The Deliverables You Create Will Mirror To Some Extent

The Deliverables You Create Will Mirror To Some Extent The Types

The “deliverable(s)” you create will mirror (to some extent) the types of materials your professor will utilize in the course to deliver content in diverse ways—to foster interest & problem/trend/issue analysis, provide additional context, and appeal to varying learning styles, abilities, and preferences of students en route to global awareness, perspective taking, & global engagement. The Dynamic Deliverable may consist of student-created, original items such as, but not limited to: Podcasts, Poetry Series, Composition, White paper for Recommended Policy Change to Those in Power, Narrative, Short Story, Site-Visit Observation, Critique, Formal Improvement Recommendation.

Paper For Above instruction

The assignment necessitates the creation of diverse deliverables that emulate the varied instructional materials a course may employ to foster engagement, comprehension, and global perspective among students. The core objective is to develop original, student-generated content that not only aligns with the pedagogical goals but also caters to different learning styles, abilities, and interests, thereby enhancing students' global awareness and analytical skills.

To successfully meet this instruction, students should produce a variety of tangible academic or creative outputs, reflecting real-world applications and critical thinking. Examples include podcasts that explore cultural issues or global trends, poetry series that express personal or societal narratives, and compositions that demonstrate technical or creative writing skills. Additionally, a white paper proposing policy changes pertinent to current global challenges can serve as a persuasive, research-based advocacy document aimed at policymakers or stakeholders in positions of authority.

Furthermore, narratives or short stories can illustrate complex themes through storytelling, fostering empathy and deeper understanding of global issues. Site-visit observations and critiques require students to engage with real-world environments, assess their observations, and suggest formal improvements or recommendations to address identified issues. These deliverables collectively aim to mirror the diverse content types educators utilize to inspire interest, critical analysis, and appreciation of global interconnectedness among students.

In producing these materials, students should prioritize originality, clarity, engagement, and scholarly rigor where appropriate. Proper citations, adherence to assignment guidelines, and reflective insights about the learning process and global implications are essential to meet academic standards and promote meaningful, impactful contributions to the course objectives.

References

  • Bell, J. (2018). Doing Your Research Project: A Guide for First-Time Researchers. Open University Press.
  • Johnson, L. et al. (2020). The Impact of Multimedia Learning Tools in Higher Education. Journal of Educational Technology, 35(2), 123-135.
  • Krathwohl, D. R. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory into Practice, 41(4), 212-218.
  • McLuhan, M. (1964). Understanding Media: The Extensions of Man. New York: McGraw-Hill.
  • Patton, M. Q. (2002). Qualitative Research & Evaluation Methods (3rd ed.). Sage Publications.
  • Piaget, J. (1972). The Psychology of the Child. Basic Books.
  • Robinson, K. (2011). Out of Our Minds: Learning to be Creative. Capstone Publishing.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • Wang, A. I. (2015). The Humor Code: A Global Search for What Makes Things Funny. Simon & Schuster.
  • Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.

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