![\"graphic](\"\/responsive-media\/cache\/itds\/wp-content\/uploads\/sites\/248\/2022\/12\/CG_and_LO_Diagram_for-web.png.0.1x.generic.jpg\")
<\/figure>\nAssignment Descriptions Assignment 1: <\/strong>Written Paper<\/strong> Assignment 2: <\/strong>Video Discussion<\/strong> Assignment 3: <\/strong>Written Discussion<\/strong> Assignment 4: <\/strong>Mind Map<\/strong> Assignment 5: <\/strong>Group Presentation<\/strong> Example Course Blueprint: The Sociology of Cyberspace The following diagram represents a fictional course titled The Sociology of Cyberspace. In particular, notice the relationship between each of the four parts and the way they align with one another. That is, the description influences the broad course goals, which are broken down into focused, measurable learning […]<\/p>\n","protected":false},"author":287,"featured_media":449,"parent":82,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-1621","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.montclair.edu\/itds\/wp-json\/wp\/v2\/pages\/1621","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.montclair.edu\/itds\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.montclair.edu\/itds\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/itds\/wp-json\/wp\/v2\/users\/287"}],"replies":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/itds\/wp-json\/wp\/v2\/comments?post=1621"}],"version-history":[{"count":2,"href":"https:\/\/www.montclair.edu\/itds\/wp-json\/wp\/v2\/pages\/1621\/revisions"}],"predecessor-version":[{"id":5026,"href":"https:\/\/www.montclair.edu\/itds\/wp-json\/wp\/v2\/pages\/1621\/revisions\/5026"}],"up":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/itds\/wp-json\/wp\/v2\/pages\/82"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/itds\/wp-json\/wp\/v2\/media\/449"}],"wp:attachment":[{"href":"https:\/\/www.montclair.edu\/itds\/wp-json\/wp\/v2\/media?parent=1621"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n<\/strong>Need more detail on how the assignments align with the learning objectives and broader goals? See below for longer descriptions of each.<\/p>\n
\nStudents compose a summative written paper on the history of the internet, analyzing how major milestones are tied into constructing the larger narrative of its evolution.
\n(Aligns with Course Learning Goal #1 and Learning Objective #1)\u00a0\u00a0<\/em><\/p>\n
\nStudents record a 2-3 minute video using Flipgrid reflecting on how mediated communication has evolved in their life thus far. They reflect on their oldest memories of using a computer to communicate with friends and family, specifically the platforms used and their efficiency of them, and compare to their standard means of communicating today.
\n(Aligns with Course Learning Goal #1 and Learning Objective #2)\u00a0<\/em><\/p>\n
\nHaving watched a lecture video from the instructor summarizing Durkheim\u2019s theory of collective effervescence, students compose a 250-300 word response to a discussion prompt asking them to reflect on specific questions where they apply the theory to a specific online community they are part of or know of, and engage in peer-to-peer dialogue through substantive replies on the forum.
\n(Aligns with Course Learning Goal #2 and Learning Objective #3)\u00a0\u00a0<\/em><\/p>\n
\nStudents create a mind map using Miro to visualize the physiological and psychological effects felt during remote learning and compare with peers. The mind map should categorize responses and effects first by physiological vs. psychological, and then more specifically. For example, effects on comprehension, mood, visually, auditorily, etc.
\n(Aligns with Course Learning Goal #1 and Learning Objective #4)\u00a0\u00a0<\/em><\/p>\n
\nScaffolded deliverables where students first complete an analysis of their own mediated communication style to determine which personality of the dynamic digital psyche they most align with. Then in randomly assigned pairs, partners share each other\u2019s findings and together compose a presentation where they will present their partner\u2019s respective digital psyches to the class, and based on their findings, decide together whether their digital psyches are complementary, incompatible, or neutral. (Aligns with Course Learning Goal #3 and Learning Objective #5)\u00a0 <\/em><\/p>\n","protected":false},"excerpt":{"rendered":"