Testing Usability, Learning Ethics

Testing Usability, Learning Ethics

Joe Jeyaraj

English

Planning and Testing User Documentation (Eng 3780)

Activity Description: Provide a brief description of the activity

Students will do usability testing of a health document either they or a friend or relative may have used.

Learning Goals: What do you aim to achieve with this activity?

How well the document works for its audience and purpose.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

In the second section of the course.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

As assignments go, it is simple in its planning, but complex in its completion.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

I use a rubric that I have for upper level courses in technical and professional writing.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

I have given students a document I have personally used, and students generally respond well to this type of assignment because it involves their personal life.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab

Clinic Journals

Clinic Journals

Annie Chitlall

School of Professional Studies department of Dental Hygiene/New York City College of Technology

Princinples of Dental Hygiene Care II

Activity Description: Provide a brief description of the activity

Students will write 3 clinic journals in Dental 1200. Each journal will be written on a completed patient. The students will enter the journal on the Den 1200 open lab site. There will be an open discussion between each student and his/her clinic advisor to ensure that the journal has met all the required information listed on the handout/rubric.

Learning Goals: What do you aim to achieve with this activity?

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

Students will post a clinical journal within 48 hours of patient completion. Clinical journals are to be written after each step of patient care is completed. This activity will not occur in the classroom. Students will need about 2-3 hours out-of-class time to complete these journals if they the recommended timeline is followed.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

The students need to be able to demonstrate writing mechanics, understanding, and completeness of the assignment. Writing must be clear, concise, and correct. No spelling or grammatical errors. Extremely well organized. The student must demonstrate a sophisticated understanding of the concepts in the assignment and must address all elements in the assignment in an appropriate length. This activity is low-stakes.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

There will be a grading rubric for this assignment.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

Currently and from previous experience, the students do not follow the recommended timeline and rush to submit the required 3 journal entries on the deadline. The last-minute submissions or journals have not yielded positive results since most entries are missing pertinent information and students do not have an opportunity for open discussion with assigned faculty members. I would repeat this activity but will modify the requirements for submission. Students will develop a better appreciation of this assignment if after each patient care visit there is a required entry for that visit and an evaluation of their goals for a specific aspect of the patient care process was met. Over the semesters the biggest challenge is receiving these journal entries in a timely manner. Most students wait for the deadline date and post their entries at midnight, this does not allow for a discussion and often results in a low grade. Most students seem to enjoy the self-reflection portion of the assignment most.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Journal __________ Principles of Dental Hygiene Care II- 1200-Spring 2018

Criteria
4
3
2
1
Score
Completeness
Addresses all elements in the assignment and is of appropriate length
Addresses most of elements in the assignment and is of appropriate length
Missing some minor elements in the assignments
Incomplete in most respects; does not address the assignment properly

Understanding
Demonstrates a sophisticated understanding of the concepts in the assignment
Demonstrates an accomplished understanding of the concepts in the assignment
Demonstrates an acceptable understanding of the concepts in the assignments
Demonstrates an inadequate understanding of concepts in the assignment

Writing Mechanics
Writing is clear, concise, and correct. No spelling or grammatical errors. Extremely well organized.
Writing is clear and concise but may have one or two spelling or grammatical errors. Well organized.
Writing lacks clarity or conciseness and contains numerous spelling and/or grammatical errors.
Writing is unfocused, rambling, or contains serious errors in spelling and/or grammar. Poorly organized

Total:

Grade = 12/12 = 100%
Instructor Comments:

Please share a helpful link to a pages or post on the OpenLab

The ethical issue of biomedical engineering

The ethical issue of biomedical engineering

Chen Xu

Computer Engineering Technology

BMET1101

Activity Description: Provide a brief description of the activity

In BMET1101, Introduction to Biomedical Engineering Technology, different subareas of biomedical engineering are introduced. Discuss the new development of prosthetic arm, watch the video of mind controlled robotic arm. Ask students to research about different aspects, such as biomechanics, neural engineering, and biomedical instrumentation, medical imaging. Then move to cyborg (short for "cybernetic organism") in the novel and movies, which is a being with both organic and biomechatronic body parts, such as iron man, spider man, and Darth Vader. Discuss the ethical issues, such as will the artificial devices may affect personal identity and dignity, can human still be held morally responsible for their behavior when their brain has been engineered by others to function in certain way?

Learning Goals: What do you aim to achieve with this activity?

Inspire students to explore the development of technology and critically think about the limit of technology.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

At the end of semester. Maybe discuss some topics in one lecture, then let students do more research, revisit the topics again after two or three weeks.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

Show some videos, and introduce the background. It’s an open-ended question, write or present as a project.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

Breadth of knowledge, lifelong learning, inquiry and analysis, integrate learning, ethics and value.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

Still in course design stage.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab