Service Learning and Business Partners

At Nashville State Community College, I am using my Capstone class in Web and Multimedia Design to bring organizations into my classroom. My class becomes a design team producing podcasts, web sites, video, etc. for those business clients. This semester, the students are creating a DVD for the Nashville Area Habitat for Humanity Volunteers Department.

I attended our Department advisory Cmte meeting the other day where the subject of Service Learning was brought up. I was amazed at how every point they brought up was what I was already implementing in the classroom and I voiced that fact.

Is anyone there wanting to implement Service Learning into your curriculum? How are you planning to go about it?

PodCamp Nashville 2011

Nashville podcamp logoI want to invite all my readers to the March 26 Nashville podCamp 2011. Below, I’ll describe a little of what I want to talk about. But first… I was at the monthly meeting of the Nashville Instructional Designers Meeting today. The topic of discussion was motivation and learning. The speaker today was Michelle Alcott who spoke about the concepts behind the Daniel Pink’s acclaimed book Drive. According to Michelle, three main concepts underlie true motivation:

  1. Autonomy -  self-direction or the ability of a member to make their own choices
  2. Mastery – a natural outcome of engagement
  3. Purpose – involvement or being of service to a cause greater than themselves (this could also be the loyalty we feel towards our teams)

I had the opportunity to invited everyone there to Nashville’s podCamp on March 26 at the Cadillac Ranch on Broadway in downtown Nashville. I’ll be presenting a session on Designing for Multimedia. Several people at the meeting said that they were just getting ready to investigate how to create podcasts, so this announcement was timely. Why all the interest in podcasting?

I was struck at the how Daniel Pink’s observations apply to most podcasters. Most everyone has something to say. And most of us know more than we think. As an Assistant Professor in Multimedia Design at Nashville State Community College, my students have made a personal choice to enroll in the Multimedia Design program. They do so with the intent of creating content about a variety of subjects. Some have an affinity towards visual expression and want to be videographers, film-makers, game designers, web designers, or video podcasters. All of those media are different ways to engage an audience audibly and visually and tell a story.

Podcasting is special in that is provides a way to quickly and easily create that message and publish it to a global audience without the burden of creating physical media. The power of podcasting lies in its distribution method; i.e. someone subscribes to your podcast and are automatically notified when a new episode is available. The podcast aggregator takes care of the transmission for you. You don’t have to contact your subscriber. The RSS mechanism takes care of it for you. You just create, upload, and update the RSS file.

Both video and audio podcasting each have their strengths and weaknesses. Video can be very compelling if done right, yet the file sizes are larger, take longer to download, take a device that can play video, and the audience has to be still in order to watch the presentation.

Audio podcasting is a much lower file size, can be played over a wider assortment of stationary and mobile devices, and can be listened to while the audience does other activities. I listen to podcasts when commuting, exercising, walking, doing chores, and sometimes even while drifting off to sleep.

Regardless of the chosen media, you want a firm grasp of what you want to accomplish. Otherwise, it is easy to ramble on and loose the attention of your audience before you have engaged them, and therefore missing the opportunity to fulfillment of your purpose – to reach your audience with your message. My goal during my session is to outline some steps that podcasters can take to make sure they  get clear on the outcomes, stay on point, and make their presentations more engaging.

Everyone brings their own experience to the table. Please come and join us in the discussion at the Have a Plan: Designing for Multimedia session. Hope to see you there.

Feeds 101

I just discovered this great Google primer for understanding the basics of feeds, Feeds 101. You can also find this link in the Resources link of my web site.

Twitter job searching

Social media is presenting new ways of not only finding like-minded (and contrary) folks, but finding others that need the skills or products that you possess. Interesting article on using twitter to find a job. It focuses on using the twitter hashtag.

http://mashable.com/2010/10/16/twitter-hashtags-job-search/

Assessing the PBCL process

This post is a duplication of one I made in the makingLearningReal LinkedIn group discussion on assessing and grading student work in a Problem-based Case Learning (PBCL) classroom experience.

First, let me say this process is in a constant state of evolution for me. Placing my students in a situation where they have to solve problems and watching how they handle it is one thing. Giving them appropriate feedback and assigning a grade is something else.

As in any assessment process, the key for me is understanding what the outcome should look like. If I have a clear vision in my own head as to what the purpose of the class is and what I want my students to get out of it, then tailoring that experience and assessing the behaviors are more straight-forward. Creating a rubric is the best tool I use. It helps me to be clear about the target behaviors that are important and prioritize them.

I find that my students run the gamut as far as skills go. Some are good designers, or good coders, or born leaders. Others, not so much. Is my class designed to assess coding skills, design skills, team-work skills, leadership skills? Not really, although each of those skills are important. My students are exposed to hands-on projects through-out the program (Web Design and Multimedia). What many have NOT done is take a client project from initial concept to deliverable. That’s the experience I want them to have. I also want them to self-assess their strengths and weaknesses. A design team has many players and roles to be filled. All of them have something to bring to the table. The challenge is for them to find their strengths and learn how to highlight and exploit them. Having that self-knowledge before walking out the door and approaching a client will do much for helping them navigate their blossoming professional careers.

I accomplish this through weekly status reports that each student submits, the creation of a client proposal which outlines everything from deliverable, responsibilites, liabilities, scope, limitations, indemnification, and weekly benchmarks. They create and maintain a dynamic task-list which identifies the tasks, who owns them, and their status.

Starting three weeks prior to the end of the semester, each is required to create a Learning Report which addresses a number of criteria including: what role(s) did you play, what challenges did you encounter and how did you overcome them, what strengths are you bringing to an employer, why should you graduate from the program, list the classes you took that helped you complete the client’s project and describe what you learned and how you applied it. The Learning Report has to be in media that demonstrates their knowledge of their concentration; i.e. web designers create web sites, multimedia designers create podcasts, videos, Flash presentations, Prezi presentations.

How do I grade it? Just like I would grade anything. Did they address the instructions? How well? Was it done on time? Was it submitted correctly?