class: center, middle, inverse, title-slide # Dirty Wars ## Week 0: Soft Launch ### Jack McDonald --- class: inverse # Outline - Course Design - Assessments, Projects & Skills - Tools - Practicing With Teams ??? 1. Welcome to the course 2. This gives a brief outline of the course 3. Here we'll discuss onboarding 4. Then we'll discuss the learning structure of the course 5. Following from this, you'll be able to move to the lecture series material, and the group projects/assessment material --- class: inverse # Part 1: Course Design ??? --- # The Central Problems of Online Teaching .left-33[ Synchronous communication Feedback Planning Active learning Peer learning ] .right-33[ ![Image of diagrams of teaching](img/2020/teaching.jpg) ] ??? --- # Learning and Teaching Effective Learning: - Retrieval practice - _Spaced_ retrieval practice - Interleaving problem types Activities: - Reflection (Returning to ideas) - Elaboration (Making connections between ideas) - Generation (Attempting to solve problems prior to be showing answer) - Calibration (Aligning self-judgement of ability with objective feedback) - Mneumonic devices (Creating mental structures to aid memory) Brown, Roediger III, and McDaniel, _Make It Stick: The Science of Successful Learning_ ??? --- # How Learning Works > - Some kinds of difficulties during learning help to make the learning stronger and better remembered. > - When learning is easy, it is often superficial and soon forgotten. > - Learning isn't hardwired, effortful learning changes the brain. > - You learn better attempting problems, not working towards solutions. > - Excellence requires drive to surpass current level of ability. > - Striving often results in setbacks, setbacks provide information to adjust learning strategies. Brown, Roediger III, and McDaniel, _Make It Stick: The Science of Successful Learning_ Teachers should: - Explain how learning works - Teach students how to study - Create desirable difficulties in the classroom - Be transparent ??? --- # Generations of This Module (1) v1.0 - Started as a one-term module dedicated primarily to instances of state terror in South America, plus some insurgency - Got turned into a two-term module by someone who was a bit too interested in military intelligence and wargames - Taught in 2 hour lecture/seminar format v2.0 (2017-18) - Course content re-written and expanded - Taught in 2 hour format - Added small group discussions - Added some project work v3.0 (2018-19) - Course expanded (2 seminar groups) - Seminars split from lectures to enable future scaling - Lectures turned into 50/50 lecture and small group discussion - Seminars dedicated to theme of course - Added informal discussion at start of lectures ??? --- # Generations of This Module (2) v4.0 (2019-20) - Handbook created - Assessment balance altered (literature search and research essay) - Essence of module in term 1, research lectures incorporating research training in term 2 - Seminars delivered by different academics - Project work re-focused to provide useful resources to students v5.0 (2020-21) - Course expanded (3 seminar groups) - Course to be delivered online - Research Project Workshop introduced - Project work reduced in scale, expanded in numbers ??? --- # Course Design - Problems - Lectures - Independent from seminars - Seminars - Different themes per instructor - Research Projects Workshop - Group projects - Article Critique - Book Reading - Book Digest - Literature Search - Research Design Prototype - Case Study - Assessments - Literature review - Research essay ??? --- class: inverse # Part 2: Skills, Assessments, and Projects ??? 1. asd 2. asd 3. asd 4. asd 5. asd --- # What's The Point? .pull-left[ > Here we will define 'tacit knowledge' as 'knowledge or abilities that can be passed between scientists by personal contact but cannot be, or have not been set out or passed on in formulae, diagrams, or verbal descriptions and instructions for action'. H.M. Collins, _Tacit Knowledge, Trust and the Q of Sapphire_ As I see it, you're here to develop the knowledge and skills you need to tackle the problems that you're interested in. ] .pull-right[ ![Subs](img/2020/subs.jpg) ] Assessments on this course are designed to test your ability to identify research problems, contextualise them in relevant research, and engage with them in a creative manner. ??? HM Collins quote from p.72 https://journals.sagepub.com/doi/pdf/10.1177/030631201031001004 --- # Assessments & Projects The projects are a set of tasks to build up your ability to perform the assessments well. Most projects are group projects so as to enable you to get some experience of a particular task, as well as to engage with peers as they do so as well. Literature review - Reading and critiquing articles - Processing books - Evaluating arguments in books (group) - Performing literature searches (group) Research essay - Designing research projects (group) - Identifying suitable case studies (group) ??? 1. asd 2. asd 3. asd 4. asd 5. asd --- class: inverse # Part 3: Tools ??? 1. asd 2. asd 3. asd 4. asd 5. asd --- # Make Life Easy ![Inbox rules](img/2020/inbox2.png) Keep your inbox from overflowing: - Click settings in Outlook, then search for "inbox rules" - Set up a rule in outlook to filter messages with the title "7SSWM086 20~21 000001 DIRTY WARS" into a new folder - Favourite the folder - Move it up near your inbox ??? --- # Course Handbook .pull-left[ The course handbook basically has everything you need in it: - Outline of the course - All details about teaching - Week-by-week course outline - Guide for group projects - Extended bibliography and reading guide - Guidance for assessments ] .pull-right[ ![Easy access website](img/2020/site.png) I maintain a page for the course on my website for ease of access so that you can access all course material without logging into KEATS ] Link here: [https://www.jackmcdonald.org/teaching/dw20/](https://www.jackmcdonald.org/teaching/dw20/) ??? 1. asd 2. asd 3. asd 4. asd 5. asd --- # Lectures, Seminars, MS Teams 1. Taped lectures, active learning in physical lectures/seminars 2. Taped lectures, active learning in lectures/seminars via MS Teams with spontaneous breakout groups 3. Taped lectures, active learning in lectures/seminars via MS Teams with pre-planned breakout groups 4. Taped lectures, Q&A in lectures/seminars via MS Teams, active learning on KEATS Discussion Forum Level 1 is off the cards due to the pandemic. We are at level 3. If MS Teams becomes stable, we can move to level 2. Since MS Teams isn't stable for breakout groups, everything I have designed is to ensure we don't have to move to level 4. ??? 1. asd 2. asd 3. asd 4. asd 5. asd --- # Making Level 3 Work ![MS Teams Showing Breakout Rooms](img/2020/teams-menu-2.png) ??? --- # Teaching Session Flow Pre-session: Identify your assigned breakout group, identify the padlet link for the teaching session. These will be stuck in the chat for the start of the meeting, but preparedness is best! 1. Arrive (Join via link in lecture or seminar channel) 2. Teaching happens 3. Join meeting in assigned breakout room for pre-determined amount of time 4. Someone in breakout room writes out room feedback on Padlet according to the discussion number and your Breakout Channel letter 5. Return to class at the allotted time for discussion 6. Repeat 3-5! If there is a technical hitch: - Message in chat of main meeting (lecture/seminar) - Message lecturer in chat of MS Teams - Contact someone in the meeting - Email lecturer (I might miss an email during teaching) ??? --- # I'm Confused (Lectures/Seminars) ![Lecture Rooms](img/2020/lectures.png) Click on the channel (lecture/seminar 1/seminar 2/seminar 3) then click on the meeting ??? --- # I'm Confused (Breakout Rooms) ![Breakout Rooms](img/2020/breakouts.png) Either click on the hidden channels to display list of Breakout channels _or_ Type "Breakout A/B/C/etc" into search bar to locate channel ??? --- class: inverse # Practicing With Teams ??? --- # Fail Early, Fail Often We're going to practice joining breakout groups: - Join a breakout group - Decide on who will give feedback - Say hello to each other (5 mins) - Discuss anything you are uncertain about regarding the course delivery (technical stuff), and write it down in Padlet (5 mins) - Return to the main meeting (At the ten minute mark)