1. RaiderReady Communication in a Global Society: Information
All RaiderReady classes will be incorporating one module from the TTU QEP: Communication in a Global Society. University-wide involvement is an important component of the QEP and we play a significant role in exposing 1st year students to broad global concepts and discussions. This global challenge module is loosely categorized as Information and includes data growth, Internet access and impact, social networking, and information integrity/knowledge.
Within this PowerPoint, you will find resources including YouTube videos to share with your students as well as discussion questions and prompts to help lead a conversation around issues related to Information. While you are not required to share all of these resources or engage in all of these conversations/questions, as part of this module, you are required to administer a pre and post survey with your students. This survey will be administered through Qualtrics and assessed by the Office of Planning and Assessment. The link to the survey will be provided to you.
The assessments and resources provided were adapted from the American Association of State Colleges and Universities (ASCU) Global Challenges blended course and the Intercultural Effectiveness Scale (IES).
If you have questions regarding the Information module, please contact Dr. Paul Paré, Director of the Center for Global Communication at
This module could be combined with the information literacy or notetaking lessons in the Raider Ready syllabus and used as an example of how we might better analyze information or take notes.

2. Note to Instructors: Information Assessment Questions
Your students will complete a pre and post assessment (both will be administered online through Qualtrics) to measure their information literacy from a very broad conception. These assessment questions were developed based upon the concepts addressed in the resource(s) provided.
You may wish to provide your students with time in class to complete this assessment from their mobile device or computer. You could also require the assessments to be completed outside of class. Please note that the pre assessment is expected to have been completed PRIOR to the lesson.
Your students should answer these questions by selecting what they identify as the best response. If they aren’t certain about an answer, please tell them to try their best.

3. Qualtrics link to pre-assessment

4. Note to Instructors…
The following video resource is provided as a way for you to address the content within this module. This resource is meant to facilitate discussion and critical thinking and is not meant to be the sole source of information on this topic. You are welcome to provide supplemental or alternative resources for the topic, but please note that the survey questions are required and standardized based on the video link provided.
This module is intended to take place in a single lesson of approximately minutes. The resources provided reflect that time constraint. It is suggested that you view the resources provided prior to class and provide students with a list of keywords and terms and/or use the suggested guiding questions to help students prepare to watch the video.
This slide is hidden and is not visible to students when in presentation mode.

5. Big Data is Better Data Kenneth Cukier, Data Editor of The Economist
TedTalk 2014:

6. Discussion What is big data?
These discussion questions are meant to facilitate discussion based on the Big Data is Better Data video. It isn’t necessary for you to use every question or go in any particular order. These questions could be administered as a large group, in small groups or pairs. Some questions could be responded to in writing.
What is big data?
“Extremely large data sets that may be analyzed computationally to reveal patterns, trends, and associations, especially relating to human behavior and interactions.”
How can big data impact a global society? What is the problem with big data?
Topics covered include:
Legal issues related to privacy
Free will
What is machine learning?
“Machine learning is the subfield of computer science that, according to Arthur Samuel in 1959, gives "computers the ability to learn without being explicitly programmed.” (Wikipedia -
Should your data be available to others for purchase?
Why are we talking about this?  Why does/should big data matter to us as a global issue?
What is big data?
How can big data impact a global society? What is the problem with big data?
What is machine learning?
Should your data be available to others for purchase?
Why are we talking about this?  Why does/should big data matter to us as a global issue?

7. Note to Instructors…
In addition to learning about information, an important part of the QEP is to consider other, more diverse perspectives. You have spent time talking with your students about big data issues as one example of a global challenge. Now we transition to a conversation on attitudes and dispositions. The following questions and case study are meant to help stimulate discussion that is more personal in nature.
The QEP will assess the following research question: Is a student’s ability to perform higher-order cognitive skills correlated with a student’s global disposition for continuous learning, interpersonal engagement, and/or self-assurance? To help measure student disposition, the following questions and case study have been developed and will be used and measured with disposition questions in the assessments. This slide is hidden and is not visible to students when in presentation mode.

8. Issues vs. Attitudes
Can my personality help me or hold me back in learning new things or considering new ideas?
How does our openness to new or different ideas impact our learning?
How do you know whether or not you are open to new/different ideas?
These discussion questions are meant to facilitate discussion related to cultural mindset and are just suggestions. It isn’t necessary for you to use every question or go in any particular order. These questions could be administered as a large group, in small groups or pairs. Some questions could be responded to in writing. Please feel free to develop your own questions to stimulate discussion.

9. Openmindedness: A Case Study
Maria has been in Japan for 3 weeks with a study abroad program. At first she thought it was odd that she had to take off her shoes before entering houses or other indoor locations, but it was all part of a new experience. Now she finds herself frustrated and resentful of this custom. She has begun to talk to other students in her program about her opinions and, in general, is becoming negative about Japan.
Below are some resources for teaching with case studies.
Teaching with Case Studies - Speaking of Teaching, Stanford University Newsletter on Teaching
Using Case Studies to Teach – Boston University Center for Teaching & Learning

10. Case Study Discussion Questions
What do you think is happening with Maria?
Based on what you know, do you think Maria is open or closed to this cultural experience?
What can she do to broaden her perception and change her attitude?
Please note that these questions are simply meant as suggestions to start a conversation. You are encouraged to develop your own questions or let the conversation emerge as your students respond to the case study.

11. Note to Instructors: Information Assessment Questions
Your students will complete a pre and post assessment (both will be administered online through Qualtrics) to measure their information literacy from a very broad conception. These assessment questions were developed based upon the concepts addressed in the resource(s) provided.
You may wish to provide your students with time in class to complete this assessment from their mobile device or computer. You could also require the assessments to be completed outside of class. Please note that the post assessment is expected to have been completed after the lesson.
Your students should answer these questions by selecting what they identify as the best response. If they aren’t certain about an answer, please tell them to try their best.

12. Qualtrics link to post-assessment