DGD_handout_Test_3_DGD's

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ENG 1112

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Feb 20, 2024

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1 ENG 1112 E: Test 3 DGD’s (November 13, 20 and 27; Test 3 is on November 4) Reminders Activity 8 includes information and sample questions for Test 3 on November 28. Report 1 is due on November 13 (extended from November 8). Guidelines for APA style are in the Maimon et al. reading on Ares. There will almost certainly not be enough time to do all the activities in this handout during the DGD’s. On the last slide of the PowerPoint, there is a link to a recording of all the activities (this link might not be there when I first post the slides, in which case I will plan to add it no later than one week before the test). You may use this recording to self- study for the test activities that we might not have had time to do (or activities that you missed due to illness or another emergency). You are responsible for self-studying for the test activities that we did not have time to do in class. In addition, you will have to study independently all texts that we ask you to read from Ares before Test 3 (see list in Activity 8 and in the syllabus) even if we did not have time to discuss them in class. Information about your last DGD on Wednesday, December 6 (follows Monday course schedule; Thanksgiving makeup) Your last DGD on December 6 [apologies that the original version of the DGD handout said Dec. 5 by mistake] will be an editorial “office hour.” It will work as follows: Attendance is not required for the last DGD, so you will not lose attendance points if you choose to not attend. We are planning to give you your graded Report 1 back no later than the day of the last DGD. There will not be any exercises or another formal plan for the last DGD. Instead, the DGD will be an opportunity to ask questions about the feedback you got on Report 1 or any other questions related to your final report. If you prefer to meet with your DGD leader outside of the timeframe of the last DGD to ask questions relating to your final report or other aspects of the course, please email your DGD leader (email address is in the syllabus) and indicate your preferred day/s and schedule availability. Activity 1: A discussion of Sana et al.’s "Laptop multitasking hinders classroom learning for both users and peers," on Ares (this activity is not depicted on the slides)
2 This article is about the traditional classroom. As you discuss it, please also reflect on the complications and the nuances that online learning adds to the situation. How do you see the future of education evolving? How does this article about the traditional classroom enrich your understanding of the benefits and detriments of online learning? Question 4 will ask you to reflect on these issues. (1) The use of laptops in class is beneficial but sometimes also problematic. Why is the use of laptops in class potentially problematic? (2) Explain the authors' use of the term "multitasking." What is potentially problematic about their use of the term? (3) Which solutions to the problem of electronic distractions during lectures do the authors propose? What do you think about those solutions? (4) This article is about the pre-COVID classroom. As you discuss it, please also reflect on the complications and the nuances that online learning adds to the situation. How do you see the future of education evolving? How does this article about the pre-COVID classroom enrich your understanding of the benefits and detriments of online learning? (5) What might you learn from this article that is relevant to editing your report in this course? Your DGD leader will point out sentences and paragraphs in the article to discuss. 5.1 Discuss how the title might be improved: “Laptop Multitasking hinders classroom learning for both users and nearby peers.” 5.2 What do you think about the use of “you” in “Multitasking is ingrained in our daily lives. As you read this article, you may also be attending to a text message, sipping coffee, or writing out a list of to-dos.” 5.3 Discuss the use of the semi-colon in the following: “Such a lifestyle is intended to increase efficiency; however, there are limitations to how well multiple tasks can be carried out concurrently” (Broadbent, 1958). 5.4 Discuss the following paragraph (after the title Experiment 1): In Experiment 1, we investigated whether multitasking on a laptop would hinder leaning as measured by performance on a comprehension test. All participants were asked to attend to a university-style lecture and take notes using their laptops as a primary task. Half the participants, by random assignment, received additional instructions to complete a series of non- lecture-related online tasks at any convenient point during the lecture. These tasks were considered secondary and were meant to mimic typical student web browsing during class in terms of both quality and quantity. We hypothesized that participants who multitasked while
3 attending to the lecture would have lower comprehension scores compared to participants who did not multitask. 5.5 discuss the concluding paragraph: In order to effectively integrate technology into the classrooms, we must continue to examine the consequences—both positive and negative—of technology use on learning. While the present research examined only foundational learning from a lecture (i.e. immediate learning), future research could examine the effects of multitasking on longer-term retention, and could investigate subject material differences. Cognitive theories of divided attention dual task performance can help us understand the nature of how we learn and what distracts us. Applied research, using randomized experimental design, will allow us to examine ways in which on-task activities during learning can be maximized and distraction minimized. We must ask ourselves: Under what conditions do the benefits of laptop use outweigh the detriments. Ultimately, engaging instructors and dedicated learners will need to work hard and stay focused to keep classroom learning at an optimal level. Activity 2: Tone and other case studies Discuss and correct problems with tone in the following examples: (1) Imagine that the following is taken from a consumer digital camera manual: The most common cause of perceived failure in the Crambola 5000 digital camera is an uncharged battery. Batteries not only discharge rather rapidly with use but also discharge during period of disuse (Rosenberg, page 121). (2) Fong and Nisbett completely overlooked the effect of gender on blood pressure (adapted from APA, page 66). (3) Imagine that your future place of employment asks you to write feedback about a writing seminar that employees were required to attend. You write, “The seminar was boring. It is ridiculous to expect engineers to study grammar.”. (4) Assessing the problem of malaria, we can see that infants are especially susceptible to it (add reference from a source).
4 (5) So now that you are a university student, how should you manage your time to achieve success? This is an overwhelming question. (6) Roger Penrose (1989) believes “that imitation, no matter how skilful, ought always to be detectable by skillful enough probing.” In this quote we can see that he is skeptical of the ability of artificial intelligence to imitate humans (10). (7) The following question is inspired by principles taught in Gregory Younging’s Elements of Indigenous Style . Brush Education. Kindle Edition. You are not asked to correct the sentence but rather to explain what is problematic about it. Our indigenous people grew wild rice (manoomin) as a part of their traditional diet. (8) The following is quoted from Gregory Younging’s Elements of Indigenous Style . Brush Education. Kindle Edition. P. 001. In your opinion, is there a problem or is there no problem with the tone of these sentences? “The paramount purpose of literature focusing on a specific cultural group should be to present the culture in a realistic and insightful manner, with the highest possible degree of verisimilitude. However, the body of literature on Indigenous Peoples mostly fails to achieve this standard. The failure has been a long-standing concern of Indigenous Peoples in Canada. The failure comes from a colonial practice of transmitting ‘information’ about Indigenous Peoples rather than transmitting Indigenous Peoples’ perspectives about themselves.” (9) For question 9, consider the following case study taken from Drew Hayden Taylor’s play Cottagers and Indians (Talonbooks, Kindle Edition, p. 62-64). The play, a fictionalized version of a true story, depicts the tense interaction between Arthur, an Indigenous man who grows manoomin (wild rice) on a lake, and Maureen, a cottage owner on that lake who resents the fact that she can no longer enjoy a pristine-looking lake. Read the following dialogue and discuss the problems in tone and communication. MAUREEN I am sure there are unpopulated lakes somewhere where you can do your thing. My husband and I spent a lot of money on this property and this cottage. This is where we had planned to retire. Afterwards we were planning to leave it to Cameron and Terri-Lynn to do with as they see fit, and should there be grandchildren someday, to them. Let me just point out that you, one single man, are doing things that are having detrimental effects for well over two hundred, maybe three hundred other people. That’s awfully selfish, don’t you think. . . .
5 ARTHUR No. I am not selfish. Add this to your list of facts. My daughter had diabetes. Do you know why? All the pop and chips and French fries that have flooded our communities. KFC and ice cream and Spam and sugar and everything else. One in four in our community have some form of diabetes. I’ve got aunts and cousins missing body parts. MAUREEN I am sorry to hear that, but again, I had nothing to do with that. You’re just complicating the issue … ARTHUR We never had all those diseases when we ate wild meat and manoomin. I’m doing this for Marie. To give her and everybody else in our community an option. A window to health. Again, food sovereignty. (10)For question 10, consider the following case study, based on Catherine Hernandez’s novel Scarborough (pp. 54-455, Arsenal Pulp Press, Kindle Edition). Hina Hassani runs a literacy centre at a low-income elementary school in Scarborough. She is committed to serving food generously to the children, since many of the families are struggling with food and other aspects of life. Jane Fulton is Hina’s supervisor at the head office. The following is an email exchange between Jane and Hina (a part of a longer email exchange that takes place in the novel). Analyze the source of tension in the email exchange and discuss how the communication could be improved. Jane Fulton <jfulton@ontarioreads.ca> September 22, 2011 11:50 a.m. (8 hours ago) To <hhassani@ontarioreads.ca> Hi, Hina. Thanks so much for your detailed notes. We are so happy that attendance is increasing at the new Rouge Hill Public School centre. These numbers are crucial since our funding depends on solid statistics. Having these forms truly helps our marketing and development officer get those dollars put toward each centre! May I suggest you take some time to flyer the neighbourhood around the centre as part of the outreach to get those numbers even higher? This strategy has worked well in our downtown Toronto locations, and given the vastness of the geography of the suburbs, I imagine this kind of outreach would be even more effective in Scarborough. I want to give you a word of caution about making food the main draw for families. We know you are located in a low-income neighbourhood, and I want to assure you that the resources are there to feed these community members elsewhere. That’s why we provide small portions of snacks, but the serving of a formal breakfast sends the wrong message. The focus of the centres is to encourage healthy parenting and literacy. So while food is included in our programming, the purpose is school readiness, since sharing food will be a part of the daily life of a student. The centre is not, however, a soup kitchen. If you need clarification, please let me know. Take care and great work! Jane Fulton, MSW Supervisor, Ontario Reads Program
6 Me <hhassani@ontarioreads.ca> September 22, 2011 1:15 a.m. (6 hours ago) To Jane Fulton <jfulton@ontarioreads.ca> Hello, Jane: Thanks for your feedback. Are other facilitators across the province doing the same flyering you are suggesting? Also, I am wondering if this time doing “outreach” will be included in my paid work schedule or if this will be paid outside of my schedule on an hourly basis? Please advise. I know community-building is part of my job description, but off-site activity was not part of my contract. Re: serving food at the centre. If there were thirty attendees throughout the day who also happened to be present for snack time, would it look any different than thirty children who are fed in the morning before school, using the same supplies we would use for snacks? And know that this is far from a “formal breakfast.” I’m just substituting cheese and crackers with more oatmeal and yogurts, for example. I’m not trying to be adversarial; however, I do feel the centre is being used appropriately, since servings of breakfast seem to be needed in this neighbourhood. I would love to discuss this with you further. Are you available to drop by during our centre hours sometime next week? Sincerely, Hina Hassani, Facilitator Ontario Reads Program, Rouge Hill Public School (11)For this case study, read the following commentary about Laura Ingalls Wilder’s The Long Winter . Discuss what you have learned from The Long Winter about the challenges of professional tone. Notes: Well-justified concerns have been raised in recent years about racist depictions of Indigenous Peoples in Laura Ingalls Wilder’s books. Ingalls Wilder wrote from the point of view of the European settlers, and different characters in her books have different attitudes about Indigenous Peoples, ranging from respect to unacceptable racism. We should be mindful about bias as we read her work —and the work of other authors. While Laura Ingalls Wilder’s books are often classified as “children’s books, Ingalls Wilders did not originally intend her memoirs to be for children, and the books contain a wealth of technical and scientifically relevant information. Readers who grow attached to the character of Caroline, Laura’s mother (Ma), in Laura Ingalls Wilder’s series about the American settler experience can rely on Ma to behave predictably in the face of challenge—she is strong, mild mannered, optimistic and resilient. However, for a woman who has faced many tough but ultimately manageable challenges with equanimity, Caroline’s outburst in The Long Winter , Ingalls’s novel about the winter of 1880-81 in De Smet,
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