Wednesday, December 11, 2013

Examples of Purple Cow Research Methods Topics

I asked students on the last day if it would be ok to list their purple cow research topics on the public blog so that future students could have a sense of what a purple cow is (a few decided not to, but most were happy to share their dream)...here are a few of them (from fall 2016-2018):

 

2ND CHANCE: Developing a program to connect first time college student convicted of a nonviolent crime (most often drug related) with local businesses who will give them a second chance.

 

ON A MISSION: For youth that have "mission trips" with a religious organization for a week abroad, there is often a let down on the return, no follow-up...this program pairs willing youth with older people in the parish that have house and yard work that they are no longer able to do for themselves.

 

TRUCK'N BIODIESEL: Surveying diesel truck drives showed that they are willing to buy biodiesel for just under the current price of gas, and that gas station owners are willing to sell biodiesel...there just is not a ready supply available, and the purple cow part was to make home made biodiesel from local restaurant vegetable waste to fill this need.

 

NONVIOLENT RESPONSE: For women that have been assaulted, taking self-defense lessons was the initial approach with this project, but soon it became apparent that learning to speak using Rosenberg's nonviolent communication method might be a better long term solution.

 

GREEN WINDOWS: Getting every college student that has access to a sunlit window to grow some veggie using hydroponics...each floor of a dorm could grow something different and then share the produce with each other.

 

MEDIA CONVERGENCE: News usually comes from the top down, but what if there were a way to find out what local people want to hear about, send out a reporter to investigate, and then report this news in the medium of their choice (social media, t.v., radio...).

 

GLITTERING: A little glitter can go a long way...what if we chose to see the glitter in life, the positive, and reinforce this literally by sprinkling glitter (on people, objects, paths...) to remind us to look to the positive.

 

DREAM MUSIC: Original lyrics, original instrumental, all recorded and mixed by the student with the intent to inspire people to reach their dreams.

 

A VOICE FOR THE VOICELESS: A nonprofit that provides legal consultation (from law students and those just beginning their law careers looking for experience) for those that cannot afford it.

 

BACK TO NATURE: Want to cut down on the protein (meat) part of the grocery bill--how about visiting a hunt/fish site that lists all the rules/egulations, seasons, local places to hunt, plus providing links to sites to teach one how to hunt/fish and the proper equipment.

 

WRIT BY HAND: The simple hand written "thank you card" has become so rare that it is a purple cow...to take the time to hand write a note of sincere appreciation is a rare act of kindness...this student wrote individual thank you notes for each person in the class and distributed them after her presentation.

 

KINGLY LOVE: Asking people if they engage in racist behavior, and then telling them how to change was the beginning of this project; after i suggested reading M. L. Kings work, the project shifted to love, to tolerance, and eventually having students raise their hand and repeat a pledge of love/tolerance, and then signing their name to it.

 

MEANINGFUL WORK: Creating a website to help people discover what they want to do with their life...everything in one place...aptitude tests, skills assessment, career counseling, chat with people in different professions, internship and job opportunities, resource links, all in one place--i still think a discernment process with a retreat component would have been a nice addition (Dr B).

 

UNEXPECTED INSPIRATION: A mobile car detailing business with excel sheet of customers google mapped...the purple part is creating a variety of inspirational messages on one's business card that are left in the car after the service is performed.

 

THE LYM: Combination between a gym and a library; the goal is to enhance the health of body AND mind under the same roof.

 

COLLEGE LIST WEBSITE: Like the traditional "Craig's list" except designed to meet the needs of a specific college community. Instead of driving miles to obtain an item, all one need do is walk across campus to pick it up.

 

ANIMILIA: Farm like home for unwanted pets of all kinds, options for adoption included, pets stay until adopted or die a natural death, run by volunteers that care about animals.

 

SNEEKS & PEEKS: You design your own sneakers and sunglasses, and then they are custom made to fit your feet and face with the marvels of 3D printing.

 

I WAS THERE: Travel to famous park landmarks and prove you "were there" by using an app on your mobile phone device that is activated when you are within 10 feet of the landmark--a specially designed e-badge that matches the theme of the landmark and colors of the park appears on your mobile phone as proof that you "were there."

 

TAKE IT OR LEAVE IT: a weather proof plastic bin with shelves was set up in an apartment complex with a note attached explaining that you can take anything in the bin (for free) and/or leave anything that you want to donate for people in the apartment complex...permission from the management was secured, tenants were notified, and a trial run proved successful.

 

GLOBAL COFFEE HOUSE: a friendly home atmosphere coffee shop with exotic brews from all over the world are available--pictures of the landscape from the places where the coffee is grown, pictures of the farmers and stories of their lives decorate the walls.

 

UGLY PRODUCE: a farmer's market type store that sells produce that is "ugly" (too small, mishapen, etc) at a reduced price--as much as 40% of produce doesn't make it to the market because it doesn't fit the "gold standard", this project saves some of that produce and makes it available at discounted prices (local in season produce only).

 

OUT OF THE CLOSET: a self-disclosure board game to be played with two to five friends covering topics like: family, school, career, and relationships--the unique twist is that the game is played while standing up, players advance by their disclosures.

 

CONNECTIONS: pairing seniors that need help around the house/yard with youth and young adults that volunteer to assist them once a week--both the seniors and the youth are from the same church community.

 

COOL HATS: starting a new fashion line of cute clothes for larger sizes requires an entry point of designing, marketing, and selling cool hats with hand embroidered logos--sold out.

 

MOBILE STU: buy an rv off craig's list, reconvert it into a mobile studio for young musicians, and promote their work with social media (facebook and twitter)--this duo didn't get the rv, but they did record and promote some work of young musicians.

 

EDUCATION FOR REAL LIFE: tired of the disconnect of most college classes, this student designed a syllabus to address real life including how to fill out taxes, healthy nutrition, best exercise, and meditation.

 

HOOK UP ARTISTS: design a website for artists to post their creations and then connect them with employers interested in hiring artists.

 

CENTERS OF CREATIVITY: after school program with "centers" where students can choose to work on art, music, video production, poetry, dance, yoga, mediation...


MULTIPLEX TRAINING FACILITY for major sports that includes everything an athlete would need under one roof: weight training, running speed and technique training, field training for major sports, and sport specific coaching.

TURQUOISE TOUR: Travel the southwest in a vintage RV, finding raw turquoise and silver smithing it into beautiful jewelry that will be sold on the road from the RV.

LU LA ROE: Letting go of dead end job and starting own business by researching client needs and then buying inventory specific to those needs.

ATM: "Addicted to Music" label created and copyrighted, songs created and uploaded to social media, live shows performed for promotion, and vision of the future includes ATM studio and nationwide tour.

NEW WINE: Using surveys to determine what types of wine labels are most appealing, creating sample labels and using focus groups to discuss the labels--gift labels, mad libs, and connect the dot labels were all found to be appealing and increase the likelihood of purchasing wine.

CULTURE VULTURE: Exploring the diversity of places people have traveled with an eye toward learning about other cultures and creating a life worth living. 

TRAVELING VIDEOGRAPHER: He didn't get to travel to exotic places and shoot the kind of footage he wanted to for his big dream, but he was able to shoot a professional looking promo video for the university that rivaled the best I've seen on the university website--his aerial footage, special editing techniques, music, and mesmerizing female voice over made this project a real purple cow. 

FUEGO TACO TRUCK: During a surfing trip last spring break, this student and friend ate the "greatest fish tacos i ever had from a taco truck near the beach front." They dreamed of having their own taco truck some day, and this project prompted the question: Why not find out what it takes to create a taco truck business here in Virginia Beach? So he investigated through ethnographic observation and interviews and web research the possibilities of creating the Fuego Taco Truck business.

THE GIRL THAT DOES IT ALL: An ambitious attempt to "do it all"in the music-entertainment business...writing, singing, acting, radio show hosting, music videos...she couldn't "do it all" in one semester, but she did manage to write and produce a song, wrete a script and stare in a short video about dating violence, and hosted several radio shows...it won't be long before she will have "done it all."

NEWS FROM GHANA: On a trip a few years ago, this student visited her parents native land of Ghana, and she fell in love with the people and wanted to help, but how? Now a determined student, she studies news writing, reporting, broadcasting, radio--anything to get the word out about Ghana. Interviews with experts in news communication were the heart of this story, and video footage from friends in Ghana gave us a taste of what it means to live there.

CLIMBING MOUNT EVEREST FOR DIABETES: What do you do when most of your relatives have diabetes and soon you might too? This student decided to climb mount Everest as a fund raiser for diabetes. She didn't make it to Everest, but she (never having seriously hiked before) investigated what it would take to do a long term hike, took off time from work, and went on two different hikes during the weekends. Next, is the Appalachian trail, and this time with fundraising.

REVITALIIZING PETERSBURG, VIRGINIA WITH RADIO: When your home town is economically depressed, how do you respond? This student decided to revitalize his hometown of Petersburg by becoming a well known radio personality that inspires everyone...a tall order. He began by auditioning to host his own campus radio show and ended up producing three shows in the time span of the project, and being a runner up for a radio show award...good experience that will one day lead him back to Petersburg and his big dream.

HIP HOP JOURNALIST: "To become one of the most well known and connected hip hop journalists in the industry" was this student's dream. He visited NYC three times during the term, held a focus group with upcoming artists in NYC, and did several interviews with those in the industry. I have no doubt he will soon write about his experiences and publish them, first in the campus newspaper and in blogs, then in local magazines, and eventually in larger venues, perhaps his own magazine that will combine hip hop and b-ball--he's on his way toward becoming a well known hip hop journalist.

MY SONG: Produce one song and get it played on the radio. This student had been singing since she was a child--school plays, church choir, football games...and over the years, she had written over 20 song lyrics, but she never was able to produce her own song for others to hear. She spent over 30 hours in the course of four weeks in a sound booth trying to make beats for her song and edit them together with her voice. Ultimately, she did not get the song on the radio, nor did she even finish the song. She did interview local song writers and artists and found out-you can't do it alone, you need to ask for help. When she presented her project to the class at the end of the term, she narrated a story of two friends that ended their life recently, and then sang for us her song titled, "Hold On"--she said humbly, "Maybe my song will help others hold on and have hope so that they won't end their life like my friends did." My face was wet with tears...i was so proud of her. I have no doubt she will make her dream come true. 

POST IT: Posting sticky notes with positive phrases in creative places for friends to read and take encouragement from. This student began their freshman year finding such a note on the ground that said, "You got this!", and this simple phrase became a mantra that carried her through her freshman year. There is power in the little 3 x 3 post it note.

ASSISTASCOUT: Designing a mobile app that brings together student skills and employer needs...all with a tap and sweep of the finger.

DEEP DIALOGUE: Developing multiple methods in a quasi-experimental setting to facilitate empathy and understanding for difficult to talk about topics.

TEACH PEACE: A class syllabus for teaching peace to 6th graders in the public schools complete with topics, activities, and assessment.

BRING YOUR DOG: Designing dog-friendly eating places with a pub like atmosphere for people to bring their dogs, socialize, eat, and relax.

TEA ANYONE? The design, menu, and business consideration for a tea garden (in and out-door) are explored with a special emphasis on herbal teas to heal and balance the body.

HOME: A residential place for homeless individuals to live in a small family context with provisions for food, shelter, skill building, creative arts, socializing, and spirituality focused on health and healing.

SCHOLARSHIP ACCOUNTABILITY: gather students from local universities to compete in team building, select the best teams that will be awarded scholarships that have a group accountability component where students meet weekly during the term. 

INVESTIGATIVE NEWS APP: provide local campus news for students through investigative reporting of sports, weather alerts, crime, college events, public speeches...

ENGAGING THE BRAIN WITH FRIENDS: A series of brain changing activities are introduced in a group of friends that want to journey together. Self-report measures for compliance with activities in addition to cognitive, affective, and behavioral measures are included. 

KINGS AND QUEENS: A unique series of activities for tweens to promote positive self-identity and esteem. AIRFIT: Mobile gym (a retro airstream rv) fitted with a variety of work out equipment and personal training for individuals, groups, and communities. 

MOBILE BARBER SHOP: A barber shop on wheels that caters to college students without transportation. 

FOOD APP: A mobile app that notifies students when leftover food from university events is available  (what, where, and how long available) to address food insecurity issues on campus.

JOY OF HOMEMADE KIMCHI: Several versions of fermented kimchi were prepared and test-tasted on a variety of dimensions in a focus group with the goal of teaching people how to make kimchi and the health benefits of fermented foods.



BROTHER TO BROTHER: Travel the 50 states delivering inspirational presentations to educational organizations promoting the uplift of brothers.



PEACE MUSIC: Creating spiritual music that inspires peace and cuts across different faiths, e.g., songs about coping with inner demons.



SUPER 8--Shooting a super 8 film with nostalgic effects as a student comedy to promote the idea that we're all human.



GREATEST B-BALL COACH--Ethnographic study of footage and live practices of women's basketball to discover the verbal and nonverbal behaviors of coaches that promote and inhibit team performance.



PRO TENNIS--Research the secret methods of professional tennis players that contributed them to being great, and plan a course of action to test out some of these methods in my own life and the life of my teammates.



FEMALE HEROINE--Write an interactive on-line adventure story where the main character is a queer female heroine to provide a positive role-model of queer females in society.



THE REMIX--Begin with an older music video that didn't do well telling a story and remake the video using the same song, but with a story sequence that reaches viewers with an emotional, vivid, and positive message.



PAVING THE WAY FOR FOOTBALL--Interview college players to ask what led to their success in playing football, and provide these tips to high school football players via news story blog, and presentations.


LOCAL WOMEN HEROINS--Inspire young African American women with live presentation of stories of local African American women in business, service, sports, and entertainment industries--plan to take on nation wide tour with each stop focused on local women heroins.


LASS TRUCK--mobile eyelash truck that pops up at festivals and events to "do eyelashes" while providing a positive environment for women with music, poster, and positivity cards.


MUSICAL MERRY GO ROUND--develop an app that converts one's favorite songs to a new listening experience where it sounds like the music goes round one's head.


SING YOUR HEART OUT--live band for kareoke instead of singing to pre-recorded music...the singer will dress in costume and the event will be like a concert in a club or bar setting.


MOOKS--developing a MOOK for a book where MOOK stands for movie plus book...there are trailers for movies, so why not movie trailers to advertise/promote books (the ones that do exist are typically animated but not done as a movie trailer).


WHERE ARE YOU GOING?--a workshop for students that want to explore their careers, beginning with personality tests that match a set of careers, a mock job interview for that career, and helping the student line up an internship for said career.

 There were many more project that i wish i had time to include here, but this gives future students a sense of some of the projects complete in this first purple cow research methods class...great variety, great passion, moving toward the truly remarkable.


Saturday, December 7, 2013

Endings and Learnings...New Beginnings?

Now that the grades for the final projects, presentations, and journals are in, i have a chance to reflect/meditate on the semester's purple cow research method's experience, resulting in the following LEARNINGS for Dr B:

 

1) Letting students pursue their purple cow dreams is the best way to motivate and engage students in research methods.

 

when students realize that they NEED certain methods to solve some of the challenges that they face in pursuing their purple cow dream, learning the methods make sense.

i wish we had more time to learn further details about the methods, maybe breaking people into groups based on their method and letting them explore/share would be beneficial?


2) Serendipitous/synchronistic moments cannot be planned for, but they often turn out to be one of the most important things that students report learning.


often when reality hits student's ideals/plans, there is a "disconnect" and the accompanying emotions of frustration and anger are quick to surface for many of them--the students who can reframe their set-back, regroup, come up with another plan, and try again...these students often end up being the success stories, learning vital things they could not anticipate at the start of the game.

3) Most people rate themselves fairly close to my approximation of their efforts/work in the self-evaluation of their own work, but some do not, and of this later group, there appears to be two types: ones with an exaggerated view of the worth of their work (i remind them that no one's work is perfect), and ones with a humble opinion of their work (i remind them that their work may be worth more than they might think).


in general, i dislike evaluating student's work for a letter grade. i don't mind providing critical feedback, followed by an opportunity for improvement, then providing more feedback, adjusting again...this cycle is beneficial and students seem to thrive in their learning...

but when the grade is at the end, and there is no chance to change anything...for every critical comment i write, i wonder, why am i staying up late/getting up early at the end of the term to do all this? students will not have another opportunity to "fix" the issue because we're going into finals week...yes, they can learn for next time, but for most of them, there won't be a next time for this project.

i hope that some of them will continue to carry on their dream...for most students they could only work on "a piece of their dream" given the constraints of time during the semester, but for many i fear that this is the end of the road. i can only hope that parts of their experience will translate into helping them in their life.


only the student truly knows how much they learned (i can only glimpse this through their journal writings, their presentation and responses to questions, and through the work that they produce) and how much time/energy they put into the work...i'm not completely satisfied with the data based self-evaluations that i have set up for the students, but overall, it's the best system i've come up with to date...what did you say you were going to do (the plan), what did you do week by week (evidence), and did you fully, partially, or not complete the tasks you assigned to yourself.

perhaps there are other alternatives to grades?  perhaps credit/no credit would help refocus the motivation for learning from extrinsic to intrinsic?  perhaps some version of peer evaluation groups, or outside evaluation from expert sources that are familiar with the topic area--kind of like external reviewers? other ideas...? 

 

4) the proposal is an helpful way to provide feedback on the student's plans for their purple cow dream, but i need to build in another checkpoint after the initial proposal feedback.



most students revised their original ideas in line with the feedback i provided on the proposal. some students deleted things in their revision that i wish they would have retained, some added things that i wish i could have given them more advice about (e.g., survey, focus group, website), some simply did something different that i wish i could have provided some counsel before they did it...next time, i will have them turn in a revised proposal before they begin their actual work...


5) the affective learning for many students is not quantifiable in any numerical sense, but through the journals, i get a sense of the affective dimension of their learning experience which is often a profound one.


for some of the students, their positive emotions, connected with researching their purple cow dream, is nothing short of remarkable...the feelings of satisfaction, pride, gratitude, transformation, happiness, and excitement are almost palpable as i read them--i feel a great deal of satisfaction when i read such emotions, knowing that in some way, i helped provide the context for them to experience those positive emotions in a research context.



6) i wish i had more time to talk about the role of presenting evidence in writing and presenting research results...


how to do an ethnography, interview, focus group, survey, experiment are things we touched on in class, but we didn't have enough time for discussing how to write up the results for the different methods, especially how to make probability based claims and then display evidence to support the claim.

7) part of me thinks this is just too much to do in one semester...so easy to go back to the old ways...


you know the drill...take attendance, lecture, put them in groups for projects, multiple choice tests, grade on the curve rather than individually..

student feedback this week will be the deciding factor in whether i continue the purple cow research methods approach for this class in the future or return to the old ways...

Classes are over, student feedback is in...following are some of the themes:


Things students would like to KEEP:

meditation
purple cow orientation
ted.com talks
back of the napkin
sharing dreams in groups and getting feedback
1 to 1 feedback sessions with the professor

Things students would like to CHANGE:
 
give more examples of purple cows in the beginning
(good idea, i will post them on this blog)
meet in the middle of the 4 weeks off to work on project for accountability
(i was here and people could sign up for "coaching sessions" but few did--sounds like people are asking me to make it mandatory to check in? if we do this in small groups, maybe we can all learn?)
mandatory weekly journal posts to a class blog
(students could have this option to keep their journal on a class blog but i don't want to make it "mandatory")
review the traditional methods throughout
(good idea, maybe i can make it into a game?)

FINAL NOTE ON THE PURPLE COW PENCIL

I wanted to give students a parting gift...a purple pencil to symbolize the "purple cow ideology", but after visiting 4 stores and not finding any purple pencils, i spied a roll of purple tape on the bottom shelf at Office Max...my imagination kicked in and soon i was rolling purple tape to the upper 2 inches of 70 some regular pencils and writing the names of each student on the purple tape in indelible ink. 

The CHALLENGE was to continue meditating on their purple cow dream, and after each meditation, to journal about their insights using the purple cow pencil.  As they meditate, journal, and "do the work", the pencil sharpens and the lead gets closer to the purple tape.  When the lead meets the purple tape, they hopefully will have accomplished their purple cow dream...if not, they mail me the stubby pencil with an update on their dream, and i promised to mail them a new purple cow pencil so they can keep meditating/journaling/working...this iteration of sending in pencils to get new ones can continue until they've reached their purple cow dream. 

My last class spontaneously started clapping after i presented them with the purple cow challenge--for me, this was the highlight of the semester, an affirmation of the vision i started with: a purple cow research method's dream.
 


 

Tuesday, October 15, 2013

Short Animation of Purple Cow Dream Research Project

Here's the link to the talking elephant and giraffe 

to get a sense of what a purple cow research project is:

purple cow research

update 12/2016--this link no longer works because i wouldn't pay the subscription after my "free trial." Beware of free trials, you may loose whatever work you have created unless you're willing to pay!

The video narrates a conversation between two animal figures, a small elephant with an English accent who is looking for his purple cow project, asking a giraffe for confirmation. The seductive female sounding giraffe tells him that his purple cow dream of making a time machine is too unrealistic, and that it shouldn't be mundane either, but the purple cow dream sits between the two extremes, and is something truly remarkable, like seeing a purple cow in a field. So elephant boy counters with another purple cow dream, "So if i was to investigate how animals nonviolently respond to conflict would that be a purple cow dream?" Giraffe girl says, "If by nonviolent communication you mean making non-judgmental observations, identifying feelings and needs, and making concrete requests to meet those needs the way Marshall Rosenberg teaches, then yeah, that sounds more like a purple cow dream." Elephant boy says, "Far out...i'm going to meditate more on my purple cow dream." Giraffe girl responds, "I'll join you in your meditation." scene ends.

Monday, October 14, 2013

Lesson Plan 7: Criteira for Evaluating the Purple Cow Final Project, Presentation, and Journals

In this lesson, the criteria for evaluating the final project, presentation, and journals are provided and sent to students via course e-mail. Below is a copy of the WORD document that i posted on our course blackboard page which they can edit as needed for the table part in the first section.



Comm 302 Introduction to Purple Cow Communication Research Methods Fall 2013
Name__________________________________________________________

*Print out a hard copy of the two page cover sheets and staple to the top of your package*

____Completed Project (35% of overall grade)

Provide an OVERVIEW of your accomplishments during the 4 weeks of working on your purple cow dream by filling out the table below:
                                                                                                                                                                                                                                                          Circle the letter below that best
                                                                                                                                                                                                                                        applies to each of the activities
Week
                                                     Activities

*fill in activities for each of the 4 weeks--be specific—add more letters if needed*



Completed

Partially
Complete


Incomplete
1
a.
b.
c.
etc. (add more if needed)

a.
b.
c.
a.
b.
c.
a.
b.
c.
2
a.
b.
c.

a.
b.
c.
a.
b.
c.
a.
b.
c.
3
a.
b.
c.

a.
b.
c.
a.
b.
c.
a.
b.
c.
4
a.
b.
c.

a.
b.
c.
a.
b.
c.
a.
b.
c.


 Use the following three headings in RED CAPS to organize the remainder of the project (begin each of these on a separate page):

1) FLOW CHART: Include a copy of the original 4 week flow chart for your proposal (the one with my comments--this is the first item after your cover pages—also, attach a copy of any revisions you made to the 4 week flow chart--this may or may not apply to a particular project).

2) EVIDENCE: In addition to the table on the previous page, provide detailed EVIDENCE of your accomplishments during the 4 weeks—typed, double spaced, 12 pitch font, one inch margins:

For all individuals this evidence will take the form of a STORY of what you accomplished, organized week by week, with separate paragraphs for each week (label each week as a separate sub-heading).

In addition, individuals may have a product, service, pictures, web pages, interview notes, data from surveys, flyers, brochures, field notes, video, audio files, etc. that they may want to include as evidence in an appendix(es)--each appendix should have a separate heading labeled at the top of a new page (appendixes may include: copy of a survey, data in an excel spreadsheet, hardcopies of website pages and  hyperlink to website, hardcopies of a blog and hyperlink to the blog, audio files on cd plus hyperlink to files, video link, etc.).
             
             3)EVALUATION: Evaluate your work for the four weeks based on WHAT YOU 
           PROPOSED AND WHAT YOU ACCOMPLISHED.
                
               *Include a LETTER GRADE plus a one-half to one-page typed EXPLANATION*

____Oral Presentation (15%):

Picture (webpage or power point ok but not required…a poster board could work just as well) and 
Description of:

What you proposed to do and what you accomplished during the 4 weeks.
            
          Other factors:

Extemporaneous Delivery, 
On Time (total 5-7 minutes includes set-up & question/answer period), 
Clarity of Language, and 
Creativity (something purple cowish to make the presentation memorable—this counts as a significant part of the oral presentation grade)

___Journals (15% = average of 3 items below)-
     you rate these with 3 numbers—I’ll check

___(0-10) Quantity: 5 entries of what you learned AND how you felt about what you learned 
                 and why (roughly 1/2 learnings and 1/2 feelings)

Note: this is *not* a detailed account of what you accomplished during your 4 weeks…that belongs in the story part of the evaluation section—the journal is about what you *learned based on what you did*.

___(0-10) Quality: Import, Significance, and Personal Meaning of what you learned…this should   
                 be evident from what you wrote in the journal, i.e,. use phrases like: this was 
                 important because…, or significant because…, or meaningful because…etc.

___(0-10) List the 3 most important things learned:

                 Grade letter C is for "informational" learning
                 Grade letter B is for a learning that reads like "knowledge"
                 Grade letter A is for a learning that reads like "wisdom")

                 Write one sentence for each learning, and explain WHY each of the learnings are i
                 important to you (three paragraphs total: one paragraph for each of the three 
                 learnings).
 

Lesson Plan 6: Feedback and Coaching Sessions for the Purple Cow Dream

Feedback Sessions

In this lesson, i use office hours and class time to provide individual feedback on the written purple cow proposals, emphasizing two questions:

1) What about your project is a genuine purple cow?

and

2) Are the specific activities proposed within the 4 week flow chart behaviorally specific enough that you could provide evidence of completing these activities at the end of the 4 weeks.

Coaching Sessions

After the individual feedback, students will begin working on the piece of their purple cow dream for 4 weeks.

I will be available to consult with them during regularly scheduled class time via signing up for a "coaching session" on the course wiki which list dates and times to meet.

Students are asked to type in their name and what they would like to discuss. This later feature of "what to discuss" is potentially important for clustering students under common areas of interest. For example, if three students need assistance in creating their surveys, i could do a mini-lecture on "survey construction" for all three of the students at the same time. Or, if students have individual issues to discuss, i can meet with them one-on-one.

 

Monday, September 23, 2013

Lesson Plan 5: Preparing for Assessemnt of the Purple Cow: DO THE WORK

Go over criteria for:

1) written purple cow proposal,

2) presentation, and

3) journal

See below...remainder of class, assist, coach, motivate...



Comm 302 Introduction to Purple Cow Communication Research Methods Fall 2013
Name__________________________________________________________

____Written Proposal (20%) 

Include the following headings in this order—typed, double spaced, staple (no 
folders/binders):
             
        What is your purple cow dream in 1-3 pages?—use the following sub-headings:

                        Title (something creative)

                        Motivation (why do you want to do this?)

                        Big Dream (context)

Piece of the Dream (what you’re focusing on for 4 weeks in this class)

                        Genuine purple cow (how so?)

            How will you accomplish the piece of the purple cow dream proposed in 4 weeks—1-3 pages?

                        Detailed flow chart with each of 4 weeks labeled and concrete/specific activities listed

            Attachments (sub headings labeled and in this order)—1 page each—3 pages total

                        Pic: Picture of purple cow dream that fits on the back of a napkin

Lit Rev: 1 page “Literature Review” of most important things learned and sources in APA style

Method: List & describe how to use one research method to obtain information about your target audience (innovators/early adopters) to create persuasive message…include best 3 of 10 questions


____Oral Presentation (changed from 10 to 5%):

Picture and Description of:

What is your purple cow dream? (1 minute)

How do you plan to do it? (1 minute)

            Other factors:

Delivery, Time, Clarity, Creativity

Responses to questions from class/professor (2 mins)


___Journals (10% = average of 3 items below)-you rate these with 3 numbers—I’ll check

___(0-10) Quantity: 5 entries of what you learned and how you felt about what you learned

___(0-10) Quality: Import, Significance, and Personal Meaning of what you learned

___(0-10) List 3 most important things learned and WHY on separate page at the end      
  
THE BIG CHALLENGE: 

DO THE WORK   


Work straight through the written proposal, presentation, and journal assignment without stopping until you are finished (with this first draft).

Images to motivate you to DO THE WORK:

1) This is an in class examination on your ability to demonstrate what you have learned up to this point...do the work--you have till the end of class to complete the written dream proposal, the outline of your presentation, and the 3 most important things you learned from the journal writings and why...then, at the end of the class period, you must turn in whatever work you have completed for a grade.

2)  You paid for this class, you committed to this time period, why not take advantage of it, get the work done now, then you can relax and reward yourself with something special later...do the work now, play later...keep your priorities straight.

3) The devil (zombie, dragon, or...) is chasing you, breathing down your neck, poking you in the rear with a pitchfork...as long as you're doing the work, you can stay out of its reach, but once you give up, once you stop working, you experience the tip of the pitchfork, the bite of the zombie, the fire of the dragon...there is some consolation here: once you get to the finish line (the first draft is complete), the entity leaves you alone for awhile--till the next assignment.

4) You have inner resources within yourself that you may not even know about, or are only dimly aware of...these inner resources will come to assist you in times of need...believe in yourself, believe in your potential, believe that there are these underground resources that will come to your aid...some people think of these resources as: the muse, angels, spirits, deeper parts of your personality, your "higher self", ancestors, "God"etc...let these inner resources help you do the work.

NOTE:

You can probably think of other ways to motivate yourself to "do the work," but whatever the motivation, you need to:

DO THE WORK...get something done (no matter how flawed, imperfect, or rough)...there will be time to reflect and fill in the gaps later, the important thing right now is to work all the way through till you're finished with the first draft.

            You will be tempted to stop working, you will discover things inside you that want to SABOTAGE your success...RESISTANCE will strike you from every corner, creating every imaginable EXCUSE to prevent you from getting the work done...hungry, thirsty, tired, need to study for another test, need to answer an important text message, need to sleep, need to meet someone...fight these with the all the strength you can muster--bulldog tenacity, fierceness of a lion(ess), Spartan warrior, fire of the spirit...use whatever image you need to help you persist and DO THE WORK.

 For more encouragement/motivation along these lines, see  Steven Pressfield's book: Do the Work! (most of the above ideas are directly form his book, or inspired by his book).

A LOOK AHEAD:

Share proposal idea in groups of classmates that have similar dreams--get feedback.

Work straight through the rough draft in class today.

Reflect and fill in the gaps for your proposal, polish as needed. 

Print and staple the "criteria for assessment" (on bb under "assignments")  to the top of your proposal and journal writings.

Next class, turn in your package *before* you present your proposal to the class--you only have 2 mins to present your picture and purple cow dream proposal (what and how)...think of it as your "elevator talk"--and only 2 mins of q/a from the class.

After the presentations, i will post an on-line schedule of 5 minute "feedback" sessions for the following class in which i will return your proposal, presentation evaluation, and journal assessment...ck under "assignments" on bb for the feedback sessions.

The following 4 weeks i w..ill hold in class "coaching" sessions for those that need assistance with their projects--if several students need assistance with a similar topic, i may give mini-lectures, otherwise this will probably be take the form of individual meetings--i will have a sign up sheet for this available as a wiki entitled "sign ups for coaching sessions"..record your name and what specific topic you would like to discuss...we will meet in the classroom during our regularly scheduled time...if no one is signed up for a stretch of time, i may relocate to my office (bal 3018) and will be available there on a "drop in" basis.

After the 4 weeks of work, you will turn in and present the results of your purple cow dream to the class--we will have 2 class periods for this, and i will have a sign up sheet (i anticipate 8 min presentations) for this posted on bb under assignments...at this time you will also turn in your second round of journal entries. I'll create another cover sheet listing the criteria for assessment and post it on blackboard at least 2 weeks before the due date. 

I also will change the schedule a bit to accomodate for a full 4 weeks worth of work before the presentations...i'll post this revised schedule on bb as the "new course syllabus" in the next week.