BP7 - RILS

Relevant and Innovative Learning Scenario

Rosa Santana

1.     Brief Overview:

a.     In this Relevant and Innovative Learning Scenario (RILS), students will be introduced to a new Web 2.0 tool. Students will learn to manage, complete and interact with one another through the use of web 2.0 tools.

2.     Target Audience-

a.     The audience targeted for this RILS is post secondary college students in the urban community.

3.     Materials–

a.     Open Mind

b.     Computer

c.     CompVersions (Web 2.0 tool)

4.     Objectives–

a.     At the end of this scenario the learner will be able to;

                                  i. Identity possible forms of collaboration with one another.

                                 ii. Comprehend the power of discussion

                                iii. Apply the method of the program to create interesting products to be discussed at work

                               iv. Break down the walls placed when discussing a project and in the midst of working on a team assignment

                                v. Combine the knowledge acquired on own and the knowledge acquired from his peers.

                               vi. Constructively criticize the work of others with ease.

5.     Procedure–

a.     Introduce the class to the tool being used within the classroom.

b.     Explain how to use the Web 2.0 tool.

c.     Select the projects to upload onto the tool.

d.     Have the students send the uploaded images to the other classmates thru the Web 2.0 program.

e.     Each student will evaluate the each other work and place comments on the project.

6.     Web 2.0 Tool–

CompVersions shares multiple versions of images with clients to provide a common ground for comment and feedback. Comments and images are all in one place for all to view and share amongst each other.

7.     Social Participation/Social Learning–

a.     Every week a design project will be due from every individual. On a daily basis the students will post their project onto CompVersions and every following day the students will comment on each other’s design process. During the week the students will document the resources they have found for their design project.. At the end of the week, the student will split up into groups and document their experience on Prezi to display to the class.

8.     Making Connections–

a.     Every individual will interact with each other thru the use of CompVersions. A connection in which the students will interact is through the use of discussions when using CompVersions, which is another form of a class critique.

9.     Create/Produce –

a.     The students will have created a design project that has been perfected by his fellow classmates and instructor. All individuals will post on on a daily basis and document their experience.

10.   Assessment –

a.      

Activity	Above Average 10-8	Average 7 - 5	Below Average 5-0
Posts on a daily progress of design project to CompVersions	posted all stages of design project		Missed or did not post daily progress of design project to CompVersions
Commented on classmates project on a daily basis	Created detailed comments on all progress images; used references to critique the project.	Created somewhat of a detailed comment on half of the students progress images; used references to critique the project.	Created little to no comments on all progress images; used references to critique the project.
Connections to professional practice	Evidence of strong thought pertaining to personal perspectives and professional development. Reflective statements go beyond what takes place in a classroom to include a theoretical rationale underlying the use of specific strategies or materials	Evidence of some thought pertaining to personal perspectives and professional development. Reflective statements contain some of the theoretical rationale underlying the use of specific strategies or materials.	Little evidence of thought pertaining to personal perspectives and professional development. Few, if any, statements go beyond what takes place in a specific classroom. Little if any theoretical rationale underlying the use of specific strategies or materials included.
Quality of Writing and Proofreading	Written responses are free of grammatical, spelling or punctuation errors.  The style of writing facilitates communication.	Written responses are largely free of grammatical, spelling or punctuation errors.  The style of writing generally facilitates communication.	Written responses contain more than 6 grammatical, spelling or punctuation errors.  The style of writing does not facilitate communication.

11.   Reflection – The reflection for the RILS must have two part.

                                      i.     At the end of the RILS, the students will complete a survey.

                                     ii.     Discussion of the new tool will be discussed.