GEN ED Project – ECON 2 – Spring 2009 The goal of this project is to extend what you have learned by designing a teaching video about economics. YouTube, and other video-sharing websites, provide a platform for sharing user-generated content. You can use whatever video filming and authoring tool you prefer, as long as it is supported by the YouTube. Please create your video for someone who does not have any formal college training in economics. The best submissions will be showcased on YouTube for economic educators to use in high school AP classes and other introductory college economics courses. The project should be straightforward, captivating, and professionally done. You will works in teams of four. At the end of this project you should be able to: (1) Effectively illustrate economic concepts. (2) Utilize technology to present your ideas. (3) Reach plausible conclusions and express you ideas succinctly. Required Readings Miller, Roger LeRoy, Economics Today: The Micro View, New York: Addison Wesley, Penn State Edition. Project Outline and Requirements: I. Introduction The best way to learn economics is to teach others about economics. Part of the reason why I enjoy economics so much is the discovery process. This project is designed to enable the discovery process so that what you learn is internalized. To that end, the introduction to the project is completed midway through the semester to ensure that you have a working idea in place by then. Submission of a draft for the introductory section is due during the 8th week of the semester. Each group is expected to submit a 250 word prospectus that describes their idea for the project. The introduction should include a one-page (double spaced) prospectus, and the TWO related concepts that you’ve identified and expect to work on for the final project. This section will be marked with suggestions for improvement and returned. This serves two functions: (1) It is an intermediate check on the quality of the work your group is producing, and (2) It will allow you to identify any group members who are not participating fully in the project. Members who are so identified will be removed from their existing groups and reassigned to groups that consist of others who are not participating!1 II. What to Include in Your Final Project A good video presentation captures the concept you wish to teach and any related points that help to reinforce your concept that might not be obvious to a viewer. We want you create a video that teaches economics. The video should cover a TWO related concepts thoroughly. Attempting to cover many different, and unrelated, concepts in four minutes dilutes the effectiveness of learning about any given idea. Your ability to do well on this project is determined by the TWO concepts you choose (some are more appropriate than others) and how thorough you are in fleshing out those TWO economic concepts in detail. 1. A Title Screen The title screen should include your group members’ names and project title. 2. Division of Labor (Credits) The Division of Labor should include a short segment where each of you introduce yourself and indicate what your role on the project was. Tell us if there are any “slackers” who either failed to participate or did not participate adequately. If the division of labor (credits section) indicates that you were a slacker your penalty is that you receive a zero on the project. Free riding off of the efforts of others is unacceptable! The credits should scene should appear at the end of the video before the works cited. 3. Works Cited Construct a proper and inclusive “works cited” slide. You may use the MLA or APA format. The Works Cited page should be the last element in the video. Even if you provide all of your own unique interpretations, we still expect a works cited slide. At a minimum, it would be appropriate to cite the textbook and the websites that you used to gather the information for the video. Additional citations beyond the two are encouraged and they add credibility to your efforts. 1 If your group does not turn in a prospectus in a timely manner the final project will be scored out of a maximum of 15% of the course grade, as opposed to the usual 20%. 4. Submission Process Send an email to the GEN ED TA with a link to your YouTube video. Make sure that the video is uploaded by the project deadline. The use of copyrighted or inappropriate material that causes YouTube to remove your project will result in a serious penalty. Keep it legal and keep it clean! III. Additional Information Timeliness: Each person in the group has the responsibility to see to it that the project is turned in on time. Our suggestion is that you upload your video early and do not wait until the last minute. Always make a backup disk of your own work and have two people responsible for uploading the project. Failing to meet the project deadline may result in a zero for the project. There is a 2% bonus if the project is submitted at least one week before the deadline. IV. Cool Opportunity With your permission, the best videos will be showcased on my YouTube channel, www.youtube.com/dmateer. In addition, the project showcases your creative and critical thinking skills and can enhance your resume or digital portfolio. Some of the most interesting and/or best projects from the fall semester are already posted in the favorites section on the channel. (CHECK OUT WHAT WAS DONE LAST SEMESTER!) Disclaimer: Please note that the project this semester is to identify and cover TWO concepts as completely as possible. This is different from last semester where groups sometimes covered only one topic or tried to do more than two concepts. V. Grading Rubric (Weights) Economic Content. 50%. o Be rigorous and demonstrate mastery of the subject. Some concepts are easy to show and others are more difficult to present. Selecting TWO concepts that are challenging and effectively demonstrating them carries more weight. Entertainment Value. 20% o The video should be captivating. Your GEN ED TA will be watching hundreds of videos – if it is boring or inappropriate this is where a markdown will occur. Production Quality. 10% o Check the sound quality and make sure you have good transitions, lighting, and that the camera is not too shaky. Producing a video and uploading it to YouTube is easy. Most digital cameras have a video feature. The video you capture on your camera can be downloaded into Windows Movie Maker or another editing program. Even if you have never done any video work, editing, or uploading, you will find that the process is not complicated. For those who would like additional help, or are interested in learning more about the video capabilities provided by Penn State, please visit: o http://digitalcommons.psu.edu/universitypark (The staff helped many students with their projects last fall.) Each Video Should be Four Minutes Long. 10% o A sliding scale will be used to make deductions the farther away from 4 minutes you are. Division of Labor (Credits). 5% o Please state that you worked together on the project by all appearing in a scene together in the credit section. If there is a slacker hold up a piece of paper with their name on it so we can give them a zero. Works Cited. 5% o Every project requires sources. At the end of the project include a works cited screen that includes the sources you used in pulling this together. If you have any questions please contact your GEN ED TA – they are there to help you make your project better! Group # ______ Grading Rubric Economic Content. 50%. Be rigorous and demonstrate mastery of the two concepts you have chosen. Some concepts are more important than others. Points: Outstanding work. 45-50. Demonstrates a mastery of economics. No errors or omissions. Good work. 40-44. A solid understanding of economics. Only small errors or omissions. OK work. 35-39. Content was lacking, the understanding incomplete, or significant errors and/or omissions occurred. Not Acceptable. 30-34. The economic content is largely absent or wrong. Not college level work. 00-29. Your Score: ______. Comments: Entertainment Value. 20% The video should be captivating. If the video is boring or inappropriate this is where a markdown will occur. Points: Outstanding work. 18-20 The four minutes flew by – it would be enjoyable to watch a second time. Good work. 16-17. This is a useful video that someone learning economics would enjoy watching once. OK work. 14-15. Does not keep your attention. Not acceptable. 12-13. Inappropriate content or so boring that the video acted as a sedative. Not college level work. 00-11. Your Score: ______. Comments: Production Quality. 10% Check the sound quality and make sure you have good transitions, lighting, and that the video is not too shaky. Points: Outstanding work. 10. Great job! You should be working in Hollywood. Excellent. 9. High quality. Good work. 8. A few small things. OK work. 7. The production quality was a distraction. Not acceptable. 6. The production quality is so low that it makes watching and/or understanding the video difficult. Not college level work. 0-5. Your Score: ______. Comments: Each Video Should be Four Minutes Long. 10% A sliding scale will be used to make deductions the farther away from 4 minutes you are. Points: Spot on. 10. 3:50-4:10. Very close. 9. 3:40-3:49 or 4:11-4:20. Close. 8. 3:30-3:39 or 4:21-4:30. Off by 1 minute or less. 7. More than 1 minute off, with an additional point lost for every 30 seconds beyond 1 minute. 00-06. Your Score: ______. Your time: ______. Comments: Division of Labor (Credits). 5% Please state that you worked together on the project by all appearing in the credits section together. If there is a slacker hold up a piece of paper with their name on it so we can give them a zero for the project. Points: 5 – Everyone appears together as described above. 0 – the division of labor is not included or not everyone appears together in the credit section of the video. Your Score: ______. Comments: Citations. 5% Every project requires sources. At the end of the project include a works cited screen that includes the sources you used in pulling this together. Points: At least two sources are clearly cited and it is also clear that no other outside sources are used. 5. Sources are cited but it is clear that there are some omissions. 1-4. One or fewer sources are cited. 0. Your Score: ______. Comments: Was the project turned in on time? One week early. 2 point bonus. Yes. No penalty. No. Points off: ______. Total Points: ______ x $2,000 = $ ___________. Grade Concern Procedure: (1) At least one person from your group needs to meet with your GEN ED TA before finals week. Your GEN ED TA will announce special office hours the last week of class to facilitate this process. When you meet, the GEN ED TA will describe how they arrived at your score. In most cases this resolves any grading concerns. They will sign off on the following space after they have meet with you. Signature of the GEN ED TA: ______________________________ (2) If everyone in your group thinks that the grade is in error please sign (legibly) below. Completion of steps (1) and (2) authorizes the grade adjustment process in step (3). Person 1: ______________________________________ Person 2: ______________________________________ Person 3: ______________________________________ Person 4: ______________________________________ (3) Bring this completed sheet (both steps (1) and (2)) to your instructor before the last day of classes. The instructor will review the project and assign a completely new grade. The new grade that is assigned will supersede the GEN ED TAs recommendation and your new grade may be the same, higher, or lower than your original grade. Please also note that an improved grade through the regrade process is not likely, in part because the GEN ED TAs meet with the instructor prior to assigning grades to review the rubric and watch a sample of the videos together to ensure consistency of grading beforehand. The sole objective in step (3) is to assign the most accurate grade possible.