activity zine by Flickr user Jen Collins 1 Constructive Alignment Course Learning Outcomes Teaching and Learning Activities Assessment 2 Review What is an ePortfolio ePortfolios are multimodal compositions in which people argue that they are members of one or more Discourses ID: 759887
Download Presentation The PPT/PDF document "Developing Learning Activities" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Developing Learning Activities
“activity zine” by Flickr user Jen Collins
1
Slide2Constructive Alignment
Course
Learning Outcomes
Teaching and Learning Activities
Assessment
2
Slide3Review: What is an ePortfolio?
ePortfolios are multimodal compositions in which people argue that they are members of one or more Discourses by curating a collection of their performances.
To create ePortfolios, peopleCollect artifacts from throughout their careersSelect artifacts from that collection that align with the activity of the Discourses they want to join or with which they want continue their involvementReflect, explain, or argue that their selections qualify them as a member of the DiscourseDesign, build, and publish a multimodal composition that embodies their central arguments
3
Slide4Multimodal Composition
Students draw on multiple semiotic resources—including written, oral, visual, electronic, and gestural/non-verbal—as they engage in meaning-making activitiesThe idea of “multiliteracies” forwarded by the New London Group in 1996 suggests that literacy is semiotic and not limited to a single mode or languageScholars in rhetoric and composition often imply this conception of meaning making when they speak about “composition” or even “writing”
Werner, Courtney L. “Dear Professor X, This Is Not My Best Work: Multimodal Composition Meets (e)portfolio.” Computers and Composition Online Fall 2103 n. pag.
4
Slide5Digital Affordances
ePortfolios enable students to collect and curate a wider range of performances than traditional portfoliosLearning-outcome design, assignment design, and assessment need to acknowledge the range of semiotic resources upon which students can drawePortfolios, in essence, remediate the curriculum: not in the pejorative sense, but in the way they “mediate again,” causing us to reexamine the performances in which we have our students engage
5
Slide6Designing solid performance opportunities
Provide guidelines about the range of appropriate performancesExplore the expectationsProvide supporting materials and activities
http://wac.colostate.edu/books/gardner/
Gardner, Traci. Designing Writing Assignments. Urbana, Ill: National Council of Teachers of English, 2008. Print.
6
Slide7Remediating Assignments
http://wac.colostate.edu/books/gardner/
Who will read the text? Can I choose an alternative audience?What stance will students take as writers? Can the assignment as for an unusual tone?When does the topic take place? Can the assignment focus on an alternative time frame?Where will the background information and detail come from? Can the assignment call for alternative research sources?Can students write something other than a traditional essay? Can the assignment call for alternative genres or publication media?
Gardner, Traci. Designing Writing Assignments. Urbana, Ill: National Council of Teachers of English, 2008. Print.
7
Slide8Remediation and Genre
Producing representative literature reviews or annotated subject bibliographiesFraming a research question and designing an experimentCreating, organizing, translating, visualizing, or introducing dataDesigning questions, written protocols, and a research framework for interviews, plus conducting, transcribing, translating, editing, and introducing the resultsMaking informed comments on widely-read weblogs or developing and participating in a class blogWriting documentary pitches, scripts, and storyboardsShooting, editing, publishing, and publicizing a film
8
Slide9Remediation and Genre
Composing op eds and other journalistic pieces for real submission to publicationsRevising Wikipedia articles or contributing to a course wikiComposing arts reviews for print or digital environmentsWriting, recording, and submitting for radio opportunitiesDeveloping a disciplinary magazine with a team of writers and editors, then “selling” that magazine to people in the field in a formal presentationDeveloping finely tuned and succinct field notes in an investigationWriting complete notes and copy for use in a radio broadcast or sports announcing
9
Slide10Alternatives: Audiences, Timeframes, Sources, Genres
Gardner, Traci.
Designing Writing Assignments. Urbana, Ill: National Council of Teachers of English, 2008. Print.
10
Slide11Alternatives: Assignments, Tools
11
Slide12Mobile Assisted Language Learning
MicroevidenceVideo, dialogue, and text captured on a mobile deviceAppsStudents work with apps in target language in and outside of class
http://www.educause.edu/ero/article/using-mobile-learning-resources-foreign-language-instruction
12
Slide13Domain of One’s Own – Multimodal Composition
Domain setupBlog posts (cyclical)Aggregation, curation (with accompanying interpretation)Online essay (or narrative)Multimodal essay (or narrative)
13
Slide14Domain of One’s Own – Multimodal Composition
Visual representation of data/reading(Stand-alone) Video or presentationApplication-mediated interaction or collaborationMode-inflected genres (writing to learn)ePortfolio/Reflection
14
Slide15“Remediated” Evaluation Essay
Early, S. (
n.d.
). ENG 101 Assignments | Shanna Early. Retrieved from http://shannaearly.com/eng-101/assignments/
15
Slide16Broadly sketch a new or revised assignment for your course that will enable students to achieve one or more of the learning outcomes you developed during the previous exercises. Design this assignment with stages (scaffolding) so that in the process of its completion you can provide formative feedback as the student produces a genre that meaningfully intersects with your field.Note what you’ll have to cover with instruction to help facilitate good performances from students.Compile this information on the “Assignments” page of your mini portfolio.
Folio Thinking
16