“FINAL PAPER” SOCI: 1413 Culture, Inequality & Self Petina JD Powers Human resources slide 4 STRATEGY: Discussion Boards as a Pathway to the Final Paper for Online Learners THEORY: Experiential Learning & Transformative Learning PURPOSE: Building a Community of Online Learners as Sources for Inspiration, Feedback & Support in Creating a Final Paper Why am I discussing Discussion Boards (DBs)? We have to work backwards to understand. The “Final Paper” is the product of a semester long project of learning and sharing cultures as students prepared for the Final Paper through DBs in an online course. THEORETICAL PERSPECTIVE Major Post is due on Tuesdays (see course syllabus). After that, make a minimum of two Minor Posts (response to classmates) due Thursdays (see course syllabus). The major post is worth 19 points. It must consist of a minimum of 300 words and respond to one discussion question. Cite all your sources using ASA  "in-text" citations and add your "references" at the end of your post. as you refer to our class material. The minor posts are worth 5 points total. They must consist of at least 150 words each, while your answers are informed, they are informal. You must fulfill all of the above requirements to receive a grade above 0. Answer one of the following questions: Sample Discussion Questions: 1. Define race and ethnicity in ways that clearly distinguish the two concepts. Explain how both race and ethnicity are socially constructed. 2. Explain Tönnies’ concepts of gemeinschaft and gesellschaft. How do they combine to create a theory of societal change 3. Suggest and Elaborate upon ideas for building cultural awareness in online classes. INSTRUCTIONS Experiential Learning: Kolb, Alice & David posit that Experiential Learning: “Clearly defines learning style as a dynamic state arising from an individual’s preferential resolution of the dual dialectics of experiencing/conceptualizing and acting/reflecting.” (Kolb, Alice & David 2005:195-197) With the online class it was an imperative that the virtual learning space transform into a real community. The major posts were formal. However, the minor posts, while informed, were informal allowing for a more personal level of social cognition. This facilitated a sense of a safe community space for interactive learning - it was embedded within these discussion boards. Forms: Assimilating (brainstorming through minor posts provided honest assessment); Converging (concise logical format of ASA style); Accommodating (practical use of ideas & aligning lessons with real-life experiences); Diverging (hands-on experience and learning through the repetition of assignments, with feedback from students and instructor in the DB, and in through the Rough draft). (Kolb, Alice & David 2005:199-200). Transformative Learning: Jack Mezirow’s Transformative Learning Theory posits that, “Transformative learning is the process of effecting change in a frame of reference. Adults have acquired a coherent body of experience - associations, concepts, values, feelings, conditioned responses—frames of reference that define their life world. A frame of reference encompasses cognitive, conative, and emotional components, and is composed of two dimensions: habits of mind and a point of view...When circumstances permit, transformative learners move toward a frame of reference that is more inclusive, discriminating, self-reflective, and integrative of experience…Finally, we may transform our ethnocentric habit of mind by becoming aware and critically reflective of our generalized bias in the way we view groups other than our own.” (Mezirow 1997:5-6) Sources: Kolb, Alice Y, and Kolb, David A. 2005. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4(2):193-212. Mezirow, Jack. 1997. Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74:5-12. Continued feedback through the DBs helped all students build their cultural understanding, confidence, and the core of their formal papers. The bond was so great in both sections that I threw out the final DB and gave them free reign for that final discussion. They were able have closure as would students in a traditional classroom. The instructions may seem daunting. However, students were graded on effort, application, and adherence to guidelines. Together we scaffolded their learning, with and from each other As the semester progressed so did their understanding and their abilities. Across two sections I had students from over 13 countries with diverse socio-economic backgrounds, and levels of opportunities for education. By the end of the semester, across both sections, students who hailed from Kansas to Korea connected as they provided proactive feedback and compassion to each other. Final Paper Rubric THANK YOU TWU DEPARTMENTS OF COPE, ENGLISH, & READING (My Masters Degree). TWU DEPARTMENT OF SOCIOLOGY (PhD. - In Progress). TWU CANVAS PILOT PROGRAM. MY STUDENTS: Past, Present and Future. EACH of you make me a better educator!