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1
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| 授業計画/Class |
Getting to know each other
What's a controversial issue?
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| 事前学習/Preparation |
Write a short statement about an issue we're interested in and want to do research on in this class.
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| 事後学習/Reviewing |
Post a message on class LMS (Edmodo) introducing a classmate who was interviewed in the previous class.
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2
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| 授業計画/Class |
Shopping for a cause/ Learning about efficient ways to search for information
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| 事前学習/Preparation |
Explore different search engines and databases for information about controversial issues.
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| 事後学習/Reviewing |
Research an assigned country from the "Reporters without borders" website
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3
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| 授業計画/Class |
Appreciating the freedom to explore controversial issues/ Introducing reference sites
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| 事前学習/Preparation |
Answer questions about assigned country on how free (or how restricted) the Internet is there and prepare for presentation in class on that topic.
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| 事後学習/Reviewing |
Discussion on LMS discussing relative Internet and press freedoms in various countries and regions of the world.
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4
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| 授業計画/Class |
Choosing an issue and conducting an off-line written exchange/ WikiTravel Project
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| 事前学習/Preparation |
Use a handout given by the teacher to reflect on a sightseeing place, restaurant, or attraction that you know well and can write about on WikiTravel--a collaborative site created by Internet users.
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| 事後学習/Reviewing |
Summarizing off-line exchange on Edmodo.
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5
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| 授業計画/Class |
Persuading classmates to join controversial issue groups
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| 事前学習/Preparation |
Preparing mini-presentations about chosen controversial issues that are intended to "recruit" classmates to a group researching them (only pairs or groups of three students will be accepted)
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| 事後学習/Reviewing |
Exploring blogs created by people on controversial issues and doing a genre analysis of them.
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6
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| 授業計画/Class |
Establishing controversial issue blogs / Job search Project
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| 事前学習/Preparation |
Use job search sites to find ideal jobs for classmates based on their criteria for an "ideal" job
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| 事後学習/Reviewing |
Writing resumes and cover letters for applying to the kind of job selected for us by a classmate based on our criteria for the most desirable job.
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7
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| 授業計画/Class |
Creating our own criteria for judging the worth of online information
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| 事前学習/Preparation |
Identifying "good" and "bad" Web sites and producing criteria for judgement.
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| 事後学習/Reviewing |
Descriptions of logical fallacies are distributed to students and they prepare to present them to classmates along with examples.
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8
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| 授業計画/Class |
Introducing logical fallacies and critical thinking
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| 事前学習/Preparation |
Read blogs of classmates and comment on postings (at least 3 per week)
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| 事後学習/Reviewing |
Publish blog posting on research conducted on selected controversial issue
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9
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| 授業計画/Class |
Gathering original data through an online survey/ Introduction to concordancing
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| 事前学習/Preparation |
Create online survey on selected controversial issue
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| 事後学習/Reviewing |
Peer editing of online surveys created by classmates and make improvements based on peer and teacher feedback.
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10
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| 授業計画/Class |
Promoting the surveys on mailing lists and newsgroups
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| 事前学習/Preparation |
Locating likely places were our online surveys can solicit respondents -- including our own social networks.
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| 事後学習/Reviewing |
Assembling results of online surveys and representing data visually through charts and graphs.
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11
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| 授業計画/Class |
Exploring existing NGOs connected with our controversial issues
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| 事前学習/Preparation |
Trying to identify NGOs that deal with various aspects of our selected controversial issues. |
| 事後学習/Reviewing |
Searching for and evaluating podcasts, YouTube videos and other communications created by NGOs to advance their advocacy.
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12
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| 授業計画/Class |
Learning about audio/video editing and podcasting and how they're used by NGOs
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| 事前学習/Preparation |
Posting our critiques of the podcasts and YouTube videos of NGOs and finding models for ones that we would like to produce.
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| 事後学習/Reviewing |
Thinking about what sort of stance we would like to take on our controversial issue and how that stance can be advanced by the goals and activities of an NGO of our own making.
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13
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| 授業計画/Class |
Forming an NGO concerned with the controversial issue
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| 事前学習/Preparation |
Posting to our blog our latest thoughts about our controversial issue and how it can be best addressed.
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| 事後学習/Reviewing |
Writing comments and reactions to the blog entries of our classmates.
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14
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| 授業計画/Class |
Planning for presentations about student-created NGOs on their controversial issues
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| 事前学習/Preparation |
Prepare mission statement, activities, goals, fund raising methods, and other aspects of our homemade NGOs
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| 事後学習/Reviewing |
Collaborate with controversial issue group partners on final presentation.
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15
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| 授業計画/Class |
Student Presentations & Course Evaluation
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| 事前学習/Preparation |
Prepare for final presentations which are intended to promote a custom-made NGO that addresses some aspect of the controversial issue that was researched.
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| 事後学習/Reviewing |
Course Evaluation & Reflection on how our thinking about the issues researched evolved over the course of the semester.
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