Pedagogical Pattern #37
Computer Ad Face-off Pattern
(Version 1.0)
Jeanine Meyer
Pace University
One Pace Plaza
New York, NY 10038 USA meyer@pace.edu
Name:
Computer Ad Face-off
Intent:
To make students apply their [new] knowledge of basic computer terms
and to reason about benefits and trade-offs in specific products.
Motivation:
Students need to advance from memorizing terms to applying technical jargon. Students also need and appreciate the skills and knowledge necessary to understand a computer ad. Students also
need to realize that they must determine the objectives and constraints associated with a particular purchase; there is no 'best' computer for all situations.
Applicability:
This is an exercise for an early course in computing information systems,
including a computer literacy course.
Structure:
Students get into groups and compare computer ads. Each group selects the best ad for a particular purpose. Representatives from groups with a common purpose come to the board and present their
choices. The class votes on the best.
Consequences:
Students see the actual application of concepts and terminology.
Hopefully, students acquire some skepticism about product advertising and maybe even product development. Students practice some subtle reasoning.
This exercise also serves to de-center the classroom, with the teacher not being the only authority. Students may volunteer special knowledge.
Implementation:
Students are directed to bring in an ad for a personal computer.
They are encouraged to bring in an ad with terms that they do not understand.
In class, groups are formed.
The first task is to look at all the ads and see if they understand every term. The teacher circulates and answers questions. It is not a disaster and may even be beneficial if the teacher does not know something and just guesses. It may be appropriate to offer extra credit to
anyone who can bring in an explanation of a particular phrase for the next class.
The second task is for the groups to identify the customer. Possible choices are student, family, small business, frequent business traveler, and large company buying multiple machines. Groups identify the best choice. Representatives from similar groups then come to the board.
They write the brand name/company for their product. They will start to write down a list of features, but they need to be stopped. The class is asked to say what is the most important single attribute. This can be a discussion that the teacher can direct more or less forcefully. The
significant attributes are identified and the representatives write them down. The representatives may be allowed to argue their case.
The class votes.
Example Instances:
The pattern can be used for personal computers or auxiliary equipment
such as monitors, printers, modems, scanners, digital cameras, etc.
Resources needed:
Students access newspapers, magazines, and the Web.