I am happy to report that Dr. Danielle Schoon and I finally finished the e-book Windows Into Turkish Culture. This student-authored academic introduction to Turkey provides one social, cultural, or historical lens per chapter to provide insights into Turkey today. This book is the result of research conducted by undergraduate students at OSU as a part of “Turkish 2241: Turkish Culture.” This work was done with the help of Turkish students at Istanbul University under the guidance of Professor Mehmet Acikalin. For more on the project, please see What We Learned From the Pilot.
- Originality – produce original thought on the topic of your chapter/s.
- Argumentation – text should be well-argued, and any statements of fact cited.
- Diversity of sources – base your research on diverse academic sources, at least three.
- Inclusion of authentic voices – get feedback from your peers in Turkey on what you are writing.
- Relevance of images – images should be relevant. Choose images which enhance and bolster what you are saying in the text.
- Plagiarism – if we discover plagiarism that somehow went undetected through out the semester’s reviews, the work will automatically be disqualified.
- Copyright violation – images without proper attribution (TASL) will be disqualified.
- Lack of description or proper attribution in image captions and/or breakout boxes.
- Was it fact-checked?
- Do images add value to the text?
- Does the text reproduce imperialist images, or challenge stereotypical thinking about Turkey?
- Did you account for your Turkish peers’ perspectives on each major topic?
- Did the team maintain the production timeline, meet deadlines?
We had an excellent response to our presentations at the conference on Excellence in Teaching and Learning, and the Innovate Conference, with many coming to us afterwards to discuss. We are forming a team to run the next online global learning environment for this project (soon-to-be-program, I hope).
One person wrote to ask for the details of our e-book assignment. So I pasted the assignment below, including the assigned roles, the process students followed, and our criteria for quality. Please also see our assessment rubric as part of the “Global Media Project” Buckeye Badge.
As you may know from previous blog posts, we assigned an e-book that the students co-authored as their final project.
- annotated bibliography
- images with descriptive captions, TASLs
- thesis generator
- Proper attribution for images, ideas and any other creation.
- Detailed descriptions of images, why they are significant to the research topic.
- Team-work – did everyone complete tasks for their role in a timely fashion? Did the group help when someone was struggling with some aspect of the project? Did each person ask for what they needed to get their work done, but not do more than what is required for their role?
We’re presenting at the Innovate conference tomorrow! It has been a great motivation to get the implementation tool kit and research pages competed on this web site. We also half-way done with the e-book our students produced as their final project.
If you get a chance, stop by and see us at 2:30 tomorrow at the Innovate conference! Details: https://innovateu.osu.edu/innovate-2018-forward/engaging-students-in-global-learning-online
This semester we discuss “A Strangeness in My Mind” by Orhan Pamuk, in a group that includes our Turkish partners in Istanbul.
We are engaging people living daily life in Istanbul, people on the outside of those experiences looking in, and the experiences of fictional characters in the novel. What a fascinating triangulation.
This kind of perspective-taking activity shows off the strength of humanities and social sciences for building understanding of diverse cultural contexts. The e-portfolio is intended for a broader audience, eventually, but it is admittedly easier to run the pilot in a course offered by Near Eastern Languages and Cultures (Turkish 2241).
- providing an opportunity for authentic intercultural learning
- laying the foundation for a research project on global online learning outcomes
- creating a more inclusive environment at OSU for traditionally underrepresented students, esp with regard to study abroad. Our goal is to engage and support these students in the pursuit of cultural studies and especially study abroad.
We introduced the learning activities this morning to our U.S.-based OSU students. They seemed enthusiastic about the chance to learn about Turkish culture – not only be interacting with texts from/about it, but with actual Turkish people. These students all had prior cross-cultural experience, and seemed to understand the value of this opportunity.
I focused on explaining the details of the badges they can earn by participating in these activities. The badges are not “add-ons” but are based on the assignments of the course. The badges merely capture student achievements, and hopefully help to make them more visible to future employers. Please see our FAQ on Global Learning Buckeye Badges for further information.
Badges, especially as part of e-portfolios, are one of the high impact practices of education (provided they are designed well). In sum, e-portfolios:
This project started with conversations between Professor Joy McCorriston, Department of Anthropology, the Middle East Studies Center, and the Office of Distance Education and e-Learning in 2014. We were looking for a way to provide access to experiential cultural learning other than study abroad, as many constraints prevent students from experiencing the Middle East first-hand. Our initial goal was to create an app that would give students access through their smartphones, but we concluded that a combination of existing tools could be used for the learning we envisioned. Social Studies Education Professor Mehmet Acikalin has been a great partner, helping us to get our dream off of the ground. He and his students have provided invaluable feedback, and continue to be instrumental in the development of the learning activities and future direction of the e-Portfolio template.