Summary:
Each group will lead a seminar (a workshop, not a static lecture) of approximately 15 minutes covering a technological service. Seminars must incorporate an interactive element, such as a class activity or quiz. Groups will present from the instructor's station, and may make use of its technology resources. All group members should participate in giving the seminar.
Groups will select their own topics, but each topic can be covered by only one group. Groups are not expected to be experts with their chosen technological service; giving the seminar is a means for a group to become proficient with it. A group is not required to use the technological service it covers in its project.
Examples of topics from previous semesters include:
- Twitter
- Facebook
- Google Drive
- YouTube
- texting
- blogs
- RSS feeds
- podcasts
- iPhone and other smartphone apps
The seminar should respond to the question: "how can we use this service to foster local community change in the context of our project?" Therefore, the seminars should explicitly focus on assisting the class with the current project. Excellent technology seminars will provide useful information in an engaging and readily-comprehensible way, involve all group members, be on time, and be rehearsed and polished.
Rubric:
| Criteria |
Traits |
0 pts. |
1 pt. |
2 pts. |
| Preparation |
obvious rehearsal, within time limits, no confusion about sequence, continual smooth progression |
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| Delivery |
eye contact, appropriate voice modulation, presenting rather than reading, seminar leaders visible to the audience rather than hidden behind furniture |
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| Utility |
information is correct, appropriate, and focused on helping the class complete the Online Community Advocacy project successfully |
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| Interactivity |
contains an effective interactive class activity that helps students understand how the technological service may be used in the context of the Online Community Advocacy project |
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| Balance |
seminar duties are equally distributed amongst all presenters |
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