Final Project

HE 5050, Kate

Unit Overview

For my project, my goal was to design an online Introduction to Sociology class. The unit I focused on was Gender and Inequality, which would be discussed over a period of two weeks.


Text: Essentials of Sociology (3rd Edition)

Chapter 9


Week 1: The Meaning of Gender, Gender Socialization

Week 2: Gender Inequality in the U.S., Gender Inequality Across the Globe

Learning Module: Gender Inequality in the U.S.

To cover this topic, students will first view the Prezi on Gender Inequality in the U.S. This will be done synchronously using Twitch.tv and its broadcasting software, Open Broadcaster. The instructor will be presenting and narrating, while the students can enter questions into the channel's chatroom. This will allow the instructor to stop and answer questions in real-time. During the Prezi, the meaning of gender inequality and its three major forms in the U.S. (education, work place, politics) will be covered.

Afterward, the instructor and class will also view the "Like A Girl" Advertisement together.

Always #LikeAGirl
Students will be keeping an Edmodo page for the course, in order to blog their responses to course material and discuss it with one another. It should be updated before midnight after each class. Edmodo is their collaborative space that seeks to foster social presence.


Students will use this post their responses to the "Like A Girl" ad, and to discuss the meaning of gender inequality with their classmates. The instructor will read over the discussions, answer questions, and ensure that students understand the content.


After learning about the major forms of gender inequality, students will use Go Animate to create a video using both visuals, music, and narration. This video will illustrate one form of gender inequality (work place, education, politics). Students may work in pairs or individually. Students will also use Edmodo to post their videos, and to respond to one another (must respond to at least 2 classmate's videos).

Process

I began by analyzing the potential students of this course. As previously stated, learners are expected to be freshman or sophomores with no prior knowledge of sociology. The major concern is helping them foster literacy of the information within the course, as it is a first-year survey course.


Analyze: First year students (possibly second year students). It can be expected they have little knowledge of sociology, as there are no prerequisites for this class.

Skill: Information Literacy

Related Learning Outcome: Summarize social problems to provide a foundational knowledge of inequality.

Competency: Define "gender inequality," and give at least two contemporary examples.

Purpose and Real-World Connection: Students will have a foundational knowledge of inequality, and will be able to better serve diverse and marginalized populations in their field. Their knowledge of gender inequality will also lead them to combat such inequality in their own lives.


Another consideration is sequencing of information. The approach to the module is appropriate sequencing of information, as it begins by identifying the meaning of gender inequality and applying it to its real-life manifestations. Sequencing is also a part of the assignments (simple - discussion, complex - making their own video about the subject matter).


Activities are active, encourage social interaction, require that learners apply their knowledge to the videos they animate, and include a present and engaged instructor.


Students will receive formative comments from the instructor in response to their Edmodo discussions, and a summative assessment of their video. The video is the 'test' to ensure that students have mastered the material of the module.


Instructional material concerns included textbook selection and video selection. The video ties the current learning module into the rest of the unit, and also helps to place ideas about gender and gender inequality into a relate able context.


Workload was also a concern, particularly when asking students to animate their own video. However, a way to combat this is to tell students about this assignment at the beginning of the unit, and encourage them to familiarize themselves with the animation software before this learning module begins.


Evaluation of the Course: End-of-Course Evaluation. However, depending on the kind of standard end-of-course evaluation my institution provides students, I would also be interested in letting students anonymously complete the evaluation provided by Stavredes and Herder.

Implementation

While I would not be able to implement this course at present, I am looking forward to implementing it in some way in the future (sociology is my specialization in the Higher Education department, and so my goal is to teach sociology!). Even if I was presenting this class in a seated format, I believe that this module would still be great to use as is.