Theology

Submitted by Pascal Martinolli on November 8th, 2019
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Short Description: 

An open access MOOC in French to bonify the information literacy skills of university students (with Moodle).

Learning Outcomes: 

Students will know how to identify references in a bibliography, how to define their research subjects (synonyms & thesaurus), how to combine their keywords, which service to use (catalog, database, Google,...), how to assess the credibility of their sources, how to cite and respect copyrights, how to produce a bibliography with Zotero, how to adopt good practices for publishing (publishing process, open access, predators), how to set up alerts on topics, and what are bibliometry and literature review.

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 

Integrated completely or partially into undergraduate and graduate courses. Also used as support to upgrade a specific information literacy skill of a student after a reference interview.

Assessment or Criteria for Success
Assessment Short Description: 
Each module is assessed by a 10 questions test.
Suggested Citation: 
Martinolli, Pascal. "MOOC BoniCI ." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/mooc-bonici.
Submitted by Desirae Zingarelli-Sweet on October 17th, 2019
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Short Description: 

This essay assignment asks students to reflect on their research process, evaluate on their sources, and reflect on social justice implications in reference to Catholic social teaching.

Attachments: 
AttachmentSize
Research Narrative Assignment.docxdisplayed 1087 times26.12 KB
Learning Outcomes: 

Students will: 1) Articulate and reflect on their research strategies and make meaning out of their experiences, 2) Evaluate individual sources and their chosen collection of sources as a whole according to criteria like authority, date, relevance, accuracy, and rationale, 3) Connect research questions and preliminary conclusions to social justice concerns and the Catholic social tradition.

Individual or Group:

Suggested Citation: 
Zingarelli-Sweet, Desirae. "Research Narrative Assignment: Integrating Reflection on Catholic Social Teaching." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/research-narrative-assignment-integrating-reflection-catholic-social-teaching.
Submitted by Pascal Martinolli on July 24th, 2018
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Short Description: 

A scholarly character sheet for self-assessment about information literacy skills - gamification around quantified self, badging and young researcher identity.

Une feuille d'autoévaluation pour suivre les apprentissages en compétences informationnelles acquises sur le moyen ou le long terme. Elle est ludifiée avec des éléments de mesure de soi, de badge et d'identité de jeune chercheur.

Learning Outcomes: 

Self-assessment, measurement of progress & end of course wrap-up.

Individual or Group:

Suggested Citation: 
Martinolli, Pascal. "Scholarly character sheet / Feuille de personnage du jeune chercheur." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/scholarly-character-sheet-feuille-de-personnage-du-jeune-chercheur.
Submitted by Pascal Martinolli on July 24th, 2018
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Short Description: 

Comment envoyer une minorité d'étudiants surmotivés sur des objectifs pédagogiques intégrés et connexes dont le parcours est structuré ?
1) Faire une courte introduction engageante (15min.)
2) Identifier la minorité surmotivée et leur distribuer un parcours.
3) Assurer une supervision mininal avec un suivi distant et ponctuel au besoin.
Avec 2 exemples de parcours: une auto-initiation en 5 niveaux pour contribuer à Wikipédia; et un programme de 12 semaines pour démarrer un blogue sur un sujet de recherche.

How to get the few really motivated students involved? By asking them to fulfil « side-quests » learning activities in a structured itinerary :
1) Present a short but engaging initiation [sur quoi?] (15 min.) ;
2) After identifying the motivated students, give them a formal checklist [pour quoi?];
3) If needed, provide minimum mentoring and follow-up
Here are two examples : 5-steps self-initiation on how to contribute to Wikipedia and 12-weeks program to start a blog on research topic.

Learning Outcomes: 

Contributing to Wikipédia and starting a research blog.

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 
Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Martinolli, Pascal. "Missionner les étudiants surmotivés sur des objectifs connexes / Self-driven side-quests with minimum mentoring." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/missionner-les-%C3%A9tudiants-surmotiv%C3%A9s-sur-des-objectifs-connexes-self-driven-side-quests.
Submitted by Pascal Martinolli on July 24th, 2018
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Short Description: 

Synthèse ludique des ateliers d'évaluation des sources. Peut être utilisé comme récompense : un exemplaire plastifié est offert à l'étudiant qui trouve l'erreur volontairement insérée dans la formation (les autres n'ont que la feuille en papier). Autre utilisation : trouver le document le plus faible parmi vos références, ou parmi les références du syllabus de tel cours.

Gamified summary for the evaluation of sources activity. A laminated copy could be used as award for the first student who discovers the mistake deliberately put in the learning activity; the other participants only get a paper copy of the sheet. Another use : in a list of bibliographic references, find the weakest one.

Attachments: 
AttachmentSize
foutaisometre-french.pdfdisplayed 1741 times278.34 KB
Learning Outcomes: 

Summary of the evaluation of sources activity. Wrap-up.

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 
Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Martinolli, Pascal. "Foutaisomètre / Bullshit-o-meter." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/foutaisom%C3%A8tre-bullshit-o-meter.
Submitted by Pascal Martinolli on July 24th, 2018
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Short Description: 

The purpose of this activity is to inspire students to adopt structured methods when they explore and retrieve information. It is based on lab notebooking methods and on managing and documenting the flow of references in Zotero, a reference management software.

The first principle is based on a tree of collections to manage the references arriving in the Zotero library. Some basic methods are suggested and the students are invited to create their own. The second principle is based on standalone notes to document all the research process through online database, libraries and experts.

Attachments: 
AttachmentSize
Description of the activity (in English)displayed 1783 times587.94 KB
Description de l'activité (en français)displayed 1754 times753.58 KB
Learning Outcomes: 

Adopting structured methods when exploring and retrieving informations;
Managing and documenting the flow of references in Zotero.

Individual or Group:

Suggested Citation: 
Martinolli, Pascal. "ZotLog: Inspiring students to adopt structured methods in Zotero." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/zotlog-inspiring-students-adopt-structured-methods-zotero.
Submitted by Desirae Zingarelli-Sweet on August 9th, 2017
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Short Description: 

This assignment is designed to encourage students in introductory-level religious studies classes to check the assumptions they bring to the subject matter and to develop their critical inquiry skills in this area through close examination of primary text passages. The primary textual sources used may be contemporary or historical, depending on the course context.

The assignment consists of two sequenced exercises:
Part one. In-class writing exercise analyzing an unidentified passage (1-2 pages)
Part two. Reflection and expanded analysis of the identified passage using scholarly sources (3-4 pages)

Document includes student learning objectives, assignment description (for instructors), assignment instructions with checklist (for students), additional questions for reflection or discussion, and example primary source passages for use in the exercises.

Attachments: 
AttachmentSize
Reflective Primary Source Assignment for Religious Studiesdisplayed 2367 times51.23 KB
Learning Outcomes: 

• Build critical analytical skills for religious studies by using existing knowledge to analyze a primary text, then by incorporating secondary information with closer reading.
• Reflect on the utility, limits, and origins of their first observations and assumptions to cultivate intellectual humility and begin to develop an awareness of their own cultural and religious positionality.
• Find and use secondary/tertiary scholarly sources to contextualize their reading of the primary text, deepen their analysis, and learn to value their use when interpreting primary texts in religious studies.
• Begin to place religious expressions, traditions, dynamics and power structures in the context of historical, cultural, social, political, and/or economic phenomena.

Individual or Group:

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

In-class primary source analysis only (Part I): great for library instruction sessions

Suggested Citation: 
Zingarelli-Sweet, Desirae. "Checking Our Baggage: Reflective Primary Text Analysis for Religious Studies." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/checking-our-baggage-reflective-primary-text-analysis-religious-studies.

Teaching Resource

The Information Literacy Assignment Bank is designed to support collaboration between librarians and faculty at College of the Holy Cross by providing a framework and a repository of concrete, but flexible, examples of the ways that information li

Submitted by William (Bill) Badke on August 25th, 2016
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Short Description: 

A two-credit online graduate information literacy course.

Learning Outcomes: 

The student will: A. show an understanding of the complex current world of information resources; B. demonstrate the ability to formulate a strategy for research; C. show skill in identifying a research problem, acquiring a variety of informational resources to address that problem, evaluating those resources, and putting them to effective use; D. demonstrate an appreciation for planned research from topic to completed project.

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 

This is a required graduate level course for Associated Canadian Theological Schools of Trinity Western University. The course was implemented in 1987 and the online version has been operating without interruption since late 1999.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

Textbook: William Badke, Research Strategies: Finding your Way through the Information Fog (iUniverse.com). Other activities located in the assignments on the course website.

Potential Pitfalls and Teaching Tips: 

Online information literacy instruction requires intense involvement with students: Ready availability by e-mail, maximum 24 hour turnaround for queries and assignment grading, and extensive comments on student assignments following a formative rather than summative assessment pattern.

Suggested Citation: 
Badke, William (Bill). "RES 502 - Research Strategies." CORA (Community of Online Research Assignments), 2016. https://projectcora.org/assignment/res-502-research-strategies.
Submitted by Carolyn Caffrey on August 25th, 2016
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Short Description: 

This group activity can be used in a variety of disciplines and contexts. Pass the Problem aims to have students provide feedback to other students on database and keyword selection. By having students critique each other it works to build critical self-reflection during the research process (it's also pretty fun!).

Attachments: 
AttachmentSize
Pass the Problem.docxdisplayed 4277 times24.33 KB
Learning Outcomes: 

Strategically select a database appropriate for their research topics Brainstorm keywords appropriate to a given research topic Evaluate the effectiveness of searching language

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 

This activity was part of a larger class session focused on preparing students for their interdisciplinary research projects. At this point in the semester students did not yet have their own research topics. It also took place outside of a computer classroom where not all students had laptops. Students break up into groups of 3-4 students. You can make as many topics as you want. For a class of 25 I created 4 topic options. Each group receives 5-10 minutes to complete each segment. When the timer is up they switch with a group. No one should receive the paper they start with until the very end. At the end of the activity we come back as a class and discuss how it went and what strategies they might implement in their own research processes. (I first heard about the idea of passing a problem in an interactive way from Sarah Lucchesi and Jenn Sams from Michigan Tech at Lake Superior Libraries Symposium, this is inspired by their idea.)

Potential Pitfalls and Teaching Tips: 

Tips: Activity works well when paired with additional content. You can mix up the questions or add more. Pitfall: Choosing approachable topics with lots of keywords options. It can be hard to have students easily trade papers in classrooms set up with rows, you may need to facilitate the passing.

Suggested Citation: 
Caffrey, Carolyn . "Pass the Problem." CORA (Community of Online Research Assignments), 2016. https://projectcora.org/assignment/pass-problem.

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