Fall 2016, R546 Instructional Strategies
Thinking, Collaboration, and Motivation
Course Web Site: http://www.indiana.edu/~bobweb/
HTML of Syllabus: http://php.indiana.edu/~cjbonk/Instructional-Strats-R546-2016.htm
Word Document: http://mypage.iu.edu/~cjbonk/Instructional-Strats-R546-2016.doc
Videostreaming link and archive: https://www.indiana.edu/~istream/cas/
(enter Section 13129)
Course Link to Canvas: http://canvas.iu.edu/
Dates: August 27, 2016 to October 15,
2016 (8:00-1:00, Saturdays), IU-B, IUPUI
IU-Bloomington: Section 13129, School
of Education: Room 2101 (IUB)
IUPUI: Section 25627, Education/Social
Work, ES Room 2101 (Videoconferencing)
Instructor: Curtis J. Bonk, Professor, IST Dept.;
Room 2238 Wright Education Building
firstname.lastname@example.org; Homepage: http://mypage.iu.edu/~cjbonk/
Meina Zhu: email@example.com
Students in this course will learn how
to develop learning environments that stimulate critical thinking and
creativity, and that promote cooperative learning and motivation. In addition,
they will learn technology integration strategies. To highlight method
similarities and differences and to link theory to practice in each area,
scientifically researched strategies and programs will be illustrated through
hands-on activities. There is much experimentation and risk taking in this class.
Everyone will learn dozens of instructional strategies; but, more importantly,
they will reflect on their overall teaching philosophy.
Course History and Intended Audience:
Educators in all sectors are
struggling with wave after wave of educational change. Many recognize the need
for shifting their teaching philosophy to a more learner-centered or hands-on
approach. This trend is especially evident here in 2015; the age of STEM, competency-based
education, personalized instruction, problem-based learning, digital learning, Wikipedia,
YouTube, and MOOCs. Today, learners can be more self-directed. However, learners often lack sufficient time and resources. In
response, this course provides a roadmap for those stuck in the murky swamp of
paradigm change and educational reform. Different versions of this course have
been taught since 1991, with videoconferencing added in 1996. Past course participants have also included graduate
students, corporate trainers, instructional designers, administrators, and private
course is intended for:
wanting to feel better prepared to teach, train, or learn something new.
▸ Graduate students looking to round out a doctoral or
master's degree or minor in IST.
trainers wanting to embed practical strategies into their training workshops
education professors wanting to enhance their instruction with innovative
designers interested in embedding thinking skills into software and other
principals and other administrators hoping to integrate various educational
teachers searching for professional development opportunities for engaging
consultants offering thinking skill or problem solving workshops or training.
C. J. (2016). Packet of
Course Handouts. (available FREE as a PDF in Oncourse)
Bonk, C. J., &
Khoo, E. (2014). Adding Some TEC-VARIETY: 100+ Activities for
Motivating and Retaining Online Learners. Note: this is a FREE
Highly Rec’d Texts:
Gary A. Davis (2004). Creativity is Forever (5th Ed). Dubuque, Iowa:
Bonk, C. J.,
& Zhang, K. (2008). Empowering
Online Learning: 100+ Activities for R2D2. Jossey-Bass.
Bonk Book Library: I have
an extensive set of books on motivation, critical and creative thinking,
collaborative and cooperative learning which I am happy to loan out. I will try
to bring many of these to class each week.
Course Purpose, Approach, and Education
the early 1980's, countless reports have detailed the shift toward an
information-based economy and the need for a more technologically sophisticated
workforce. Life in 2016 is much different from 1984. The skills and experiences
required to succeed today are vastly different from three decades ago. A
modern-day workforce clearly demands skills such as creativity, flexibility in
thought, the ability to make decisions based upon incomplete information,
complex pattern recognition abilities, and synthesis skills. Such changes are occurring
faster than most of organizations and institutions can adapt. They are also
accelerating massive transformations in teaching and learning environments
across sectors of education.
response to the emerging global marketplace, there has been a renewed interest
in innovation and creativity. It does not matter if one is in a public school or
higher education setting or in a military and corporate training environment. The
shift in perspective is the same. Everyone is seeking the Holy Grail and become
more inventive and productive then the next person or organization. Some are
labeling this new age “Education 3.0.” The markers of this time are tinkering,
making things, invention, connection, freedom, imagination, play,
collaboration, engagement, passion and purpose, finding meaning, and the open
exchange of ideas. Consequently, this class will begin with a dialogue of what
Education 3.0 represents. Each student will find his or her own sense of
meaning or philosophy in this course.
Education 3.0, people will no longer tolerate a curriculum that emphasizes the rote
memorization of facts over problem solving and creativity. Instead, innovative
instructors and trainers engage learners with more authentic and active
learning experiences. Even with such renewed interest and resources, most
teachers still lack the time and resources to adequately deal with the
proliferation of instructional practices and associated ideas regarding
educational change. This course—R546 on instructional strategies—can change all
that for you. The basic purpose of this course, therefore, is to attempt to
fuse motivation and cooperative learning to thinking skill areas such as
critical and creative thinking.
books and activities selected will enable us to understand coinciding trends in
education related to creative thinking, critical thinking, motivation, and
cooperative learning. In starting on this path, specific techniques and ideas
will be offered as well as implementation steps. Demonstrations and hands-on
experiences of various methods will be used to highlight method similarities
and differences. In addition, students will be exposed to ways to use
technology to increase student thinking skills and teamwork. Finally, advice
will be offered for getting started using these alternative instructional
a result of this course, participants will:
Understand the commonalities and differences of
creative and critical thinking;
Feel comfortable using dozens of motivational
strategies and instructional techniques;
List thinking skill options for different types of
learners and content areas;
Design innovative thinking skill activities as well
as unique cooperative learning methods.
Develop a personal synthesis and perspective on
instructional strategies and pedagogy.
the course, students will be expected to:
Complete the required readings and actively
participate in course activities;
Write and reflect on the subject matter;
Search for and share additional resources beyond the
course materials provided;
Develop and share curriculum materials and course
Grading Scale: I will use a
90-80-70-60 scale based on 180 total points.
168 pts = A; 162
= A-; 156 = B+; 150 = B; 144 = B-; 138 = C+; 132 = C; 126 = C-
Modules and Course Sequence
Week 1. Aug 27 Education 3.0 and Strategy Review/Recap (R2D2 and
Week 2. Sept 3 Coop Learning Methods/Principles &
Flipping the Class (Read half Creativity book)
Week 3. Sept 10 Critical Thinking Defined and Explained (Read
2nd half of Creativity book)
Week 4. Sept 17 Critical Thinking Methods (Read half of
Week 5. Sept 24 Creative Thinking Defined and Explained
(Read other half of second book)
(Due: 2 papers from Task #2)
Week 6. Oct 1 Creative Thinking Methods (Read half of
third book or special journal issue)
Week 7. Oct 8 Motivation Defined and Explained (Read second
half of third book or journal issue)
Week 8. Oct 15 Motivation Theory and Techniques
(Due: Final Presentations and/or
Papers and third reflection paper from Task #2)
Note #1 on Readings: During Weeks
1-3, I want everyone to read a creativity book. I recommend Gary Davis’ Creativity is Forever
book (buy used). During Weeks 4-7, students are to read two 2 additional books
or one book and one special journal issue (as approved by the instructor). I
want you to read books in critical thinking, creativity, cooperative learning,
motivation, or problem solving. For doctoral students, at least one of these
books should be research related. Some recommend books are listed below.
Note #2 on Course Topic Sequence: The order of
course content above is in reverse from the way I normally structure this
course. I decided to reverse this course in the spring of 2013.
Sample of Course Related Books:
Creativity, Thinking, and Innovation
Chris (2012). Makers: The New Industrial
Revolution. NY: Crown Business.
Graham (2014). Learning Re}imagined. Bloomsbury Qatar Foundation.
Catmull, Ed (2014). Creativity, Inc.: Overcoming Unseen Forces
in Way of Inspiration. Random H.
de Bono, E. (2004). How to have a beautiful mind. Vermillion.
Thinking from 1990).
Dweck, Carol (2006). Mindset: The New Psychology of Success.
Chip & Dan (2008). Made to Stick: Why
Some Ideas Survive & Others Die. Random House
Walter (2011). Steve Jobs. NY: Simon &
Jonah (2012). Imagine: How Creativity
Works. Houghton Mifflin. (Note: book withdrawn)
& Stager (2013). Invent to Learn:
Making, Tinkering, & Engineering in the Classroom.
Megan (2014). The Up Side of Down: Why
Failing Well is the Key to Success. Viking.
John (2008). Brain Rules: 12 Principles
for Surviving/Thriving at Work, Home, School.
Michalko, M. (2006). Tinkertoys: A handbook of creative-think tech (2nd
ed). Ten Speed Press.
Daniel (2006). A Whole New Mind: Why
Right-Brainers will Rule Future. Riverhead Bks.
Daniel (2009). Drive: The Surprising
Truth About What Motivates Us. Riverhead Books.
Sir Ken (2009). The Element: How Finding
Your Passion Changes Everything. Viking.
Sir Ken (2011). Out of Our Minds: Learning to be Creative. Capstone.
Sir Ken (2013). Finding Your Element: How
to Discover Your Talents and Passions.
Shenk, J. W. (2014). Powers of Two: Finding the Essence of
Innovation in Creative Pairs. HMH.
Roger (2002). Expect the unexpected (or
you won’t find it). Berrett-Koehler Publishers.
T. (2012). Creating Innovators: Making of
Young People Who Change World. Scribner.
Chaltain, S. (Ed.).
(2011). Faces of Learning: 50 Powerful
Stories of Defining Moments in Ed. JB.
Clayton, Horn, M., & Johnson, C. (2008). Disrupting Class. McGraw-Hill.
D., Johnson, R., & Holubec, E. (2002). Circles
of Learning, 5th ed. Interaction Book Co.
S. (1997). Cooperative Learning.
Kagan Cooperative Learning: www.kagan.online.com
Salmon (2012). The One World Schoolhouse:
Education Reimagined. NY: Twelve.
McCombs, B. L.,
& Pope, J. E. (1994). Motivating hard
to reach students. DC: APA.
(2007). The Courage to Teach (10th
Anniversary Issue). Wiley.
Pintrich, P. R.,
& Schunk, D. H. (2002). Motivation in education
Ed.). Prentice Hall.
J. (1996). Motivating others: Nurturing inner motivational resources.
Allyn and Bacon.
10. Don Wettrick (2014). Pure Genius: Bldg a Culture of Innovation & 20% Time to Next Level,
Corporate Training, and Adult Learning Books:
& Cross (1993). Class Assessment
Tech: Handbook for College Teachers (2nd ). Jossey-Bass.
Baumeister, R., &
Tierney, J. (2011). Willpower: Rediscovering the Greatest Human Strength.
Cross, & Major (2005). Collab lrng tech: A Handbook for College Faculty. Jossey-Bass.
S. (2013). Powerful Techniques for
Teaching Adults. Jossey-Bass/Wiley.
S. (2012). Teaching for Critical
Thinking: Tools/Tech to Help Students Q Assumptions.
Marshall (2009). Mojo: How to Get it, How to Keep it, Get it Back…Hyperion.
G. (2013). e-tivities:
The key to active online learning (2nd Ed). London: Kogan-Page.
Thiagi & Parker (1999).
Teamwork & teamplay:
Games & activ for bldg/trng teams. Jossey-Bass.
Class Activities: (I) Class Participation; (II)
Reflection and Personal Exploration Activities; and (III) Final Project
Class participation and attendance (30 points). I
will note attendance and participation each week in this class. In addition, I
might try something new this semester—a chance for anyone to present an
instructional idea during the first or last 5 or 10 minutes of class time. Let
me know if you are interested.
Task #II. Reflection and Personal Exploration Activity
Options (90 Points--Pick any 3):
Most of the tasks below will be graded for coherence and organization (10
points); originality, insight, impact, and generative learning (10 points); and
completeness and thoroughness (10 points). Two tasks are due September 24 (Week
5 meeting) and the other is due October 15 (Week 8 meeting). Examples of some
of these tasks may be placed at the Bobweb Web site.
I want you to use these tasks as a means to go deep on a topic or issue. I want
you to become a budding expert on some aspect of this course.
Option A. Curriculum Brainstorm
this option, I want you to spend 1-3 hours all alone brainstorming (perhaps in
a closet with a flashlight) all the possible ways you could use critical and
creative thinking and motivational techniques and cooperative learning in your
job setting (page 1). After attending a few classes, you will spend more time
personally ranking these ideas and reconfiguring your original 3-4 lists. For
example, you might sort your ideas into categories or prioritizations that are
useful to you this coming year (page 2). Next, I want you to reflect and jot
down notes on this list and how it changed (page 3—single spaced). On the Bobweb Web site are examples of good curriculum brainstorms
from prior years. I will give feedback on this 3-4-page assignment related to
your creative, originality, and insightful ideas, coherent and complete reflection,
and practical relevance to this class and your future. (This option is HIGHLY RECOMMENDED for practicing or future teachers!)
Option B. Super Thought Paper (30
exploratory thought paper allows you to summarize some of the thinking you have
been doing as a result of this class or book that you have been reading related
to this class. Your super thought piece or book review will be a 2-4 page (single-spaced)
exploration and explanation of a thinking skill, motivational strategy, or cooperative
learning technique or idea that you have been contemplating or reading about. This
is not mindless idea doodling, but, instead, is a way to coherently explore
something that "inspires" you at a deep level. Your paper will be
graded for (1) insightful, creativity, and impact of points made, (2) strong
logic, flow, and coherence, and (3) completeness and depth of thought.
Option C. One Super Summary
Search (30 points)
the Super Summary Search, you might conduct a library search (preferably online)
on a topic within motivation, critical thinking, creative thinking, or
cooperative learning that you find important (this must include at least 10
articles (for doctoral students, at least half of these must be research-based
articles). For instance, you might be interested in cooperative learning in K-12
classrooms; or, more specifically, cooperative learning in environmental
science classrooms. If that is your topic, you would search through the
research and practice literature on this topic (let's say for the past 3-5
years) and then create a personal bibliography on this topic for your later
use. I would like for you to categorize the articles somehow (e.g., according
to research or practice, task, age-groups, domain, time required, etc.). In
addition, I would like for you to write a one paragraph summary for about 3-5
of these articles, wherein you summarize the article and discuss its importance
to the field and to yourself and your colleagues. You will turn in the
following items to me: (1) bibliography of the articles found listed in important
categories/topics and (2) 4-5 brief summary abstracts. I will look for the
following in your work: 1. completeness and depth, 2. impactfulness
of the project as well as insight and relevancy to class and topic selected,
and 3. coherent analysis and categorization. Unless I ask, I do not need copies
of any of the articles you select though you might include the first pages of
Option D. Program or Strategy Review
a method for teaching thinking skills, cooperative learning, or motivation, or a
problem solving program or other heavily researched method (e.g., reciprocal
teaching, cooperative scripts, etc.) and review or synthesize that approach and
its applicability to learners who you currently or someday might teach. What
flaws or limitations are apparent? What are the strengths or potential uses of
the program? You might ask a teacher how he or she would actually use it in the
classroom. You are to turn in a 2-4 page single-spaced review of this program
or approach. These
papers will be graded for (1) relevance, logic, and organization, (2)
completeness and depth, and (3) originality, impact, insight, and practicality.
Option E. Expert or Scholar Review
an instructional approach or thinking program is synonymous with the inventor
or creator of that program. In this option, I want you to review the work of a
scholar in this field. For instance, you might read about person who invented a
popular instructional technique or series of techniques or who authored a
famous book, such as Sir Ken Robinson, Edward De Bono, or David or Roger
Johnson from the Cooperative Learning Center. You might send that person (or
someone who has developed similar programs or strategies) a letter asking for additional
information. For instance, you might want to see what else exists on a topic,
find out how teachers are using a thinking skill program, write to competing
researchers for research reports, or something similar. It is the exploratory,
inquisitive nature of the task that is prized here, not what you actually do. In
addition to orally reporting what you found out, you must turn in a 2-4 page
single-spaced summary of the work of this person. Be sure to include what you
did, why you chose this activity, what you gained from it, any resources
received, and a copy of your letter(s). You might place an appendix in the
paper outlining that person’s life.
Option F. Education 3.0
Philosophy Paper (30 points)
this option, you are to define what the Education 3.0 means to you. Please back
up your claims with 5-10 references. I also want you to describe your teaching
or instructional philosophy. What instructional principles and guidelines do
you view as vital? What does an effective learning environment look like in
light of this class? Stated another way, what have you learned in this class
that has altered or perhaps transformed your philosophy of teaching? Perhaps it
entails an emphasis on flipping the classroom? Or perhaps it is allowing
learners more time for exploration and creativity. Be sure to list at least ten
guiding principles and describe how at least 4 of them would be operationalized. Be sure to
turn in a 2-4 page single-spaced paper. These educational philosophy papers will
be graded for (1) logic, relevance, and organization, (2) completeness and
depth, and (3) originality, impact, insight, and practicality.
Option G. Book or Special Journal Issue Review (30 points)
Review a book or
special issue of a journal related to this class (including one of the books you
decide to read). It can be a book or special issue that is practical,
research-oriented, or theoretical. What are the key points or findings of the
book or issue? What are the strengths and weaknesses? What are future trends? How
will you apply some of the ideas from this book? You might decide to compare
and contrast two books. An option of this would be to write a rebuttal to an
existing review or critique as if you were the author. You should turn in a 2-4
page single-spaced review. These papers will be graded for (1) logic,
relevance, organization, (2) completeness/depth, and (3) originality, impact,
insight, and practicality. If you do a book review and post
a piece of it to Amazon and share the link with me, you can gain 2 bonus
Option H. Research Dig (30 points)
Unlike the Super
Summary Search which also includes practical articles, in this option, you are
to canvass the research literature on a topic related to this class. Perhaps
this will lead to a dissertation, master’s theses, or research project. You
must find at least 15 articles on a topic and read at least half of them. In
your paper, you should describe how you found your articles and essentially
describe the state of the research? What are the general findings? What are the
strengths and weaknesses or limitations? Where are the open issues, questions,
or gaps on this topic and how might you research this area? What are future
trends? Also, how will you apply some of the ideas from this work? You should
turn in a 2-4 page single-spaced review. This will be evaluated for 1. Logic, relevance, and coherence, 2. completeness/depth,
and 3. originality, impact, insight, and practicality.
Option I. Job Application Paper (30 Points)
Here, you are to
write a 3 page single-spaced paper where you evaluate one or more perspectives,
strategies, or approaches from the perspective of an educational setting,
issue, or problem of importance to you (preferably your current or past job). For
example, the paper might be titled, “My life as a cooperative learning teacher
in a competitive classroom.” Like all good papers, it
should have a descriptive title, some kind of thesis statement, and a
conclusion. Since this is not a library research paper, you do not
necessarily need to use any references resources other than the text and class
discussion. These papers will be graded for (1) demonstration of understanding
of the idea, strategy, or approach; (2) relevant application of it to some educational
setting or context and impact and insights; (3) coherence and organization of
Option J. Case Situations or Problems (30 Points)
Write 3 case
situations or vignettes related to your current or most recent job setting
(each will be about one page long single spaced). In these cases, you will
point out the situation or problem in 1-2 paragraphs as well as the key
questions or issues. Next you will detail the concepts that relate to this
class. Finally, you will provide a resolution based on your readings in this
class. If anyone shares their cases with co-workers or peers and gets feedback
on them, you will get 2 bonus points provided you attach this to your work. Your
paper will be graded for (1) sound solution and overall demonstration of
understanding of idea, strategy, perspective, or approach; (2) case richness/detail;
(3) coherence and organization of the paper.
Option K. Bobweb or Other Similar
Website Link Review (30 points)
Let’s use the
Web site for the course! Here, you will explore, review, and critique the
resources and key modules from the course Website, the Bobweb,
or a similar site. You might explore each area to some degree--creative
thinking, critical thinking, cooperative learning, and motivation--or go in
depth on one area. In your 2-4 page single spaced paper, you are to point out
the intended audience of the resource, the quality, depth, and currency of the resources,
and the overall strengths and limitations. How might you suggest the site be
improved? How might it be used in this particular class and in your own classes?
How do the respective Web sites link together? What was especially intriguing
or impressive about this Web site? Your review will be evaluated for coherence
and relevance, completeness/depth, and originality, impact, and insight. You
might send your review to the Web site designers for their feedback.
Task #III. Final Project Options (Pick one):
Master’s students I recommend Option A below and doc
students I recommend Options B, C, or D.
Option A. Presentation/Description of Curriculum Unit or Idea
(60 points: this can be team taught)
For master’s students,
the key class assignment here is the development of a curriculum idea or unit
on critical or creative thinking, motivation, or cooperative learning for a
content area that you teach or would like to teach someday. Here, I want you to
specify the materials to be learned/studied, targeted age group, learning
objectives, instructional plan, time length, method(s) used and procedures, and
anticipated assessment procedures (about 4-5 single spaced pages total). Note
that the topic of this unit or lesson is up to you. I would ask that you
present your curriculum ideas to the class with at least one class handout so
that we all benefit from your efforts; the normal time allotment is 9-10
minutes for individuals and 15-18 minutes for teams. During your presentation,
you can be as creative as you want to be.
for your curriculum unit presentation and paper include:
of the presentation (flow, length, practiced).
stimulation (active engagement).
of materials (clear, practical, handy, relevant, informative, handout(s)
of the topic (expertise, good ideas, insights).
of plans and curriculum impact (goals clear, important, appropriate, significant,
(digging deep, extensive depth displayed here, work-work-work-work,
presenters are provided with immediate feedback from other students as well as
from me. I have collected tons of examples from previous years to share with
you--see Bobweb Web site for some of these previous units.
For many students, this assignment is typically the highlight of the course!
Option B. Research Proposal on Instructional Strategies
might focus more on research ideas and select Option B. For instance, you might
conduct a pilot test of an instructional approach. Alternatively, you might
observe and code the teaching techniques used by one instructor or a series of
instructors. Or, you might observe a student “think aloud” as he uses a
learning strategy or technique. Instead of that, you might perform action
research in a course that you are teaching. For instance, you might try out a
cooperative learning, or, more specifically, a cooperative reading technique
like reciprocal teaching or cooperative scripts. Please turn in a maximum of 10
single-spaced pages, exclusive of references, appendices, chats, and tables.
I. Title Page (Name, affiliation, topic
Review of the Literature
1. Intro to Topic/Problem (purpose,
history, importance) (1 page)
2. Review of Literature (contrast
relevant literature on the topic) (2-3 pages)
3. Statement of Hypotheses/Research
Q's (what do you expect to occur) (1 page)
III. Method Section (2-3 pages)
1. Subjects and design (i.e.,
sample, who and how assigned to groups)
2. Materials/setting (i.e.,
hardware, software, text, models, figures)
3. Dependent measures/instruments
4. Procedure (i.e., training)
5. Other (i.e., coding, other
6. Experimental analyses or
Results and Discussion (OPTIONAL): 1. Antic/dummied results; 2. Discussion of
V. References (APA style: see instructor for
Appendices (pictures, figures, graphs, instruments, charts, models, coding
Option C. Grant Proposal
Perhaps you are
working for a center that needs grant money. Here is a chance to help out. After
thoroughly reading a topic area, draft a proposal for a grant to a government
agency or a foundation. You (and your boss) choose the funding agency, title,
and monies needed. Include the purpose and goals, timeline for the project,
ramifications or implications, budget, and other items required in the grant. An extensive literature review with associated research
questions should ground your proposal, while the names and addresses of 3
reviewers and your resume should end your proposal. Please turn in a
maximum of 10 single-spaced pages, exclusive of references, appendices, chats,
Option D. Center Creation Proposal
Write a proposal
to create a teaching and learning center with a focus in an area wherein you
are interested. This proposal can either be internal (i.e., written to a
university, school district, or corporate training department) or external
(i.e., written to a government agency or foundation). Include a rationale and
purpose for center in your proposal as well as goals or targeted plans, a
timeline, a budget, stakeholders, key players (make up names and bios if you
want), space needed, resource needs, etc.). Please turn in a maximum of 10 single-spaced
pages, exclusive of references, appendices, chats, and tables. Be specific,
practical, unique, and inspiring in your design. A general overview will not suffice. Be creative!
Grading Scale from Options B, C, or D (Note 1 (low) to 10 (high) for
each of the following criteria):
Review of the Problem, Issue, and Literature (interesting, relevant, current,
Relevancy (linked to content of the course, connections to course, fulfills
Implications/Future Directions (important, generalizability, options available,
4. Overall Richness of Ideas
(richness of information, elaboration, originality, uniqueness)
5. Overall Coherence (clarity,
unity, organization, logical sequence, synthesis, style)
6. Overall Completeness (adequate
info presented, fulfills task, no gaps/holes, precise, valid pts)
Option E. Other: Student Determined Equivalent
Note: The course
Website, the Bobweb, was created in 1996 by Dr. Jamie
Kirkley and later updated by Noriko Hara (now SLIS professor), Dr. Gayle Dow,
Doug Moore, and Michael Bennett. You might update it or create an interactive
online glossary, summary video, or some other useful product. When done, you
are to write a 2-3 page single spaced reflection paper on about your project
and what you learned from it. Depending on the scope of the project, two people
might work together here.