Thanks to the COM352 students for contributing a bunch of new pages! I'll be moving these pages into the main area of the wiki soon.

From UMassWiki

[edit] Overview from the Penultimate Class (#13)

It took us several weeks to get to the storming stage, and then we expected that the hard part was done. I know I did, anyway, assuming that students would realize the value of getting down to business so we could generate something worthwhile: a product others can enjoy and learnings that will serve us well. Instead, there was a group-wide slacking off (I include myself). First there was spring break (what a great class session we had the first day back!), and then we missed another class due to a state holiday (Massachusetts patriots need more than the 4th of July), which gave us another two week gap with no class. Critiques during class in Week 13 involved doing more "then" - as if, by some magic, we were supposed to know what/how to do things differently at the very time that most of were choosing to embrace the season (spring!) and whatever other demands/interests appeal or impressed themselves upon us then instead of focusing upon the class. Such choices can never be un-done; we have only to make new (additional, other/different, or the same/similar) decisions under the conditions established by our prior actions.

To be fair, that long build-up to the storm probably set a norm in which everyone felt it was acceptable to simply move at the pace with which we were moving, i.e., slowly. This became a precondition (a dynamic) we had to overcome again before plunging into the actual wikidesign labdays. Or so I gauged: course wikipages materialized quickly, almost all at once except for the trickier topics of the subgroups addressing our actual, still unfolding group dynamics.

At this moment (as I type, reflecting on the discussion of evaluation we had during class three days ago, our on-going work on coming to terms with roles as an aspect or element of our very own identities in a group, and a burst of email correspondence), I am satisfied that we have arrived at a rich and productive intrarelational matrix in our dealings with each other. As I read thoughtful students' reflections on the feedback received concerning others' perceptions of their own actions/behaviors, I am optimistic. Hopefully I am not just projecting the fact of my own continued growth in understanding of myself as a group member onto students, rather, I trust that the extent of my increasing self-awareness is a measure of the possible growth available to each student.

Our sophistication in working together increases. Work is being started early, and consultation being sought.

[edit] evaluationating

What the evaluation team asked about and how you responded: contribution (Day 10).

standard grading (Day 9)

the what and the how (Day 8)

creativity and proposed guts of evaluation (Day 10)

critiquing the storm (Day 6)

terms, words, phrases (Day 9)

Do you know what kinds of decision=making processes you participate in (condone, accept, are satisfied with), and do you understand the functional effect of your role in each decision? Can you map your own frame? (Day 7 & 9)

A record of Steph's viewpoint on the Peer Feedback. (Day 13)