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| PROJECT NUMBER: 02 |
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INSTRUCTOR(S):
Larson, H. and Albright, G. Baruch College, CUNY
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TITLE:
The Psychology of the Internet
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PROJECT DESCRIPTION:
This site describes the undergraduate course "Psychology of the Internet" and gives examples of student-authored multimedia projects related to course topics. |
DISCIPLINE:
Psychology
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SUBJECT AREA:
Psychology of the Internet |
GRADE-LEVEL:
Undergraduate |
INSTRUCTIONAL
GOAL: (competency that students should be able to demonstrate
upon completion
of the entire unit)
Students should have created research websites on psychological topics they feel passionate about. In this multimedia project, they critique research, cite all media in APA format, and deliver professional presentations.
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PERFORMANCE
OBJECTIVE: (use an action verb in a description of a measurable
outcome)
Given computer access, students will find relevant psychological literature (write about the articles’ strengths and weaknesses, cite literature in APA format), design a research website, and describe their projects in 10-minute presentations.
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RATIONALE:
(brief justification -- why you feel the students need to
learn this topic)
Ideally by students designing research websites, they will develop critical thinking skills and seek credible information from the Internet. I hope that students will use these skills in their everyday lives.
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LESSON
CONTENT: (what is to be taught)
Students teach Web design and I give lectures on Internet and psychological research topics (digital divide, e-commerce, artificial intelligence, online communities, distance learning, and implications for future technologies.)
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INSTRUCTIONAL
PROCEDURES:
a. Focusing event (something to get the students' attention):
Previous students’ research websites are presented on the first day of class, so students can generate ideas for their own projects. |
b. Teaching procedures (methods you will use):
I give lectures and lead class discussions about a plethora of psychological and Internet topics. Students teach Web design, critique each other’s research projects, and evaluate their peers’ practice presentations. |
c. Formative check (progress checks throughout the module):
Assignments have been created to help students complete their research websites. These assignments include: storyboarding their projects, designing a basic website, and critiquing journal articles related to their topics. |
d.
Student Participation (how you will get the students
to participate):
Students are encouraged to actively participate in class. They can receive up to 10% extra credit for their regular participation and attendance. |
e. Closure (how you will end the module):
On the last day of the course, students give final presentations of their research websites. Sometimes Dr. Albright invites interested faculty to attend. |
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EVALUATION
PROCEDURES: (how you will measure outcomes to determine if
the material has been
learned)
Students’ multimedia projects constitute 35% of their final grades (10% for evaluating research articles, 10% for citing their sources, 5% for Web design and explaining their interest in the topic, and 10% for their final presentation.)
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MAJOR
TECHNOLOGY:
PowerPoint
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OTHER
REQUIRED TECHNOLOGY: (what students will need in order to experience
this module online--plugins, viewers,
etc.)
There is no other required technology besides PowerPoint. |
CONTACT
INFORMATION:
| First
Name: H. |
Last
Name: Larson |
| Email
Address: HLarson@gc.cuny.edu |
Phone: |
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ABSTRACT:
The following PowerPoint presentation describes the “Psychology of the Internet” course and highlights the students’ research websites portion of the class. As part of the course, students create multimedia projects on a plethora of psychological and Internet topics they feel passionate about. To complete the project, they critique psychological research, cite all media in American Psychological Association format, and deliver professional presentations. Examples of students’ multimedia projects are provided, as well as the strengths and weaknesses of this assignment. These student multimedia projects can be modified for use in a variety of educational settings.
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