organized by week and also by topic.

Week1

Overview for the week: Welcome to Why Think About Propaganda?


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The week ahead is explained in the overview page.

Reading Schedule:

Mon: The 7 Devices

Tues: Bias and Disinformation

Weds: Argument, Persuasion, Propaganda

Thurs/Fri: Case Study

*Suggested schedule. You can read ahead if you prefer.

Monday: The 7 Devices

The reading assignment is the from Introduction & Common techniques chapters from the site http://propagandacritic.com/. The site is based on the research conducted by the Institute for Propaganda Analysis. You can find the links to the specific chapters in the resource tab in week 1.

Activities:

Go to the Group link and join a News Team Monday.Begin your daily review of the network you choose to monitor.Post in the Discussion Forum by Wednesday.Watch assigned videosShare your reaction in the Blog

Homework: Due next Monday

Complete the Case Study on Professor Ward Churchill

You will have the weekend to complete this assignment.

Reading :

The 7 Devices:

http://propagandacritic.com/


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Introduction & Common techniques chapters from the site http://propagandacritic.com/.

Bias and Disinformation

Demons, Atrocities and Lies

How to Detect Media Bias & Propaganda

Society of Professional Journalists Code of Ethics

Argument, Persuasion & Propaganda

A Plea From Russia

Some People Push Back

Professor Ward Churchill is a Traitor

An Appeal for Whistleblowers

Friday: Case Study

Students are able to access lesson folders in several ways. On overview page students can either scroll down continuously, use the navigation at the top of the overview page to jump to each lesson, the menu on the left or by toggling using the icons in the upper right corner.

In the overview students are prompted to sign up for a News Team. To sign up for a News Team students use the Groups link in the menu bar on the left:

http://propagandacritic.com/


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Students can choose a team and join. Each team will post informal notes in their team wiki. Using the wiki link in the menu on the left.

Students begin their lessons with the lesson The 7 Devices:The 7 Devices:


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At the bottom of the passage there are links to the reading resources and videos for the 7 devices:

Each link leads to an article that will open in a new tab:


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Students select articles using the sites navigation or the lesson menu.

Students can return to access the videos using the videos folder within the lesson. Each video will play within the module:

After completing the lesson on the 7 devices students will be prompted to take a quiz:

To be designed: a fill in the blank quiz using drag and drop.

Following the Quiz Students can use the lessons tab to return to the Week 1 lesson menu and proceed to access other lessons.


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All the lessons are similarly structured using articles and videos. Some pose questions within the reading. Students can answer these questions and post their reactions to the lessons in their class blog:

Week 1 Discussion Forum:

Once students have completed the required reading they are ready to participate in the class discussion. Students are expected to post by Wednesday.


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The final assignment for Week 1 is the Case Study. Students will have the weekend to complete the project:

Resources are in the reading and videos folders at the bottom of the page:


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Week 2: Overview

There are fewer reading and video resources in Week 2.The majority of the lessons are viewable as pages. Students can scroll through each section continuously.

Students use the familiar menu options to navigate through the lessons in Week 2:

Students will conduct a guided research and share their findings in the class blog.


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Perspective: The perspective lesson is a rhetorical “think about it” exercise. Students view a brief video and read an article to get them thinking about perspective in preparation for the next lesson.


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Persuasive Essay

After viewing a video about Secretary of State H. Clinton discussing an “information war” students will be assigned a side to take based on their names. Each student will write a persuasive essay from a specific perspective.


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Students can access the video can from within the page.

A video is available to view for tips on persuasive/argument writing.


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Once they are finished they can upload the essay in the assignment area:

The last assignment of the module is a final reflection:


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Merrill’s 5 Star Self –Evaluation

TYPE OF INSTRUCTION: The “Why Think About Propaganda” instruction is a classic tutorial that incorporates aspects of guided research/analysis, case study and social media.

PROBLEM

Stage Criteria Explanation

PROBLEMIs the courseware presented in the context of real world problems?

Does the courseware show learners the task they will be able to do or the problem they will be able to solve as a result of completing a module or course?

The course is presented in the context of real world problems. The overall goal of the instruction is that students will be able to recognize propaganda devices in the media after taking the course. The lessons are structured around real world events and examples and tasks are modelled on the overall goal. The information and authentic problems and examples become more complex as the course progresses.

Are students engaged at the problem or task level not just the operation or action levels?

Does the courseware involve a progression of problems rather than a single problem?

RATING FOR PROBLEM STAGE: GOLD


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ACTIVATION

Stage Criteria Explanation

ACTIVATIONDoes the courseware attempt to activate relevant prior knowledge or experience?

Does the courseware direct learners to recall, relate, describe, or apply knowledge from relevant past experience that can be used as a foundation for new knowledge?

This course directs learners to recall, relate, describe, and apply knowledge from relevant past experience and current events within the discussion forums.

The course provides relevant experience in that it is structured around familiar and relevant news networks, news clips and videos. The courseware requires students to observe, interact, and analyze familiar objects using a refined perspective.

Students can demonstrate prior knowledge in the writing activities: discussion forum, blog, and reflective essays.

Does the courseware provide relevant experience that can be used as a foundation for the new knowledge?

If learners already know some of the content are they given an opportunity to demonstrate their previously acquired knowledge or skills.

RATING FOR ACTIVATION STAGE: GOLD


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DEMONSTRATIONStage Criteria Explanation

DEMONSTRATIONAre the demonstrations (examples) consistent with the content being taught?

Are the demonstrations (examples) consistent with the content being taught? • Examples and non-examples

for concepts?• Demonstrations for

procedures?• Visualizations for processes?• Modeling for behavior?

Examples for key concepts are used in each phase of the module.

Non-examples are not used.

Demonstrations, modelling and visualizations are presented throughout each lesson, specifically in the readings and video clips.

Learners are directed to relevant information and resources that represent the concepts and problems presented in the course.

Multiple representations are provided within each lesson, print media and video clips are used to demonstrate specific concepts. Relevant print media and video from varying perspectives are used to enhance learning.

Are at least some of the following learner guidance techniques employed?• Learners are directed to

relevant information?• Multiple representations are

used for the demonstrations?• Multiple demonstrations are

explicitly compared?

Is media relevant to the content and used to enhance learning?

RATING FOR DEMONSTRATION STAGE: GOLD


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APPLICATIONStage Criteria Explanation

APPLICATIONAre the application (practice) and the posttest consistent with the stated or implied objectives?

Are the application (practice) and the posttest consistent with the stated or implied objectives?• Information-about practice

requires learners to recall or recognize information.

• Parts-of practice requires the learners to locate, name, and/or describe each part.

• Kinds-of practice requires learners to identify new examples of each kind.

• How-to practice requires learners to do the procedure.

• What-happens practice requires learners to predict a consequence of a process given conditions, or to find faulted conditions given an unexpected consequence.

This course asks the learners explicitly to name, identify, find and describe examples of the concepts presented in the courseware.

The quiz, discussion forums, case study, and writing activities and assessments require students engage in “Parts-of” practice. The guided research activity requires students to engage in “Kinds-of” activities. The News Team project engages students in “How-to” activities and the final reflection engages students in “What if” activities.

The courseware requires students to a varied sequence of problems through the assessment and practice activities. The quiz allows for immediate feedback. The written assignment and discussion forums require teachers to provide timely and adequate feedback.

Teachers are available via email to assist students.

The courseware incorporates a blend of standalone, self-paced, and social learning and coaching within the module is limited other than contacting teacher via email.

Does the courseware require learners to use new knowledge or skill to solve a varied sequence of problems and do learners receive corrective feedback on their performance?

In most application or practice activities, are learners able to access context sensitive help or guidance when having difficulty with the instructional materials? Is this coaching gradually diminished as the instruction progresses?

RATING FOR THE APPLICATION STAGE: SILVER


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INTEGRATIONStage Criteria Explanation

INTEGRATIONDoes the courseware provide techniques that encourage learners to integrate (transfer) the new knowledge or skill into their everyday life?

Does the courseware provide an opportunity for learners to publicly demonstrate their new knowledge or skill?

The courseware provides ample opportunities for students to publicly demonstrate their new knowledge or skill through the various writing activities. Students post in the class blog and demonstrate integration of the knowledge learned in this course final reflection.

Students must take a position and defend it in the persuasive writing activity.

Students will have the opportunity to create original work using their new knowledge in blog posts.

Does the courseware provide an opportunity for learners to reflect-on, discuss, and defend their new knowledge or skill?

Does the courseware provide an opportunity for learners to create, invent, or explore new and personal ways to use their new knowledge or skill?

RATING FOR THE INTEGRATION STAGE: GOLD


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References

Hitler, A., & Manheim, R. (1971). Mein Kampf. Boston: Houghton Mifflin.

Institute for Propaganda Analysis, Lee, A. M. C., & Lee, E. B. (1972). The fine art of propaganda. New York, Octagon Books

Horton, W. (2012). E-Learning by Design. San Francisco, CA: Pfeiffer.

Mager, R. F. (1997). Preparing Instructional Objectives. Atlanta, GA: CEP Press.

Merrill, M. D. (2001, April 27). 5 Star Instructional Design Rating. Utah State University.

Vidal, D. Propaganda in War Reporting. Retrieved from: http://www.stanford.edu/class/e297a/War%20Reporting%20on%20the%20U.S.%20War%20in%20Iraq.htm

Ward Churchill Solidarity Network. (2011). Churchill vs CU Timeline. Retrieved from: http://wardchurchill.net/churchill-v-cu-2/timeline/

Wikipedia. (2014). Ward Churchill September 11 Attacks Essay Controversy. Retrieved from: http://en.wikipedia.org/wiki/Ward_Churchill_September_11_attacks_essay_controversy

Documents

Site Map · Web viewWhen students enter the Class they will see a Class Welcome page: The logo in the upper left corner changes once students enter the Class. Announcements can be