LEARNING ANALYSIS for Feminist Reconceptualizations: Portal Course This is a synthetic reflection on the course and your place

in it. EVERYONE’S DUE 13 December 2011: learning analysis/6-8 pgs printed out! Draft it 3 times! Credit given only after presentation in class. Make plans to be in class, no matter what. Turn everything in on the very last day of class. SUMMARY OF GRADED MATERIALS: everything must have been turned in by last day • logbooks, learning analysis & presentation: 1/3 grade • paper, handout, presentation and workshoping: 1/3 grade • poster, digital photo, presentation and workshoping: 1/3 grade The learning analysis gives you an opportunity to talk about what the course has meant to you. It includes: (1) your description of the argument or story of the course. Examine the syllabus (course descriptions and requirements, the reading and writing assignments), WWW sites and blog spaces, notes from class, any freewrites, lists and preps for class, imagining this information as elements in an argument about the dynamic movements and changes within women’s studies. How have we put together our understandings of how thinking and action interconnect? What are epistemological projects and why do they matter? How do problematization and critique function? What is the argument of the course? What are the parts of this argument, and how do they connect together? You will be trying to imagine how the course was constructed, and why it was put together in this particular way. Pay special attention to titles for days in the Assignments and Activities outline. Imagine them as titles in a Table of Contents to parts of a book and try to understand the argument of the "book" of the course. (2) put yourself into this story. What have we created together, researching and writing and visualizing? By using and analyzing social media and how feminist projects move around transnationally? How are you a part of the argument of the course as you understand it? What was happening with you at different points in the unfolding and building of this argument? What kind of knowledge did you make yourself in your analysis of readings, in your presentations, in your responses to others' work, in your investigations on the Web and using our class website, and how do the insights you developed connect? Use the lists you did for class and your class notes to remember your thoughts, questions, ideas. How did these change? What changed them? What were your contributions to the class? What effects did you have on the course, on your partners? How did your responses to other people's work include you in the argument of the class? What worked for you? What didn't work for you? Be sure to account for your absences from class, and talk about what you did to keep up and how you know that you got the stuff you missed. (3) discuss 4 readings (whole books as well as chapters) and 1 or 2 web sites from the course connecting you to the class. Choose readings which meant a lot to you, and web sites of substance that helped you think and connect. Demonstrate that you've kept up with the reading by showing how widely you've read in the course materials. How do these readings connect to the argument of the class? How did they affect you? What was meaningful and important about them? What did you learn from them? How did they change your relationship to the course, to ideas, issues, politics, feelings? You can talk about how your life was connected to these ideas and feelings. You can suggest relationships with other readings, other courses, other experiences. This is an exercise in synthesizing--putting things together in new relationships, making a whole shape. It requires imagination. Have fun with it. Good luck!

Sign up to vote on this title
UsefulNot useful

Master Your Semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master Your Semester with a Special Offer from Scribd & The New York Times

Cancel anytime.