This is great to know.

This is a great working definition of the school-to-prison pipeline.

This is a great working definition of the school-to-prison pipeline.

Rather than an essay, this may be better suited to an essay response quiz, or likert scale type rating with an explanation from the participant why they rated themselves the way they did.

In fact, this can be used as a point of reference once the course is completed as a way to measure participant growth in empathy through the course.

I'm curious if there is some type of measurement aspect to this reflection because you say do not be discouraged if it's not where they want to be. Is there a point they are comparing themselves to that would allow them to feel that way?

Great summary. I also like that you have a course wrap up. I'd advise integrating the content from your word doc into a Wiki Page instead of just using the file resource.

Great transition between Module 2 and 3!

The final project is a great one. However, I'd advise building this as a Wiki Page and providing the instructions within the site. As of now, there's not context for this assignment when I view the page.

Again, some type of tool or resource to help them do a critical analysis of their responses and behavior would be helpful. These are great exercises, but if someone is new to self assessment, it's not always easy to where to start/how to best evaluate oneself critically, etc.

It would be great if you could include a tool that helps them engage in this assessment. As of now, there are no clear instructions regarding how participants can best apply their reflection to an assessment.

I advise using a Wiki Page to embed a hyperlink into content that provides more details about the videos/readings, e.g., why students are reading it, what they should pay attention to, etc.

Depending on the type of course you have, i.e., students are taking this at the same time/in a cohort (like W 141) or if participants join the course whenever and complete the assignments at their own pace, I would advise placing a discussion component with this assignment since students might like to see what other participants have to say about the videos, etc.

Add an "Instructions" header. Or Part 1/Step 1: Watch videos (and then let folks know what they should be paying attention to in each video that will help them complete the writing part of this assignment). Then, create a Part 2/Step 2: in which you provide the instructions for completing this part of the assignment. This process is called "chunking" and is really helpful for an online course.

Add more introductory content for this assignment.

I like your General/Overview page of your modules very much. I think it is clear and gives participants a good sense of the course. I recommend that even within modules, that you also provide introductory and transitional content within each section/assignment, etc. I explain this more in my feedback video.

Great, measurable learning objectives.

Great intros! Now, your next step will be to create video introductions using Screencastify, quicktime, etc. Feel free to keep your written introductions if you would like.

I would advise adding a bit more detail to this overview page. Specifically, more intro description for each module.

Will there be a course closeout page? There doesn't seem to be any closure. It just ends abruptly with this activity.

Okay, this seems to be the content. Not sure what's up with the previous page.

I love this idea but this is an online course. How will students act out these scenarios in an online environment? This also brings me to asking about your plans for whether this will be a synchronous or asynchronous course. For example, will you plan on having a cohort of students taking this course at the same time?

Is this a place holder for now? I don't see content here.

I love that you are using Hypothesis for this activity. I would add a little intro before launching straight into the instructions. For example. explain what H is, and give a little explanation about the article participants will annotate.

Wikipage embed, hyperlink, context

Module 3 could use a bit more refining in regards to narrowing in on measurable learning objectives. What does it mean/look like to navigate professional/personal relationships? Is there a way to be more specific here? Also, "making the most of their years" is also a very broad statement - especially in how it is connected to understanding (better word would be "identifying" toxic relationships, etc. I know there is a connection here, but it's important to be more specific about what that is.

Finally, for course continuity, I'd advise using the same font across all modules. Up to you though.

This is a cool little activity.

Yes, a video is always great to use for tutorials

To do?

Again:

WikiPage, Hyperlink, provide context about why this resource is relevant to course activities, etc.

Create a WikiPage and embed the link within a hyperlink. Also, provide more context regarding why the vocabulary is useful and applicable to whatever is coming next in the course, etc.

this page looks great!

There are several apps, or electronic journaling options (even using Google docs). So you may want to add that in there for those that may appreciate an electronic version of the paper journal.

Great! I was going to comment that an example would be an important thing to include. I also think that this bullet journalling could be something like a course project and perhaps should be discussed as part of the course activities in the general or welcome module.

Great instructions for this activity. I'd advise a bridge between the beauty worksheet, and this toot your horn activity. The thread between all of the content (assignments, resources, etc.) in each of your modules needs to be made more explicit.

I would create a transition from the previous page to this one. How does self-esteem lead to a discussion about "Types of Beauty." So on this page, I would advise leading the paragraph by saying something like "In the previous section of this module, we explored self-esteem and the way it impacts our perceptions of ourselves or others. A significant part of our self-esteem comes from how we perceive our beauty/looks [better word here]. Therefore, in this section we will discuss how beauty exists both inside and out...."

Also, I wonder if you might create a less gendered word to use than "beauty," which is usually associated with the female gender. Or, still use beauty but discuss how the word is not meant to connote a binary between masculine and feminine, rather in this context it means x...

Finally, while I understand that the assignment is to complete a worksheet, perhaps you could provide clearer instructions. For example, once a participant completes the sheet, do they submit it to this page? Will there be a discussion that takes place? Will it be shared or just reviewed by an instructor?

Instead of using a URL Moodle resource, I'd advise creating a Wiki page in which you embed the URL within an explanation about/provision of context for the reading. For example: "Check out this article from Kids Health that discusses self esteem..."

The reason using a Wiki Page is a better practice is that it provides more context to participants about what readings are about. Students will want to know why they are being assigned a set of readings, what take-aways they should be looking for as they read, and how it connects to other readings/content/assignment in other parts of the course.

Finally, for those with visual impairments that are taking your course, a screen reader will read out all of the letters and characters in a URL.

As I move into the next sections of this module, I'm going to look for a definition of "self-acceptance." How does that get demonstrated so that it is measurable within the context of this course?

I would title this as "Module Learning Objectives - Self Confidence"

Excellent CLOs. I wish that I could have taken a course like this in high school. I'm going to review this course with the idea that this should be shared out widely. Moodle is an open source ed tool so, you can share this with high schools or other programs that work with teens that will benefit from this course.

I really enjoyed reading your introductions. And I also very much appreciated getting to know a little more about each of you. Thank you for sharing here. I think your students will also like your introductions as they are personal in a way that brings this course to life from the outset.

For your next step, convert these into video introductions. You can keep your written introductions (with edits since the prompts are in there) but participants always appreciate the more personal touch of video.

This "General Module" is a great overview of the full course!

Great use of chat to keep in touch with your participants!

Use headers to chunk this up. Looks great though!

Hyperlink

This page also looks great!

This page looks good

Hyperlink

Great embed of video.

Same advice as before, i.e., transition and intros are needed as you move between each app. Use your slides intro as a model for how you should intro these other apps.

Will you be adding questions??

Again, some type of transition from sheets to hangouts would be good here.

Again, chunk this assignment. Use headers like "Overview" and "Instructions."

Hyperlink the tutorial to this sentence. Also, provide a header, e.g., Instructions. It just abruptly launches in without much transition (i.e., from slides to sheets) or context about why I'm shifting into sheets. I think creating a few descriptive sentences about sheets (like you did for slides) would be good here.

I would advise chunking this assignment up. For example:

Header 1: "Introduction" (in which you discuss what slides are and their benefit.

Header 2: "Resources" (in which you hyperlink to the websites that are info dense, and the short tutorial video)

Header 3: "Assignment" (in which you describe what they are going to do.

Sub-header 3.5: "Instructions" (in which you list the specific steps students need to undertake to complete the assignment)

Perhaps you could title this module "Week 2 | Learning Slides"

Are the tools covered within the videos? Otherwise, this part may be a little unclear, i.e., what ate the 5 things I'm supposed to list, and what are the tools I should play around with? The more explicit and detailed you can be, the better for students.

For this assignment, it would be great if you could have an example that illustrates what the doc and form should look like; I would also recommend linking to a resource that describes what a research question is and how to create one (this is actually tricky for many students).

Great job on describing where and how students should submit their work!

I advise embedding these links into content, i.e., hyperlink the google doc to words within a sentence, or the full one, e.g., "To create a doc." This is considered a best practice in Universal Design because folks with visual impairments using a screenreader to navigate your course site will end up having to hear the reader tell them every single word/character within the URL.

Really great work on this page. I liked that you used a Wiki so that you can embed images that correspond to step-by-step instructions.

I'd advise adding names to these modules. For example, "Week 1 | G Suite Overview"

Great work on your introductions. Next step, create video introductions. You can keep your written introductions but participants always appreciate the more personal touch of video.

I'd say, "below is a chatroom to..."

I would advise adding more instructions here; perhaps even an example in which you describe tactics.

How will students split themselves into groups? This also brings me to the question of how you plan to run this course. If it is synchronous, this means that you plan on having a cohort of students working through this course at the same time within a specified time frame. However, it might be helpful to think through how you would construct this assignment differently if you made this a completely self-paced and asynchronous course.

Embed link within a Wiki Page.

This assignment isn't quite clear. Am I writing an evaluative essay? If so, how long should it be? What are other details students need to complete this assignment?

Again, embed and hyperlink this resource within a Wiki Page.

What is the Hypothesis assignment for? Instructions? What will students be annotating and why? Using a Wiki Page will allow you to provide these necessary details (e.g., what is Hypothesis, how do students use it, get it on their computers, etc.).

Again, more context needed about what this FlipGrid is, why students are asked to complete this video, and any relevant instructions for creating the video.

There doesn't seem to be any content built out for this page/part of the module.

Again, please embed the link and provide more context to participants about what these readings are about. Students want to know why they are being assigned a set of readings, what take-aways they should be looking for as they read, and how it connects to other readings/content/assignment in other parts of the course.

This FlipGrid response seems like it might possibly be the response component of the discussion board assignment on the previous page. However, there are no instructions or explicit descriptions about what this "FlipGrid response" is and how to create a response, etc. I would advise creating a prompt with instructions and information.

This is a great prompt. I suggest adding in a component in which students review and respond to other participants' post to make this more of an exchange among participants.

Again, please embed this link within a hyperlink and be more descriptive about the why students are watching the video.

Instead of using a URL Moodle resource, I'd advise creating a Wiki page in which you embed the URL within an explanation about/provision of context for the reading. For example: "We're going to start this course off by reading an article from Internations.org regarding what culture shock is". Btw - the link provided does not send the participant to the content. It is a broken link.

I like this page, too. However, I advise placing this content within your introduction videos. Again, you can keep the written content but if you do, I'd advise placing these narratives in your "Meet your Instructors" page.

Next step, create video introductions. You can keep your written introductions but participants always appreciate the more personal touch of video.

Really great introduction to your course!

Now I'm seeing that the issue must be with how you designed the first module vs. the second and third. Mods 2 & 3 seem to be fixed on the main page (kind of like Canvas where you see all the modules when you go to the main site), versus the first module which allows you to enter it.

I recommend creating some type of activity that helps to reinforce/make meaningful the concepts presented here.

Lynda is a paid service. Is your target audience Berkeley students only?

Don't know what's going on here. Seem's to be a glitch. When I select from the left nav bar, it will take me to your content. But when I hit next from the previous module, this shows up.

I would provide a bit more instruction. Also, hyperlink.

Again, hyperlink; but also, I think more descriptive context would be useful here.

I recommend naming these docs and then hyperlinking the links them.

Same advice as before, I recommend embedding this link within a Wiki Page.

I really like that you all included your MLOs in your course!

I recommend switching this to a Wiki Page so that you can embed the link to the open resource within an explanation about the link and any other contextual info that would be helpful. This is also helpful for people with visual impairments that are using a screenreader.

Great video, Tania!

Got any YouTube videos, You Jin? Would love to hear you sing :)

Love your video! Would also love to hear about your experience with UX and design!

Great video. Lauren!!

Next step, create your intro videos. Feel free to hyperlink them to your paragraphs or replace your written intro with the video.

Again, what does resources mean here?

What is meant by three resources in the context of this assignment? Also, how will students upload/submit the resources?

great prompt!

I would recommend creating a Wiki Page so that you can hyperlink to this document/article, and provide written, descriptive context about the article.

Good job reviewing the previous module and leading students into the next one (i.e., a nice overview).

I like how you all move from broad theory into cooking and make connections between these two things.

Excellent questions! I'd love to see an exchange via response happen. At this point, it's a creation of a video. However, I think these questions would make for good dialogue. I'd advise adding in a component where students are required to respond to a couple of classmates' videos. This is currently set up as a discussion board. If you want, you could make this part an assignment and then create the discussion board for a response to videos discussion.

Which courses?

Which courses?

This speaks to his teaching style. And I like the use of "growth mindset." I'd love to know more about what this means to him - it's specific pedagogical terminology but often used as a buzz term. I'd be curious to learn more about how he implements "growth mindset" in his courses. I also like that he states that he is collaborative with his students. Again, I'd like to know more about how collaboration is implemented in his course.

What is meant by activity courses? Awesome that he's taught both on ground and online.

For example? What courses? How many years?

This sentence describes the power of learning. What do you think?

In to-do list, the quiz is listed as coming before the lecture. Confirm with Levi what the order is.

Estimated time for to-do list

What is this? Choice to be made by Levi on this; add context/instructions for students on why these things are there and how they should contribute)

What is this? Choice to be made by Levi on this; add context/instructions for students on why these things are there and how they should contribute.

Will this be timed so that students are taking this at the same time?

Boardthing.com

This needs groups set up with graded discussion

Let's use the quiz/survey function here

https://youtu.be/81ht7xKb-44

Potentially, this technology will allow humans to live longer. How does this change how we think about our "golden years"? Or the role that an aging population has in social, economic, and other realms?

How do you think we should reconcile the issue that implants, which can provide certain advantages, could also "greatly exacerbate social differences"? Specifically, how do we address the ways in which this exponential technology might further widen the gap between the "haves" and "have nots"?

How do you think these "insideables" or cyborg modifications will affect our human identity?

What do you think are some of the ethical, moral, legal and political implications of this particular exponential technology, i.e., "cyborg modification"?

What are other examples of the incorporation of technology into the body that you can think of?

Wow, that sucks for us.

This is me!