What cognitive styles do you use to interact with technology? PRE-REQ: https://www.oercommons.org/courseware/lesson/87536 LAST UPDATE: Changed title

Reflection assignment about cognitive styles used to interact with technology. Includes reflection questions about relating to the GenderMag personas.

Reflection assignment about cognitive styles used to interact with technology. Includes reflection questions about relating to the SESMag personas.

An example homework that runs students on the personas and how to use them in the GenderMag Walkthrough.

Students mark on the continuum where they think their persona's cognitive styles are likely to fall.

Do you sometimes feel that you do not belong in this program, or some of its courses? The instructors assure you that you do belong! To help combat that sense of imposter syndrome that you might be feeling, let's explore the notion that your cognitive styles of learning are similar to your peers' learning styles.

You may already know that OSU and other universities have studied course materials and technical tools to make improvements that level the playing field amongst you and your peers. Programs such as Cognitive Style Heuristics and GenderMag/InclusiveMag study differences in how people problem-solve while learning new technical skills. The projects' core methods of finding bias bugs in software and materials is to apply personas that represent different sets of cognitive facets.

Explore the Facets and Personas by clicking on the tabs at the top, then analyze which persona fits you best, by taking the Survey.

Your selection data will disappear after refreshing the page, or closing the browser. It will not be saved and collected.

What cognitive styles do we use to interact with technology? The GenderMag Project has identified five cognitive facets we bring to our use of technology.

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

In this unit, students will explore great works of American literature and consider how writers reflect the time period in which they write. They will write two literary analysis papers and also work in groups to research and develop anthologies of excellent American stories.

ACCOMPLISHMENTS

Students read and analyze stories from several 19th-, 20th-, and 21st-century American authors. After researching a time period, they select stories from that period to create an anthology. The readings enhance their understanding of the short story, increase their exposure to well-known American authors, and allow them to examine the influence of social, cultural, and political context.
Students examine elements of short stories and have an opportunity for close reading of several American short stories. During these close readings, they examine the ways that short story writers attempt to explore the greater truths of the American experience through their literature.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

If you were to write a short story about this decade, what issues might you focus on?
What defines a short story? Just length?
To what extent do these stories reflect the era or decade in which they were written?
To what extent are the themes they address universal?

CLASSROOM FILMS

History.com has short videos on the Vietnam War (“Vietnam” and “A Soldier's Story”).

In this lesson, students will think deeply about personas in “The Wife of His Youth.” They'll have an opportunity to reflect in writing about the role personas might play in their own lives.

Students explore naming conventions in digital and non-digital settings then choose and explain specific names and profiles to represent themselves online.