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

Social Media Review

Social Media Review

Denise Sutton

Business/School of Professional Studies

Essentials of Marketing (MKT 1100)

Activity Description: Provide a brief description of the activity

Students work in small groups of three. Each group will choose a Fortune 500 company that has a “corporate responsibility” (or philanthropy) component as part of its brand identity. The group will identify three social media platforms (Facebook, Twitter, Instagram or YouTube) and will analyze the company’s use of social media using a SWOT analysis (strengths, weaknesses, opportunities, and threats). Each student will focus on one platform and collaborate on findings. The group will make recommendations to the company’s Communication Office team.

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

The purpose of this assignment is to analyze the effectiveness of social media as a marketing tool and to identify the strengths, weaknesses, opportunities, and threats in order to make recommendations to the company Communications Office. Suggestions may include ways to improve connection to the consumer, content and consumer engagement, and to identify problems and/or inconsistencies between messaging and brand identity—especially as it relates to its social responsibility programming. Students will address Gen Ed Student Learning Outcomes associated with ethical reasoning skills.

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?

This activity is assigned approximately two-thirds of the way into the semester. Students will have read the chapters on digital marketing, corporate governance, and the marketing mix/SWOT analysis—all components of this assignment. Two classroom periods are dedicated to this assignment. Research and writing done outside of classroom.

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

This is a low-stakes assignment. Students will have read textbook material and case studies (and discussed this material in class) that connect to and inform this assignment.

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?

Students will address Gen Ed Student Learning Outcomes associated with ethical reasoning skills, mainly in the first three categories (ethical self-awareness, understanding different ethical perspectives/concepts, and ethical issue recognition).

Ethical Reasoning Skills (student recognizes basic ethical issues, student states position, student states core belief):
• How are consumer complaints handled? Amount of time it takes company to respond, appropriateness of response, follow-up, etc;
• What is the company mission statement? Is the company’s core mission evident in all messaging/content?
• How effective is the company’s philanthropic messaging? Is it consistent? Engaging?
• Are consumer’s engaged?
• Are company privacy policies transparent?

In addition, students identify ethical issues, which may include:
• Privacy concerns
• Issues of transparency regarding company governance and policies
• Consumer relations/consumer rights
• Use of social media in communication crises (e.g., the Starbucks racial incident in Philadelphia)
• The ethics of framing stories/content (e.g., point of view, including different and even opposing views, etc.)

Ethical Reasoning Performance Criteria met in this assignment: Ethical self-awareness, understanding different ethical perspectives/concepts, ethical issue recognition. Meet benchmark one, and perhaps some of milestone two.

*Ethical Awareness Steps: Awareness, identification of stakeholders, identification and review of resources, identify and consider multiple solutions, reflect, take action. The students will go through each step with the exception of the final “take action” step.

MKT 1100 Student Learning Outcomes—General Education
In this assignment, the students are:

1) Using the ability to use the arts and humanities as a forum for the study of values and ethical principles;
2) Demonstrating intellectual honesty and personal responsibility;
3) Discerning the consequences of decisions and actions;

Rubric for grade evaluation:
1. Analysis (Details? Level of sophistication? Shows recognition and understanding of social media ethical issues?) 25%
2. Recommendations (Are they creative, do they add value?) 25%
3. Quality of writing (Clear, concise, well-organized?) 25%
4. Quality of presentation (Clear, concise, enthusiastic, engaging, quality of response to questions?) 25%

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?

New assignment: Fall 2018.

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

Network Brand (The Manifesto pt1)

Network Brand (The Manifesto pt1)

George Larkins

Communication Design

COMD 3521 Motion Design 1

Activity Description: Provide a brief description of the activity

Students are to create a manifesto designed to launch their network. Here is where it all starts. Where they have to look within themselves and develop the courage to share their beliefs with the world. I have them start off with what they believe and what they know to be true. Ex. I believe that racism is real. I know that discrimination exists in this society.

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

My aim here is to create an environment of ethical and honest reasoning designed to withstand the pressure that business demands. In addition to aid in rebuilding their self-belief system.

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?

This project is part of their final. We devote two entire class sessions dealing with this. Out of class time is constantly encouraged. What I tell them is the more time you spend on a subject, the better it will become. If time permits, I share with them a video of the “Long Game, part 2.” https://vimeo.com/87448006

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 instructions for this exercise is to start with a list of beliefs. What would do be doing right now in your perfect world? Are you preparing yourself go along with the future or are you preparing yourself to help shape the future? Do you believe that you can have an impact on this planet? Who are your design heroes, and why? And in order to do this, they have to develop the skills the right questions, not only questions from other people but of themselves as well. And have the courage to ask and answer honestly.

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 will use the creative thinking value rubric. I believe it fits this activity well.

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?

The activity went well, and yes, I will be repeating it. Why, because I believe it is an important skill set to have. That is having the courage to ask questions, be asked questions and give honest answers. My challenge has been getting students to manage the fear of being put in the spotlight. I address that issue by having students give their presentation in front of the class. One possibility would be to review some contemporary design and some history so that they would be more aware of the people that came before them. And also aid them in finding someone who could they can follow and be inspired by.

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.

The next step here for will be to get more familiar using 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

Table Research

Table Research

Harry Shapiro

Hospitality Management

HGMT 3502

Activity Description: Provide a brief description of the activity

Students "hear" a discussion about solving management problems/issues but don't really understand what that means. It's the difference between writing a paper that explains why recycling is needed (which is hardly original), vs. designing a recycling program for a business that needs such a plan..

"Research" is a tough course to teach for a variety of reasons including that most students have a deeply held concept of what it means to write a research report. In short most feel it means read what a few folks have said about a topic and repeat it back using lot's of quotes.

HGMT 3502 Hospitality Management Research Seminar – is focused on students finding original solutions to *management problems* within the industry.

While there are many ways to continue research from a in depth literature review, statistical analysis of secondary data, or going through the IRB process and collect primary data — 100% the best way for a hospitality management student to do original research is to find a management issue some place where they work, or have worked, and solve it!

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

The goal of this activity is to ask students in small groups to define what are and what are not "management issues and problems" and to understand the scoping issue between "a global issue" like fair wages and a "management issue" — how to help a specific business implement a fair wage policy that doesn't pay (for example) women less money (for the same job) as men.

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?

1st class — first 1/2 of the first class. About 20 minutes.

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

I will read from the syllabus to explain why HGMT is focused on solving "management issues" and identify a few examples. Then I will ask each group to find 1 more example. Each group will present their example(s).

I will provide a list of global issues and a rubric for evaluating if it has been transformed into a management issue.

Then as a follow-up each group will be given more time to find "new" global issues and a corresponding management issue.

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?

Teamwork and collaboration: are the groups dominated by a single student or are they as a group working through the problem.

Finding answers that fit into the rubric of a management issue.

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?

Instructure Eval:
Discussion: post even discussion about possible topics and the focus of original research –> have students understood the scoping issue.

Student "want" to write about one or more very broad topics which they can discuss with little depth and details; whereas a typically successful paper covers one very narrow topic in super depth and detail.

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.

If students don't really understand what type of paper is required from them, they can't really pick a topic.

They (typically) pick global topics of interest to them (recycling, diversity, etc.) but the rarely go to the next level and pick a narrowly scoped topic that allows to solve a problem with actionable details.

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