pedablogical

A Feedback Policy with Unintended Positive Results

Earlier this year, I shared my strategy to bribe students by offering extra points for those who turned in their work before Spring Break. I had some success, but there is still room for improvement. I am currently teaching a six-week summer session class, and I’ve accidentally found a strategy that encourages students to turn in work sooner, rather than later.

The challenge of a summer class is jamming fifteen weeks of work into six weeks. Every day in the summer needs to cover as much material and work as two and a half days in the fall or spring classes. My normal routine is to have a rough draft due one week and the final draft due the next week. That schedule allows me to provide feedback on the rough drafts so that students can use the information as they revise.

As I set up the schedule for the course, I realized I would be unable to keep that set-up in place. Realistically, I have to cover a new project every week, assigning the project on Monday and then asking for a rough draft due on Wednesday and a final draft due on Friday. My late policy gives students a three-day grace period, during which they can still turn in their work without any penalty.

I bet you can see the problem. I cannot push the rough draft any earlier in the week if I want to allow students time to process and work on their projects. I decided to tell students that I could not give them feedback on rough drafts that were turned in after Wednesday. Even with the small class size during the summer, it isn’t realistic to think students can turn in drafts later and still get feedback before the final draft is due. I added this paragraph to the assignment:

I will not provide individualized editing or revision feedback on rough drafts submitted after 11:59 PM on Wednesday, July 17. I will provide everyone with collective feedback that goes over the issues that I see in the drafts all members of the course submit. I may use excerpts from your draft to provide collective feedback to the class, based on the Anonymous Use of Student Texts policy.

There is no grade penalty involved. Students earn the same number of points no matter when they turn in their drafts. The firm deadline only relates to the individualized feedback involved.

The surprise for me came that first Wednesday night when I checked to see how many drafts had been submitted. Eleven of my fifteen students had turned in a draft! That’s an amazing 73% of the class, far outweighing the 31% who turned work in early during the spring term. Amazing!

I feel a little selfish about the policy. After all, my job is to give students feedback. Within the time constraints however, it was the only option that seemed reasonable. I never expected the policy to entice so many students to stay on track and turn work in on time.

It seems as though I have found a bribery strategy that is working. Will it last through the entire term? I’ll have to let you know after a few more assignments. I am certainly wondering whether I should try it in the fall as well. What do you think? Do you limit the feedback that students can receive from you? I would appreciate hearing from you. Just leave me a comment below.

Photo credit: wocintech (microsoft) – 114 by WOCinTech Chat on Flickr, used under a CC-BY 2.0 license.

This post originally published on the Bedford Bits blog.

Political Memes from the Internet to Protest Posters

As I have written in my last two posts, I presented on the ways that image macro memes (the memes that usually consist of an image and a text caption) at the Computers and Writing Conference in June. Specifically, I focused on political memes and how these memes are a form of activism as the people who make and share them spread their message.

As Limor Shifman explains in her book Memes in Digital Culture (2014), memes are a way of expressing opinions in political conversations, undertaking advocacy and grassroots action, and participating in political movements. Given these functions, political memes are perfect for the classroom: They ask students to use critical analysis, persuasion, and argument in authentic conversations.

Encourage students to think about the use of memes beyond Internet sharing by examining this version of the Distracted Boyfriend meme, updated to focus on gun control:

The meme was shared in a Tweet from @rachel_handler. It shows the distracted boyfriend with the object label “Trump,” looking back at the woman in red who is labeled “NRA,” while his girlfriend who is labeled “Our Lives” looks at him in disgust. Under the meme, the political protest poster states, “We call BS!” The text of the Tweet provides the context where the meme was shared: “great sign my little sister sent me from today’s #nationalschoolwalkout pic.twitter.com/i0WqRMdaDF.”

What interests me about this image is that the Internet meme is no longer bound by the Internet. Instead, as was also the case with the Grumpy Cat protest poster I shared previously, the meme has been recreated in an analog world, printed out in this case and glued to a piece of poster paper with an additional line (“We call BS!”) to emphasize the message.

The shift from Internet meme to protest poster seems a natural one. What works for political advocacy online can make a similarly strong message in an analog situation. While some Internet memes would not translate to nondigital messages (think of animated gifs and memetic videos), image macros make the transition smoothly. For more examples of memes on protest posters, check out the Medium post “Teens March With Memes.”

After students examine a meme that has crossed from the Internet to an analog existence, ask students to consider these questions:

• Why would someone use a meme on a political protest poster?
• How would the purpose of a political protest influence the kind of meme someone would choose?
• What audience(s) would a political poster using a meme target? Consider specific posters and the memes they use.
• Why do you think the poster maker made the choice of the specific meme for that specific poster?
• What underlying messages does the meme on a particular protest poster communicate? Think about the assumptions and “unspoken” messages in the poster.
• What existing meme template would be a better (or worse) choice for this message?
• Why would someone use this Internet meme on an analog poster? What can you say about how it transitions from the Internet to a poster?
• What guidelines would you propose to help someone choose and customize a meme for a political protest poster?

As you may guess, these question work students toward creating a rubric for effective memes, which can then be applied to their own political memes. My post last week offered a range of online tools that students can use to create memes.

Do you have ideas for using memes in the classroom? Do you have questions that you would like me to consider in an upcoming post about memes? Just let me know by leaving a comment below. I can’t wait to hear from you.

This post originally published on the Bedford Bits blog.

Image Macro Meme Makers

LOLcat defining Politics, with captions, Politics: n – frum Greek. Poli – many, tics – blood sucking parasites

Last week, I shared a Political Meme Scavenger Hunt activity, one of the resources that I also shared at the Computers and Writing Conference in East Lansing, Michigan last week. My session focused on how political memes work and strategies for using them in the classroom. Today I am sharing another resource from the session: online meme generation tools.

The tools listed below all create image macros, the kind of meme that consists of an image and usually some text caption. An image macro can also include an emoji or other drawing as part of the message. The LOLcat on the right is an image macro.

Constraints of Online Meme Makers

The meme generators I collected are free and offer many options. Those strengths come with a down side however. The sites appear to do little review of the memes that are generated and posted. Since the sites are free, they are wide open to anyone who wants to create an image-based meme. Some of the memes on the sites are problematic. You will find images that are racist, sexist, and graphic. Some of the meme templates are also problematic, relying on stereotypes or questionable images.

You will also find that trolls can attack a site, either making it inaccessible or overloading the site with questionable content. The screenshot below shows the recently created memes on the Meme Generator site at the time I was writing this post:

The page was flooded with a pencil meme and text that taunt the website managers. The top left meme includes the caption, “The entire main page will be nothing but this meme.” Other messages on the page continue the theme, criticizing the website and boasting about the attack.

This example demonstrates the problems what you may encounter with using these sites. To address these issues, I suggest the following guidelines:

• Review the site(s) you want to use well, and then narrow the list down. Choose the site(s) that best match your needs and local expectations for classroom appropriateness.
• Recognize that these sites can and do change in a matter of seconds. A site that may have been fine when you checked the night before class could have a flooded homepage, like the Meme Generator site shown in the screenshot above.
• Have a backup plan. If a site is down or has problem images when class meets, have an alternative ready.
• Before asking students to make memes, discuss the nature of the site(s) with students so that they will not be surprised if they encounter problematic content. Explain the ground rules for your class use of the resources–what students should do if something problematic appears on their screens, and what kind of content is appropriate for their own memes.

Generators for Specific Memes

One way to avoid problematic meme templates is to send students to specific generators that match the topic you are discussing and that do not begin with an inappropriate image. All of the generators listed here could be used by those who attended my conference session to make political memes:

Meme Generators

These links take you to templates with a range of options. Some of the images may be inappropriate, but these sites give students the widest number of options. Another way to avoid problematic meme images and templates is to choose one of the sites that allows the upload of students’ own images. Students will need to take photos or find images to use, but avoiding the templates does limit the likelihood of encountering inappropriate content.

Final Thoughts

Image Macro Memes give students a chance to combine social media and cultural knowledge with visual rhetoric. To be effective, the image and text have to work together to communicate their message. Students typically have experience with the genre. They know what makes a meme successful and what makes one fail, so their prior knowledge make image macros a strong tool for introducing the design and visual composing strategies that build upon their expertise.

Have you used memes in the classroom? Do you have advice to share or examples that you love? Add a comment below to tell me more. I’d love to hear from you.

This post originally published on the Bedford Bits blog.

Political Meme Scavenger Hunt

Protest Poster showing Grumpy Cat holding an Ethernet cable, with the message, “#NSA Killed My Internet. Now I have to build a GNU one.”

Sometimes a LOLcat is just a humorous comment on life. Other times, there is a specific social, political, or cultural message behind it. Take the Grumpy Cat protest poster on the right. The description on Flickr explains that the image is from “the ‘Freedom not Fear’ protest rally against global internet surveillance at 7.9.2013 in Berlin, Germany.”

This Grumpy Cat poster is part of a presentation I will give at the Computers and Writing Conference in East Lansing, Michigan this summer. To provide some background, the proposal for my session, “Making Memes that Work for Change,” explains:

Political messages in the news and on social media timelines frequently borrow from the strategies of familiar Internet memes, like the captioned images we see on Facebook and Twitter. The rhetorical choice of memes for these political messages enables their authors to respond pointedly to issues that affect them, for as Limor Shifman (2014) explains in Memes in Digital Culture, “[P]olitical memes are about making a point–participating in a normative debate about how the world should look and the best way to get there” (121). In short, political memes work to persuade, to engage, and to move the public to action, all as the authors work to communicate their views of the possibilities for the future.

In the case of this Grumpy Cat poster, a well-known Internet meme (Grumpy Cat) is used to communicate the protesters’ dissatisfaction with Internet surveillance. To kick off my presentation, I will ask participants to try the following scavenger hunt activity that I use with students, using the Grumpy Cat as inspiration. The goal is to provide a quick introduction to the political moves that are used in these memes and build a collection to use as the class (or presentation) explores deeper issues.

I’ve included details in this activity to avoid potential problems that can arise when students examine memes. First, I suggested five specific kinds of memes that students should find to keep them from searching endlessly. They need to find five, so they have to use their time wisely.

Second, I provided standards for the images and language that are acceptable. I want to avoid some of the gruesome memes I have seen, but I did not want to censor topics. For example, there are some graphic abortion memes that I find unacceptable for the classroom. I want to avoid anything of this sort that might trigger students. The movie rating system has always worked well for me. I do make sure that everyone is familiar with the system, as there are occasionally international students who are used to different ratings standards.

Finally, I don’t want to force students to approach topics from any particular stance. They should be free to share any position: pro, con, or somewhere in between. That said, there are some topics that are not appropriate. Students usually understand that things like hate speech are off limits, but my reference to the Virginia Tech Principles of Community reminds them.

I did not include details on how the memes will be shared in the activity. The particular class circumstances and resources determine what will work best. Options I have used include the following:

• Share the memes in a discussion forum, especially if students are doing the activity for homework.
• Post the images in a collaborative Google Document or Slides file, which is useful for small group work (give each group its own document).
• Paste the images in an online white board, like Padlet or Note.ly, which is fun for real-time, whole-group discussion.
• Email the memes to you (the teacher) and then choose those to share in class, which allows you to review the images beforehand.
• Enter the link to and name/title of each meme in a Google Form, which will create a list of the memes that you can use later in the course.

Once the memes are collected, you can use them to discuss argument and persuasion, the underlying political messages, symbolism, language strategies, and visual rhetoric. They also provide the background knowledge for a meme-making assignment–and I will share resources for making memes next week, so be sure to come back! Meanwhile, if you have a suggestion or reaction to today’s post, please leave me a comment below.

Credit: Grumpy Cat by Frerk Meyer on Flickr (CC-BY-SA 2.0).

This post originally published on the Bedford Bits blog.

Using Google Forms to Create Fast Class Activities

Google Forms make an easy task of collecting information from students for class discussion and writing activities. Just gather student responses your Google Form, and use the collected responses as the basis of class discussion and related activities.

All you need is a Google Drive login and one question, meant to gather information on the projects that students are working on or their recent reading assignments. For demonstration purposes, I’m using the question, “What is the title of your report?” I’ll suggest some other questions at the end of the post.

Once you log into Google Drive and have your question ready, it’s a matter of these three basic steps:

Step 1: Create Your Form

Set up a one-question survey that asks for no personal or identifying information. Since responses are anonymous, you avoid any FERPA complications.

• Once you log into Google Drive, create a new blank form.
• Give your survey a title, replacing the default “Untitled Form.”
• Replace the default “Untitled Question” text with the question you want students to respond to.
• Change the type of question to “Short answer” if Google does not change the type automatically. Note: Google tries to interpret your question and adapt the form, so it may make this change for you.

If desired, click the palette icon on the upper right corner of the page to change the colors and add a background image.

With your form ready to go, give students the link to your form. Click the SEND button in the upper right corner of the page to choose one of several options:

• Send via email
• Get a link to share
• Copy code to embed the form on your page
• Post to Facebook
• Send out as a Tweet

Once you send out the link, all you have to do is wait for students to respond. You can look at my Title Survey to see an example of a student-ready form.

Step 2: Check the Responses

Once students have submitted their answers, spot check the questions to prepare for discussion and to check for any problems.

• Log into Google Drive.
• Open the Form you created.
• Click “Responses,” as indicated by the red arrow in this screenshot:
  

The form will switch to show the responses that students have submitted. You can select the list and copy it, so that you can edit it in your word processor if you like. You can also have Google Forms show the responses in a Sheets spreadsheet.

Read the Response to determine the likely topics for class discussion and to remove anything that doesn’t belong. For example, the Responses to the Title Survey show that students would benefit from revising for length and wordiness and should review the rules for capitalizing titles. There is also a title that shows the student has chosen a topic that does not fit the assignment, so I would remove that response to avoid any embarrassment in class. I would write to that student privately before class.

Step 3: Lead Your Class Discussion

Kick off class discussion by sharing the Responses to the question. You can share a link to the responses or a link to the word processor document you created with the responses.

Give students several minutes to review the list, and then let their observations guide the discussion. Begin by asking students what they notice about the Responses. Encourage them to look for patterns and idiosyncrasies. Try sorting the answers alphabetically to group similar responses. As a class you can collaborate to revise Responses if appropriate.

Final Thoughts

I used this activity to ask students to examine and strengthen their document titles. You could use a similar Google Form to ask questions such as these:

• What is your thesis statement?
• What is your favorite sentence in the paper (or in a reading)?
• What is the biggest question you have about the assignment?
• What do you emphasis in your conclusion?
• What is the first sentence of your document?
• How would you summarize today’s reading?

In addition to asking student to respond to these questions by thinking about their own papers, you can have peer review partners respond with their observations as well.

This activity is simple but powerful. Students can quickly see how everyone has responded to a particular task, and then they can make observations about what works and what doesn’t. By asking students to add their information to the Form, you can concentrate on what you want to talk about, rather than the busy work of setting up the list of responses.

Do you use Google Drive in the classroom? Have you used Google Forms? Tell me about your experiences by leaving a comment below. I’d love to hear from you.

This post originally published on the Bedford Bits blog.

Tic-Tac-Toe Discussion

A couple of weeks ago, I shared my Daily Discussion Post (DDP) activity, which asks students to read materials that are related to the course activities and respond to them. This summer I plan to design some new ways for students to respond to these posts.

As I use the posts now, each one typically ends with a question meant to kick off student discussion. Some weeks, the questions seems repetitive. After all, there are only so many ways to ask, “What do you think of this idea?”

On the other hand, I try to avoid asking such specific questions that there appears to be only one answer. I also want to steer clear of questions that only allow for one way of thinking or looking at the topic. I want to ensure that students have options for how they respond.

The first option I have designed uses a tic-tac-toe layout to provide a variety of response options for an entire week. The activity, included below, states the instructions, provides the tic-tac-toe board, and adds short descriptions for each of the nine options on the board.

Final Thoughts

The assessment plan for the activity places the burden of the work on the students. After all, they know where their three responses are and which squares they intend them to correspond to on the Tic-Tac-Toe board. If I had to search out the posts for all 88 students I teach in a semester, the activity would take my time away from giving students feedback on their projects. Letting students report their work makes the activity easy to manage.

Do you have effective discussion activities that you use with your students? I plan to create some additional activities before classes start again in the fall. Will you share your ideas in the comments below? I would love to hear from you.

Photo credit: Playground tic-tac-toe and square by Sharat Ganapati on Flickr, used under a CC-BY 2.0 license.

This post originally published on the Bedford Bits blog.