rubric

=**RUBRIC**=

Notes 1: Starting Tips


 * Team Worksheet:**


 * Step 1: Select team members to fulfill each of the following roles. Please forward your team roles to Professor R-G in WebCT email. **
 * Project Manager - this is the person responsible for making sure everyone plays his or her part. (S)he coordinates project parts and delgates as necessary. This person will communicate problems or concerns to Professor Ritter-Guth.
 * Communications Specialist - this person will use [|Penzu] to take notes during each meeting. (S)he will forward these notes to team members and to Professor R-G. This person is also responsible to make sure that teams aren't duplicating images, videos, or text samples within the build.
 * Ethics Supervisor - this person is responsible to make sure that all of the materials used in the exhibit follow appropriate ethical and collegiate standards. This person will coordinate resources, and will make sure that all team members cite their work properly (including, but not limited, quotes, images, video, audio).
 * Meeting Manager - this person will coordinate meeting times for the group. (S)he will determine the best locations (in BB, SL, etc) for meeting. (S)he is responsible for setting the agenda and for keeping the meeting on task.
 * In World Liaison - this person will be the point person for in world communication. (S)he will be ask for items, builds, linden dollars, etc. from Professor R-G, Dr. Pasteur, and Daliah Carter.

**
 * Grading Rubric
 * Component || Points Possible || Points Earned ||
 * Group Email with Roles || 10 ||  ||
 * Step 2: Gather and Disseminate Information about the Romantic Period APPROPRIATE TO YOUR TOPIC. **
 * Use high quality resources.
 * Find articles in scholarly journals
 * Learn about music, art, philosophy, religion, and cultural practices of the Romantics as they apply **TO YOUR TOPIC**.
 * Answer these questions and determine how BEST to represent these items in SL. Remember, we need to provide a combination of activities (videos, notecards, etc.). Again, remember to examine these questions from the standpoint of your group topic.
 * Create objects for placement into Second Life. You can create:
 * Notecards with summarized text;
 * URLs to articles, definitions, essays, etc.
 * URLs to online videos
 * Wording for "chat" scripts (objects that talk when touched, walked on, etc.)
 * Jpeg or TGA images.
 * Documentation as appropriate to role.

1. Where did Hawthorne get the idea to write Blithedale Romance?

2. What political, social, or economic issues need to be understood in order to appreciate TBR?

3. Are there historical or literary figures that need to be introduced in order to understand and appreciate TBR? Who are they?

4. What does the visitor need to know about Transcendentalism in order to appreciate TBR?

5. What was life like at the time of TBR? What does the visitor need to understand about lifestyle?

Grading Rubric || Points Earned || || 10 || || || 30 || || || 30 ||  || || 30 ||   ||
 * Component || Points Possible
 * Meeting Agenda
 * Penzu Notes
 * Written Text for objects/notecards/etc
 * Citations

** Step 3: Decorate The Virtual Blithedale Romance with __YOUR TOPIC IN MIND__. **

In this segment, we need to determine how the farm house, grounds, and lake should be decorated. Remember that every item we place has to be accurate to the text to the best of our ability. While there are some limits to what we can do in SL, the focus is truly on showcasing what you have learned and all grades are connected to the writing that you do.

1. Using the text, determine which items or objects need to be present in order to recreate the environment. You DO NOT need to know how to build these items, and you are not responsible for buying them. Simply tell Professor Ritter-Guth (Desideria Stockton), Dr. Pasteur, or Daliah Carter what you want and from which page you are referencing. For example, if I want to place a picture of the veiled lady, I would ask Dr. Pasteur to make one and tell her that I got the idea from reading the first paragraph of the book.

2. Remember than ANY object we place can be used later for content. For example, I can place a movie in the picture of the Veiled Lady or music to play in here as people walk by. I can also make the picture change when it is clicked from the VL to an image of another character. There are no limits to what we can do.

3. Remember that all the marks here are for the writing. Arguing with Dr. Pasteur or Ms. Carter that your latest item needs to be 3mm longer and a slightly greener shade of grey will not gain you marks. Suggesting that the Veiled Lady needs to be a picture of a lady in a veil from a Western background rather than a belly dancer is a different thing, but the appearance doesn't have to be absolutely perfect - there isn't a photograph to work from after all.

Grading Rubric || Points Earned || || 10 || || || 30 || || || 30 ||  || || 30 ||   ||
 * Component || Points Possible
 * Meeting Agenda
 * Penzu Notes
 * Written Text for objects/notecards/etc
 * Citations


 * Step 4: Hawthorne Notes **

In this segment, we want to help guests learn about Hawthorne. Obviously, TBR is only one of his works, so we need to figure out a way to introduce his biography into this build and make connections between his past and this text. Also, we might want to make connections to his other works...are there similar themes, settings, tones, or characters? Once we decide WHAT needs to be shared, we have to determine HOW to share the information without confusing the scenery of this build. **Remember, focus on YOUR TEAM TOPIC! This will prevent duplication with other teams.**

Grading Rubric || Points Earned || || 10 || || || 30 || || || 30 ||  || || 30 ||   ||
 * Component || Points Possible
 * Meeting Agenda
 * Penzu Notes
 * Written Text for objects/notecards/etc
 * Citations


 * Step 5: Immersion **

Immersion is one of the last steps of this project. Creating an immersive environment means creating opportunities for the visitor to DO things while here that lead to learning. Reading is a passive task, so, while some of our objects might have notecards to read, they aren't IMMERSIVE. Again, watching videos is passive, and they don't require the visitor to DO anything.

Soooo...what to do?

We can create scavenger hunts, we can create games, we can have a jeopardy lab, we can have them write, take a survey, or plant something....

The ideas are limitless! **But, remember, focus on YOUR TOPIC!**

Grading Rubric || Points Earned || || 10 || || || 30 || || || 30 ||  || || 30 ||   ||
 * Component || Points Possible
 * Meeting Agenda
 * Penzu Notes
 * Written Text for objects/notecards/etc
 * Citations


 * Step 6: Final Touches**

Once we have everything created, we need to go through the build and make sure that all the fine details are explored. For example, what good is a candle if it can't be lit? Also, we want to make sure that we have all of our references collated and then shared with the visitor. Finally, we might wish to consider some kind of user experience survey or assessment.

Grading Rubric || Points Earned || || 10 || || || 30 || || || 30 ||  || || 30 ||   ||
 * Component || Points Possible
 * Meeting Agenda
 * Penzu Notes
 * Written Text for objects/notecards/etc
 * Citations