LEARNING ANALYSIS & PROCESS REVIEW for Senior Seminar with King Spring 2017 WMST 488K:

Question Human

This is a synthetic reflection on the course and your place in it.

5-7 pgs printed out; compact is good! Be sure you and your class buddy edit each other's work. REDRAFTED
AND EDITED VERSION TURNED IN AT THE END OF CLASS Thursday 11 May. BRING hardcopy to last class;
electronic copies emailed to KK as well. Credit given only with presence in class on the last day, so be sure to be
in class, no matter what!

Summary of assignments:
Project Prototype & LB1: 1/4 grade
Event 1: Status paper & handout & workshop attendance & LB2: 1/4 grade
Event 2: Project & poster & pics & workshop attendance & LB3: 1/4 grade
Final Learning Analysis & Process Review & attendance last day & FINAL LB4 & make ups: 1/4 grade
YOU WILL NOT RECEIVE A GRADE FOR THE CLASS IF YOU DON'T TURN IN the FINAL LB4

The learning analysis and process review gives you an opportunity to talk about what the course has meant to you.
The format may be creative or discursive, but it must also be ANALYTICAL. It includes:

(1) your description of the story or argument of the course. Examine the course website carefully. Notice
course descriptions and requirements, the reading, writing, and transmedia assignments, all the TAB materials, linked
websites and blog spaces. Gather together for inspection your notes from class, any freewrites, lists and preps for
class. Think about Transmedia, Emergence, Parable, and Prototype. Imagine ALL this information as many elements in
a story or argument that includes both: 1) collaborating with emergent technologies, and also 2) "questioning
human," a phrase of many possible meanings.

How did the course begin? What questions did we start off with? How is the class constructed and what sorts of
learning are fostered? How is the course divided into experiences? What does each set of experiences contribute to
the story or argument of the course? You will be trying to analyze how the course was constructed, and why it was
put together in this particular way. Pay special attention to the titles of experience sets. Imagine them as titles in a
Table of Contents to parts of a book and try to understand the story of the "book" of the course.

(2) put yourself into this story: examine your memories, and analyze the time-capsule messages you sent
yourself. What have we created together in our class, in project teams and partnerships, in
workshop/event/festivals? How are you an important part of the story or argument of the course as you understand
it? What was happening with you at different points in the unfolding and building of this argument? Use freewrites and
other notes to remind yourself what you were thinking at different points. Remember these are the time capsules your
earlier self was saving for the future self that exists now.

How did anything change for you? What changed? What were your contributions to the class? What effects did you
have on the course, on your partners and buddies? How did your responses to other people's work include you in the
argument of the class? What worked especially well for you? Be sure to account for your absences from class, and talk
about what you did to keep up and how you know that you got the stuff you missed, including the write ups you did of
your "reenactments" with buddies.

(3) discuss from the course three readings that especially connect you into the story of the class. Choose
readings which meant a lot to you, and consider contexts that helped you think and connect. Demonstrate that you've
kept up with the reading by showing how widely you've read in the course materials. Pick whole books as well as
shorter pieces. Make a point of going beyond the same readings you used in the other assignments.

How do these readings connect you to the story or argument of the class? How did they affect you? What was
meaningful and important about them? What did you learn from them? How did they change your relationship to the
course, to ideas, issues, politics, feelings? You can talk about how your life was connected to these ideas and feelings.
You can suggest relationships with other readings, other courses, other experiences.

(4) reflect upon your experiences of process: the stages of project-making, the cycles of class learning.
What strategies did you use to make your own processes obvious to yourself? What forms of making did you use to
make these processes explicit to others? What did your class Kit include and how did that change over the semester?
Give examples of how you now know that learning doesn't come from experience, but from REFLECTING on
experience.

This is an exercise in synthesizing--putting things together in new relationships, making a whole shape. It
requires imagination. Have fun with it. Good luck!