For my digital project for Spanish 101, I have devised 3 categories, based a 4-point system: 4 points (= exceeds the standards), 3 (= meets the standards), 2 (= partially meets the standards), 1 (= does not meet the standards).
1.) Vocabulary: 1-4 points. I will first experiment with usage of 25 vocabulary words or more from the chapters to achieve a 4, 15-24 words for a 3, 10-15 for a 2, under 10 for a 1.
2.) Grammar: 1-4 points. This is very difficult to quantify, given that they are beginning students of Spanish. Let’s say, for the sake of argument, that a 4 means very few grammatical errors, 3 an “acceptable” number of errors, 2 an “unacceptable” number, and 1 way too many.
3.) Project design: 1-4 points. This is perhaps easier, even though there is an “eye test” involved. 4 = well rehearsed, produced, edited. 3 = “acceptable” work, but could be better done. 2 = “unacceptable” work in terms of rehearsal, production, editing. 1 = poor quality, no time taken to rehearse, produce, or edit the video (essentially improvised).
Obviously, this is rough sketch. After a few projects, I will get a better sense of how to assess their projects. I’ll also evaluate if a 3-point system is easier, or perhaps a 5-point system is warranted.
For my dialog projects, I think I have a decent roadmap in place to work with, detailed in my previous post. My concerns and challenges are the following:
1.) Students rushing their dialogs and/or not checking their Spanish. Oftentimes, I see a complete disregard for spelling, verbal conjugations, calqued phrases from English, and vocabulary told to them by Google translator. The fix, I surmise, is to build in reviews as a safeguard to best avoid these issues.
2.) Students giving up on the technology and creating a rebellion in class: i.e. “Can’t we just do this in class? Yeah, we don’t like this either…”
3.) Should this project be on my You Tube site, or should it be on the students’ You Tube sites? There are pros and cons to each. Firsthand experience will likely answer this question.
Bean’s thesis-governed technique for writing has provided me some ideas in preparing a scaffolding plan for my digital humanities assignment for Spanish 101. For my project, I want students to prepare a basic dialog in Spanish, recorded on You Tube with Spanish captions. Here are the steps:
Step 1: Choose a topic. Following Bean’s thinking, here are some ideas to direct your dialog:
School: You want to get together for coffee with a friend. Talk about each’s class schedules and classes, then find a time to meet. When you meet, talk about one of the topics below.
Family: Who are your family members and what are they like?
Clothing and Colors: You want to or are going shopping for clothes at the mall. Pick out some clothing and colors you want to buy.
House and/or rooms: Talk about your house and/or the rooms and furniture in your house.
Step 2: Draft dialog. Use Microsoft Word and set the Language to Spanish to check for spelling. Provide draft to the instructor to check for correct vocabulary, grammar, and spelling.
Step 3: Record and edit video.
Step 4: Upload video to You Tube and edit with captions.