Below is a design of a prior MATLT EDU601 activity demonstrating my understanding of Program Learning Objective 1 "knowledge and skills related to learning using technology". The students in this class are completing a module on the topic of the Jim Crow Laws. In this activity, I implemented a "Live" interview with a person that was affected by the social situation surrounding the topic. This is a backward design, and for this activity, I began with creating the objectives of this lesson.
When I considered the objectives I chose to use the Constructivist learning theory because students needed to be involved in discovery learning and not just memorize dates and names of pertinent people. In this task, they are being actively involved in the process of constructing knowledge and creating meaning. The measures used in this design process are analyzing the learning goals, appropriate delivery medium, implementation, and evaluation. The activity is designed to help the learner achieve the stated learning objectives, promote a deeper level of learning and relate the topic to real-life issues. The ability to use their own devices allows students to access the informational material, and the instructions are clear. The evaluation is a summative assessment of course objectives
Learning Objectives
Examine key policies developed in the Jim Crow era
Imagine the impact of Jim Crow on Blacks at the time
Recognize historical events around the creation of Jim Crow policies Live Interview
There are three people invited using video conferencing who have experienced the Jim Crow era in some way. They will join us in a hosted live session with the class tomorrow. The guests will first share some of their experiences of Jim Crow-era laws and impacts, then the class will have an opportunity to ask questions of the guests. Acting as an interviewer you will be able to ask questions that could be pertinent to your reflection essay.
As you compose your questions for the interviewees, explore the interviews of people who experienced Jim Crow bias in the Duke University Behind the Veil.
What types of questions were asked that brought out the key experiences that inform life during that period?
Some questions to consider asking the guests are:
Where did you grow up? What is your earliest memory concerning segregation? Do any events seem to stick out in your mind more than others? What were the views of your parents on segregation? What type of school did you attend? Did you or anyone you know the fight for equality? Did the Civil Rights Movement change your opinions on segregation? Did you belong to any groups that contributed to the Civil Rights Movement? How did desegregation influence your life? What still needs to be done in the cause of equality?
Submitting Work
After the interview, you will submit a title page and compose a reflective essay of the interviewees using the information gathered in the interviews.
Grading & Feedback
You will be graded for details around the stories of the interviewee and also around your reflection of how your life in the Jim Crow era could have been affected. Please review the objectives and include these points in your reflections.
Reference
https://library.duke.edu/digitalcollections/behindtheveil/
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