When I try to establish a set of participation points, my list normally ends up going one of two ways. I either award myself points for attending lectures, printing readings and turning up to class, or I  get lost in a long list of complicated criteria which I will never achieve … let alone complete every week.  (For an example of the latter,  see attached a copy of my first draft … the dot points are the criteria, the arrows are lists of sub-criteria which need to be completed before you even look at the criteria).

Here is my revised set of points– of course, the degree to which they will be effective will only be determined by the extent to which I apply them in the weeks to come, but I like to think I have established an alright balance between challenging and achievable.

1. ENGAGE WITH COURSE READINGS-

WHAT: complete a blog post analysing (not summarising) the points made in at least one assigned course reading per week.

2. EXPAND TECHNICAL SKILLSET-

WHAT: complete a blog post per week regarding the technical or stylistic criticisms of the previous week’s sketch tasks (if sketches not presented to class these are personal observations) … access a number of resources (tutors, course readings, online tutorials, peers) in an attempt to correct these. Write one blog post per week analysing the extent to which you have achieved these corrections in the next week’s sketch tasks

3. MAKING CONNECTIONS BETWEEN COURSE AND OTHER MEDIA EXAMPLES-

WHAT: one blog post per week linking current course content with media or events not directly related or covered within lectures, classes or readings

4. ENGAGING WITH SYMPOSIUMS-

WHAT: complete a blog post analysing (not summarising) the points made in the week’s symposium.

5. ACTIVELY SEEK FEEDBACK-

WHAT:  be proactive about seeking feedback and assistance, whether this be from peers or tutors … quantify this by completing a weekly blog post detailing, for example, work volunteering in tutorials, questions asked in symposium or suggestions made by tutors and peers