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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Discussions
Subject
The topic of the resource
Items related to the use of discussions as a pedagogical tool.
Description
An account of the resource
This collections features various items related to the use of discussions in live and online classrooms as a pedagogical tool.
Many of these items were taken from the VHC In-Service Workshop on "Discussions for Critical Thinking" on 21 January 2016.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
January 2016
Contributor
An entity responsible for making contributions to the resource
Kathy Schwandt; Joshua Webster;
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Video
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Discussions for Critical Thinking" - Spring 2016 Faculty In-Service
Subject
The topic of the resource
Spring 2016 Faculty In-Service on using discussions to promote critical thinking skills, particularly for online classes.
Description
An account of the resource
<p>On 21 January 2016, the VHC hosted a faculty in-service on strategies to use discussions to promote critical thinking, particularly in online classes. The workshop was presented by GBC faculty members Scott A. Gavorsky, Kathy Schwandt, and Joshua Webster.</p>
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<p><a title="Discussions for Critical Thinking Video" href="http://www.kaltura.com/tiny/9ebi6" target="_blank;">Click here for direct access to video (if embed above is not functioning).</a></p>
Creator
An entity primarily responsible for making the resource
GBC Virtual Humanities Center
Source
A related resource from which the described resource is derived
<a title="Humanities Toolkit exhibit on Discussions" href="/omeka/exhibits/show/humanities-toolkit/discussions" target="_blank" rel="noopener">Humanities Toolkit - Discussions</a>
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
21 January 2016
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky, Kathy Schwandt, Joshua Webster [VHC presenters]; Brenda Wilkie [GBC IAV facilitator]
Rights
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All rights reserved. Use of any content only by express permission of Great Basin College © 2015-2016
Format
The file format, physical medium, or dimensions of the resource
streaming video [mp4]
Language
A language of the resource
English
Critical Thinking
Design
Design 2015-2017
Discussions
Faculty
In-Service
rubric
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/0ae5e93257b596567e75b837d09936c8.pdf
7d77bf9a2b779fc2489b6ac343250674
PDF Text
Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Discussions
Subject
The topic of the resource
Items related to the use of discussions as a pedagogical tool.
Description
An account of the resource
This collections features various items related to the use of discussions in live and online classrooms as a pedagogical tool.
Many of these items were taken from the VHC In-Service Workshop on "Discussions for Critical Thinking" on 21 January 2016.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
January 2016
Contributor
An entity responsible for making contributions to the resource
Kathy Schwandt; Joshua Webster;
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Text
Any textual data included in the document
<p><span style="font-size: medium;"><strong>These requirements should be followed in the graded discussions unless specifically noted otherwise in the discussion post.</strong></span></p>
<p><span style="font-size: medium;">At the collegiate level, history courses are far more concerned with the whys of history. Facts such as dates, institutions, and persons are important, but they are only part of understanding history. Understanding why historical events and processes occurred the way they did and the connections between them is a far more complex and far more difficult skill. Discussion with colleagues to argue the importance of various pieces of evidence is the best way to arrive at this understanding.<br /><br /></span></p>
<p><span style="font-size: medium;"><strong><span style="text-decoration: underline;">INITIAL POSTING</span><br /></strong>The Initial posting is due by Thursday evening of the assigned week. It should be 300 words and engage with the historical issues raised in the discussion prompts. The purpose is to analyze the week's readings (both the textbook and any additional primary sources) and discuss the major ideas presented. To achieve this, you should be prepared to answer the discussion prompts AND explain and support your arguments with direct evidence drawn from the readings.</span></p>
<p><span style="font-size: medium;">Note that you will not be able to view any other postings until you submit your initial discussion post.<br /><br /></span></p>
<p><span style="font-size: medium;"><strong><span style="text-decoration: underline;"><strong>SUPPORTING ARGUMENTS IN POSTS USING SOURCES</strong></span></strong></span></p>
<p><span style="font-size: 12pt;">For the initial post and the responses, the point is not merely to "answer the question," but also to explain the basis for this answer based on evidence from source material. Sources are divided into three broad groups, based on their origin:<br /></span></p>
<p style="padding-left: 30px;"><span style="font-size: 12pt;"><span style="color: #008000;"><strong>PRIMARY SOURCES</strong> <strong>=</strong> <strong>Evidence</strong></span> = Documents <span style="text-decoration: underline;">composed</span> in the time period being studied, providing the perspective of the people living at the time. These are the most powerful basis of arguments, since they represent what historical actors saw and why they say they pursued certain actions. Most of the discussions will revolve around the analysis of primary sources.</span></p>
<p style="padding-left: 30px;"><span style="font-size: 12pt;"><span style="color: #3366ff;"><strong>SECONDARY SOURCES = Interpretation</strong></span> = Scholarly articles (peer-reviewed) or books based on analyzing primary sources. These are modern scholars discussing the events of the past.</span></p>
<p style="padding-left: 90px;"><span style="font-size: 12pt;"><strong>Scholarly (Peer-Reviewed) Sources:</strong> <span style="color: #3366ff;">Secondary</span> (and some <span style="color: #800000;">tertiary</span>) sources which have been submitted prior to publication to reviewers working in the same field of study who provide feedback to the author and insure the source meets evidentiary and methodological standards. Scholarly sources exclusively should be used at the collegiate level.</span></p>
<p style="padding-left: 30px;"><span style="font-size: 12pt;"><span style="color: #800000;"><strong>TERTIARY SOURCES = Summaries</strong></span> = Textbooks, encyclopedias, Wikipedia, etc. Although some tertiary sources such as course textbooks are useful for basic information, most tertiary sources--especially encyclopedia sites such as Wikipieda, SparkNotes, and Ask.com--should be avoided in collegiate-level writing.</span></p>
<p style="padding-left: 90px;"><span style="font-size: 12pt;"><strong>Popular Sources:</strong> Most websites such as PBS, NPR, or History.com are tertiary sources aimed at a popular audience, and are not scholarly in orientation. They should be avoided in collegiate-level work. Instead, seek out out peer-reviewed items from the <a id="" class="" title="" href="http://www.gbcnv.edu/library/" target="">GBC Library's journal databases</a>. If you have any doubts, just ask in an e-mail.</span></p>
<p><span style="font-size: 12pt;">While you are welcome to use outside sources, the purpose of the discussions are to engage with the assigned readings, especially the <span style="color: #008000;"><strong>primary sources</strong></span> and the textbook. Outside sources should be rarely used (if at all), and, of course, always cited, as described below.<br /><br /></span></p>
<p><span style="text-decoration: underline; font-size: medium;"><strong>CITATIONS</strong></span><br /><span style="font-size: medium;">Since supporting information is being used, citations will be required (even for information taken from the textbook). Citations are required anytime that information is used from a source, regardless of how that information is used. Direct quotes and statistics should always be cited, as should paraphrases and summaries. There is no minimum or maximum number of citations required; the number is based on what evidence you are using in your argument.</span></p>
<p><span style="font-size: medium;">Given the limitations of the WebCampus system, citations can be given in a modified MLA parenthetical format, giving the source (usually identified by the author's last name) and a page or other reference number. Citations should follow the specific datum being cited.</span></p>
<ul>
<li><span style="font-size: medium;"><strong>EXAMPLE 1: Summary of Specific Information taken from a Source</strong></span><br /><span style="font-size: medium;">The average ancient Egyptian lived in a small family group, indicated by the small size of typical Egyptian houses (McKay, et al., 26). <br /><br /></span></li>
<li><span style="font-size: medium;"><strong>EXAMPLE 2: Direct Quotation from a Source</strong></span><br /><span style="font-size: medium;">Hammurabi's Code provides for capital punishment if a builder kills someone because "his work is not strong" (Hammurabi, 16). <br /><br /></span></li>
<li><strong><span style="font-size: medium;">EXAMPLE 3: General Knowledge not Needing Citation</span></strong><br /><span style="font-size: medium;">Mesopotamia is the land between the Tigris and the Euphrates rivers.</span></li>
</ul>
<p><span style="font-size: medium;">The practices of proper citations are discussed more fully in the video for the Academic Integrity Quiz, available when Discussion # 2 is available.</span></p>
<p> </p>
<p><span style="font-size: medium;"><strong><span style="text-decoration: underline;">RESPONSE POSTINGS</span><br /></strong>At least two responses to colleagues' posts </span><span style="font-size: medium;">are due</span><span style="font-size: medium;"> </span><span style="font-size: medium;">by Sunday evening. These posts should be at least 150 words and engage with the historical arguments advanced by the original poster. </span><span style="font-size: medium;">As with the initial posts, evidence should be used to support your position.</span></p>
<p><span style="font-size: medium;">Responses such as "Good job" are certainly welcome, but not sufficient. Also note that the goal is NOT to critique colleagues' writing styles, citations, or grammar, but to engage with the ideas and the historical content being argued.</span></p>
<p><span style="font-size: medium;">Students should also feel free to post questions about the course readings in the discussion posts. As noted below, I will be in and out of discussions over the week, and will answer the questions as I come across them.</span></p>
<p> </p>
<p><span style="font-size: medium;"><strong><span style="text-decoration: underline;">DISCUSSION ETIQUETTE</span><br /></strong>The general policy outlined in the Course Syllabus applies to all course discussions. We will likely disagree on our interpretations of the readings, but those disagreements should be handled through debate supported by evidence, not direct attacks. </span></p>
<p><span style="font-size: medium;">Serious or repeated violations will subject the student to removal from the course.</span></p>
<p> </p>
<p><span style="font-size: medium;"><span style="text-decoration: underline;"><strong>SUMMARY POSTING</strong></span><br />I will be in and out of the discussions each week, primarily to spark further discussion and keep an eye out for any problems. At the end of each week's discussion, I will post a summary of my views on the discussion prompts. Note these posts are not necessarily the answers, but part of the ongoing conversations.</span></p>
<p> </p>
<p><span style="font-size: medium;"><span style="text-decoration: underline;"><strong>GRADING RUBRIC</strong></span><br />As with all work in the course, grading is based on content, grammar, and style simultaneously. The Discussion Posting Rubric is given below, and can be viewed with each weekly Discussion prompt.</span></p>
<table style="width: 100%;" border="1" cellpadding="2">
<tbody>
<tr>
<td style="text-align: center;" colspan="9"><span style="font-size: medium;"><strong>DISCUSSIONS POSTING RUBRIC</strong></span></td>
</tr>
<tr>
<td style="text-align: center;"><span style="text-decoration: underline;"><strong><span style="font-size: medium;">Criteria</span></strong></span></td>
<td style="text-align: center;" colspan="7"><span style="text-decoration: underline;"><strong><span style="font-size: medium;">Ratings</span></strong></span></td>
<td style="text-align: center;"><span style="text-decoration: underline;"><strong><span style="font-size: medium;">Pts</span></strong></span></td>
</tr>
<tr>
<td width="25%">
<p><strong><span style="font-size: medium;">INITIAL POST</span></strong><br />300 words<br />(due by Thursdays at 11:59 pm)</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post responds to all discussion prompts and supports arguments with specific evidence drawn from the readings.</p>
<p>6 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post responds to all discussion prompts, but at least one is unsupported with evidence from the readings.</p>
<p>5 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post responds to two of the discussion prompts and supports them with evidence from the readings, but ignores one of the prompts.</p>
<p>4 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post answers two of the discussion prompts, but fails to support them with evidence from the readings<span>.</span></p>
<p>3 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>Initial post fails to answer two of the prompts, answering only a single prompt supported with evidence from the readings.</p>
<p>2 pts</p>
</td>
<td style="vertical-align: top;" width="10%">
<p><span>Post fails to engage with the specific discussion prompts or the assigned readings.</span></p>
<p>1 pt</p>
</td>
<td style="vertical-align: top;" width="10%">
<p>No post submitted.</p>
<p>0 pts</p>
</td>
<td style="text-align: center;" width="5%"><span style="font-size: medium;">6</span></td>
</tr>
<tr>
<td><span style="font-size: medium;"><strong>CITATIONS</strong></span><br />(applies to both Initial Post and Responses)</td>
<td style="vertical-align: top;" colspan="3">
<p>All evidence used in the initial post and the responses is properly cited, including both source and page number.</p>
<p>2 pts</p>
</td>
<td style="vertical-align: top;" colspan="3">
<p>Significant number of citations missing or incomplete.</p>
<p>1 pt</p>
</td>
<td style="vertical-align: top;">
<p>No citations included with postings.</p>
<p>0 pts</p>
</td>
<td>
<p style="text-align: center;"><span style="font-size: medium;">2</span></p>
</td>
</tr>
<tr>
<td>
<p><span style="font-size: medium;"><strong>SPELLING / GRAMMAR</strong></span><br />(applies to both Initial Post and Responses)</p>
</td>
<td style="vertical-align: top;" colspan="3">
<p>A few minor grammatical and spelling errors that do not harm the meaning of the posts.</p>
<p>2 pts</p>
</td>
<td style="vertical-align: top;" colspan="3">
<p>Frequent or recurring grammatical or spelling errors.</p>
<p>1 pt</p>
</td>
<td style="vertical-align: top;">
<p>Errors to the extent that understanding the post is difficult.</p>
<p>0 pts</p>
</td>
<td style="text-align: center;"><span style="font-size: medium;">2</span></td>
</tr>
<tr>
<td><span style="font-size: medium;"><strong>RESPONSES</strong></span><br />150 words EACH<br />(two required by Sundays at 11:59 pm)</td>
<td style="vertical-align: top;" colspan="2;">
<p>At least two responses which both engage with the initial poster's responses in a substantial manner and are supported by evidence from the readings.</p>
<p>5 pts</p>
</td>
<td style="vertical-align: top;">
<p><span>Two responses, but at least one fails to engage with the initial poster's responses with support from the readings.</span></p>
<p>4 pts</p>
</td>
<td style="vertical-align: top;">
<p><span>Two responses, but neither response engages with the initial poster in substantive manner supported from the readings.</span></p>
<p>3 pts </p>
</td>
<td style="vertical-align: top;">
<p>Only one response included, which<br /><span>engages with the initial poster's responses in a substantial manner and are supported by evidence from the readings.</span></p>
<p>2 pts </p>
</td>
<td style="vertical-align: top;">
<p>Only one response included, which does not engage with the initial poster's responses in substantive manner supported from the readings.</p>
<p>1 pt </p>
</td>
<td style="vertical-align: top;">
<p>No responses to colleagues' posts included.</p>
<p>0 pts</p>
</td>
<td style="text-align: center;"><span style="font-size: medium;">5</span></td>
</tr>
<tr>
<td style="text-align: right;" colspan="8"><span style="font-size: medium;"><strong>Total Possible Points </strong></span></td>
<td style="text-align: center;"><span style="font-size: medium;"><strong>15</strong></span></td>
</tr>
</tbody>
</table>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Discussion Requirements for a History Survey Course
Subject
The topic of the resource
Example discussion requirements for a History Survey Course, including a rubric for grading.
Description
An account of the resource
<p>Example discussion requirements for students for a History Survey course, in this case HIST 105 (European Civilization to 1648). The requirements includes the rubric for grading.</p>
<a title="Discussion Requirements for History Survey Course" href="/omeka/files/original/0ae5e93257b596567e75b837d09936c8.pdf" target="_blank" rel="noopener">Download pdf of full page</a>
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
January 2016
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Format
The file format, physical medium, or dimensions of the resource
HTML coding that can be copied-and-pasted.
INSTRUCTIONS:
1) Copy the HTML text.
2) In WebCampus course shell, click Add New Page.
3) In page editor, click on "HTML Editor"
4) Paste the text into the HTML Editor.
5) Save and test links.
6) Place in any desired course module.
Language
A language of the resource
English
Design
Design 2015-2017
Discussions
Faculty
In-Service
rubric
Toolkit
-
https://humanities.gbcnv.edu/omeka/files/original/1dfce2a5b634fdbf5d8bf80f4a4c4853.pdf
e550451b110dd6976155450934b59e57
PDF Text
Text
Spring 2016 VHC In-Service: Discussions for Critical Thinking Long a staple of the live classroom, discussions have also found a central place in online classes. While asynchronous and synchronous software allows a variety of interactions, the fundamental questions of organizing good discussions remain. 1) What do I want out of discussions—content mastery, skill development, or some combination? 2) How can students be encouraged to engage in critical thinking in responding to discussions? On the next page is a selection of discussions being used by GBC faculty. As the faculty present their approaches, please consider how these discussions might parallel your answers to the questions above. VHC In-Service: “Discussions for Critical Thinking” (Spring 2016) Page 1 �HIST-105: European Civilization to 1648 (Scott A. Gavorsky) Discussion # 8: The Later Middle Ages A key theme in the emergence of medieval societies in the High Middle Ages (1000-1300) and the Late Middle Ages (1300-1500) was the quest for stability, which structured a number of the conflicts of the period. Discuss how medieval society sought to achieve a stable society, considering the following issues: 1) What elements contributed to the stability of medieval society? 2) What elements contributed to instability? 3) What issues did the medieval world find increasingly difficult to deal with? For the discussion, you should draw on Lectures for Week # 11: The Medieval World and Lectures for Week # 12: The Later Medieval World and the associated readings. Remember to follow the Discussion Requirements. GRC 101: Principles of Design (Kathy Schwandt) Discussion #2: Principles of Design Assignment #1 was about principles of design, and you analyzed a book cover to identify some design principles. Examine the following movie poster image. Choose one principle of design and explain how it seems to be applied in this image. Your response may be written or you may record a video using the Record/Upload Media button in the toolbar above. (Refer to the Discussions Rubric in the Week 1 Module to see how your discussion posts are graded.) Make your first post by 8:00 p.m. (PST), Sunday, September 8. Respond by 1:00 p.m. (PST), Wednesday, September 11 to at least two other students’ postings for this topic. INT 339: Capes and Cultures (Joshua Webster) Discussion: Batgirl Cover Controversy This week's Discussion Assignment asks you to do a bit out of outside research on the dispute over the Batgirl variant cover. Start by reading the article posted in the module and, from there, research the issue in greater detail and find at least three other articles, blogs or discussions of the cover and the larger issues it connects to. You should look for sources that are taking a stance on the cover, and try to look at articles covering each side of the issue. Once you have done your research, write a brief argumentative post that analyzes the different viewpoints and also provides your stance on the issue, making sure you justify your own stance with logical arguments and support from your research. Your argument should be thesis-driven and you absolutely, 100% need to cite your sources in MLA style, so make sure you do so. The length of your post should be 300 to 500 words. Additionally, you are required to respond to the posts of two fellow classmates, preferably ones who take a view that opposes your own. VHC In-Service: “Discussions for Critical Thinking” (Spring 2016) Page 2 �3) How can discussions be assessed for both content and/or skills development? GENERAL NOTES: Note: The VHC’s Core Humanities Skills flyer is on the reverse of this sheet. Thank you for attending this VHC In-Service. Please take a few minutes and fill out our event survey at: https://docs.google.com/a/gbcnv.edu/forms/d/1f3cfD2hNpzNUu6r4imno1ymEAYyTg3HanxNCJRYZHuw VHC In-Service: “Discussions for Critical Thinking” (Spring 2016) Page 3 �At the heart of GBC’s Virtual Humanities Center (VHC) is this list of core skills and habits of mind that the humanities encourage and promote. Every aspect of the VHC is centered on these skills. They are not only college learning skills, but life skills, and they are aligned with GBC’s General Education Objectives. Humanities Core Skills/ Habits of Mind ÐÐ the capacity to write intelligently, lucidly, and fluently ÐÐ the capacity to speak intelligently, lucidly, and fluently ÐÐ the capacity to communicate through a variety of media: visual, performance, design & composition ÐÐ the ability to participate effectively in deliberative conversation ÐÐ the ability to analyze and interpret visual communication General Education Objective: Communication Skills ÐÐ the ability to use facts: working from evidence to a conclusion (induction) ÐÐ gathering enough facts to warrant the conclusion ÐÐ making valid inferences based on facts ÐÐ using accurate observation to form a hypothesis and then test it (the scientific method) ÐÐ the ability to use principles: working from principle(s) to a conclusion (deduction) ÐÐ avoiding prejudices, pressure from authority or peers ÐÐ avoiding flaws in thinking: personal attack, overgeneralization ÐÐ the ability to absorb, analyze and interpret complex artifacts or texts ÐÐ the ability to assess the reliability and validity of information, especially on the web ÐÐ the ability to synthesize information from diverse sources ÐÐ the ability to place data into a larger context ÐÐ the ability to make decisions based on evidence ÐÐ the ability to analyze and interpret abstract ideas ÐÐ the ability to recognize and compensate for ambiguity ÐÐ the ability to prioritize ÐÐ the ability to innovate ÐÐ the capacity for curiosity General Education Objective: Critical [and Creative] Thinking Visit our website at humanities.gbcnv.edu ÐÐ the ability to understand the historical and cultural foundations of ethical behavior, and develop and apply a personal code of ethics based on that understanding ÐÐ the maturity to take responsibility for one’s thinking and actions ÐÐ the capacity to express an opinion that diverges from that of the majority [OR the ability to hold and defend a divergent point of view and to allow others the same right] ÐÐ the capacity to recognize the validity of alternate viewpoints or opinions ÐÐ the capacity to recognize multiple perspectives, from local to global ÐÐ the capacity to accept diversity of people and ideas ÐÐ the capacity for a critical understanding of fine arts expressions ÐÐ an awareness of the past and its application to the present ÐÐ the application of knowledge to real-world problems General Education Objective: Personal/Cultural Awareness ÐÐ the ability to utilize new technologies as they are developed ÐÐ the ability to understand the ethical implications of technological advances ÐÐ the ability to use technology to benefit humanistic inquiry, not to replace it ÐÐ the ability to capitalize on technology as a tool to enhance the experience of the humanities ÐÐ the ability to use technological tools to expand and extend our understanding of what it means to be human General Education Objective: Technological Understanding
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Discussions
Subject
The topic of the resource
Items related to the use of discussions as a pedagogical tool.
Description
An account of the resource
This collections features various items related to the use of discussions in live and online classrooms as a pedagogical tool.
Many of these items were taken from the VHC In-Service Workshop on "Discussions for Critical Thinking" on 21 January 2016.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
January 2016
Contributor
An entity responsible for making contributions to the resource
Kathy Schwandt; Joshua Webster;
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Document
Documents such as transcripts, pdf files, legal documents, letters, etc.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Discussions for Critical Thinking" - In-Service Handout
Subject
The topic of the resource
The handout distributed to participants at the VHC In-Service "Discussions for Critical Thinking," 21 January 2016.
Description
An account of the resource
The handout distributed to participants at the VHC In-Service "Discussions for Critical Thinking," 21 January 2016. The handout was intended to be a guide for the workshop discussions and includes three sample discussions from GBC faculty presenters.
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Publisher
An entity responsible for making the resource available
GBC Virtual Humanities Center
Date
A point or period of time associated with an event in the lifecycle of the resource
21 January 2016
Contributor
An entity responsible for making contributions to the resource
Joshua Webster; Kathy Schwandt;
Rights
Information about rights held in and over the resource
All rights reserved. Use of any content only by express permission of Great Basin College © 2016.
Format
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pdf file
Language
A language of the resource
English
Design
Design 2015-2017
Discussions
Faculty
humanities education
In-Service
Toolkit