At yesterday’s Digital Pedagogy Fair, Bridget Gelms introduced us to a new tool, Storify. Students (or teachers!) can collect, arrange, and share media for a number of different purposes. Check out her handout below for some more information on how to incorporate Storify into your classroom!
Archive for the 'blogs' Category
Tags: assessment, multimodal projects, rubrics
Yes, rubrics can be your friend!
Many students have not composed in multimodal genres before, and are unsure of the expectations they will face come grading time. At the same time, if you are new to teaching multimodal assignments, you might be unsure of how to assess them fairly. Rubrics have a bad rap (they can be reductive and constrictive) but choosing to use one can make it easier for both you and your students: you’ll be able to more clearly articulate your goals, and your students will have a better sense of how to meet those goals. Continue reading ‘Assessing Multimodal Projects (Digital Pedagogy Fair–Leigh)’
Making use of video editors can open discussions about rhetorical affordances and constraints of media. Click on this Prezi, Affordances of Video in the ENG 111 Classroom, for some of Jon Bradshaw’s explorations with the medium. All examples here are produced with combinations of iMovie and Audacity, though other video editors can create similar products.
Also, check out Jason Palmeri’s Designing/Assessing Video Composing Assignments for heuristics, curricular materials, sample student videos, and resources for incorporating video composition into your own pedagogy!
Finally, we will be demo-ing a new online video editor, We Video. Wevideo works entirely within your web browser and it also integrates with google drive. Wevideo has much of the same functionality as iMovie (including multiple audio tracks and many useful effects). When you finish editing, you can export your video to youtube or your own computer. The free version limits you to exporting only 15 minutes of video a month with a small “We Video” logo. The inexpensive pay version allows for exporting longer, higher quality video without the logo. While we are still testing wevideo, we think it could be a great alternative to moviemaker for PC users (or for collaborative groups). Solo author mac users will still likely prefer imovie.
Tags: argument, audio, ENG111, public rhetoric, remediation, video
On October 18, 2011 the DWC held a lunch discussing how to teach remediation in the new curriculum for ENG111. In this inquiry, students are asked to remediate or change the medium for one of their previous assignments. Kelly Goss and Bryan Santin both presented their own experiences teaching the remediation project using audio and video.
Kelly Goss presented her scaffolding for remediating public arguments into public service announcements (see handout DWC presentation on Audacity). She uses the assignment provided by the 2011 Teacher’s Guide which has students make three different PSAs for three different audiences. Though Kelly generally develops rubrics while critiquing sample projects with students, she also included a rubric on her handout. She has found that students develop a deeper sense of audience by making these PSAs, allowing for deeper project reflections.
Bryan Santin presented on his experience teaching remediation by having students remediate an argument through satirical video (see assignment sheet and rubric: Satire Inquiry 4 Video Assignment Sheet / Satire Inquiry 4 Grading Rubric . Key to this remediation is understanding that satire is comprised of both irony and informed criticism, which leads to an implicit argument for change. Though teaching remediation in this way requires a great deal of front-loading and exploring the nature of satire, students developed a deeper sense of how implicit arguments are made through media other than text.
Tags: blog, walk-through, wordpress
A workshop facilitated by Dom Ashby
Dom provided an incredibly detailed handout available here wordpress workshop nov 09
Issues covered in the workshop and discussed in detail on the handout include:
–How to get a wordpress account
–Why use blogs in the classroom?
–Genres of blogs and samples
–Helpful tips for working with wordpress.com
–Embedding media in wordpress.com
–Embedding pdfs (and word docs) in wordpress.com using scribd.com
Blogs in Plain English
Twitter in Plain English
Social Bookmarking in Plain English
RSS in Plain English (easy ways to follow blogs)
If you would like to have an analysis of how the blogosphere constructs the reality of current events, you might check out this activity that I did in my 111 class. Since I was teaching only a couple hours after the Palin announcement, I had students search digg, technorati, delicious, and twitter for digital texts about Palin and then we had a great discussion about the various biases these texts displayed. In particular, we ended up analyzing the persistent sexism which characterized both left and right-wing responses to the Palin announcement. Although I chose Palin for this activity, it would work well with any timely event.