Writing Process as Product

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A multimodal programmatic model using ePortfolios


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Writing Process As Product A programmatic multimodal model u sing ePortfolios Cynthia A. Davidson, Stony Brook University, AAEEBL 2013

Integration: Tacit & Explicit Learning :

Integration: Tacit & Explicit Learning 1. Identify, demonstrate and adapt knowledge gained within/across different contexts (i.e., the ability to recognize the tacit and explicit knowledge gained in specific learning experiences and the capacity to adapt that knowledge to new situations); 2. Adapt to differences in order to create solutions (i.e., the ability to identify and adapt to different people, situations, etc., while working with others to create positive change); 3. Understand and direct oneself as a learner (i.e., the ability to identify one’s prior knowledge, recognize one’s strengths and gaps as a learner, and know how one is motivated to learn);

Integration: Tacit & Explicit Learning:

4. Become a reflexive, accountable and relational learner (i.e., the ability to reflect on one’s practices and clarify expectations within oneself while also seeking feedback from others); 5. Identify and discern one’s own and others' perspectives (i.e., the ability to recognize the limitations of one’s perspective and seek out and value the perspectives of others); 6. Develop a professional digital identity (i.e., the ability to imagine how one will use current knowledge and skills in future roles and how one will create an intentional digital identity). Source : Melissa Peet et. al., “Fostering Integrative Knowledge Through ePortfolios,” International Journal of ePortfolio 1:1 (2011), page 12 Integration: Tacit & Explicit Learning

Process Writing Dialogues:

…if I have to write substantive comments on student papers, I try to ensure that I can do so on the basis of some information from them about “where they are at” with this paper. That is, I ask for a short piece of “process writing” or “writer’s log” or “cover letter” with any major assignment…. With process writing, my comment is not the start of a conversation about the writing but the continuation of a conversation that the student started. Peter Elbow, “About Responding to Student Writing” Process Writing Dialogues

Cover Memos to Make Tacit Learning Explicit:

Cover Memos to Make Tacit Learning Explicit WRT faculty have long used prompts to help students compose reflective “cover memos” that explain how they have grown as writers during the course of the semester and how their writing inclusions provide evidence of learning outcomes delineated on a checklist in specific ways, the same checklist used to evaluate portfolio work at the end of the semester. Nancy Wozniak, “Enhancing Inquiry, Evidence-Based Reflection, and Integrative Learning with the Lifelong ePortfolio Process: The Implementation of Integrative ePortfolios at Stony Brook University” Journal of Educational Technology Systems , 41:3 (2013), page 224

Prompting Self-Assessment:

An identical checklist (right) is provided to students and faculty at midterm. Students use it to self-assess their portfolios and all faculty use it to evaluate the portfolios at the end of the semester. The checklist, while specific in genre consideration and specific skill sets such as citation and punctuation, attends to the portfolio as a whole . The cover memo guidelines encourage the student to make explicit any tacit learning that is provided by his or her performance as a writer in the essays. Prompting Self-Assessment

Reflection Through Cover Memos:

Reflection Through Cover Memos Sean Fernandez (WRT 102) Not all my sources were straightforward. One of the most helpful sources had nothing to do with cyberbullying . But I was able to connect them all back to my main idea . Kelsey Taylor (WRT 102) I have learned that it is easy to make a connection to something, including a movie as long as you think hard enough. I’ve also learned that it is important to connect with the reader or audience of your essay so they can understand and agree with the argument you are making.

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Vincent Bhandel (Writing 102) I personally nit-picked James Paul Gee’s “Good Video Games and Good Learning” article with great meticulousness. Initially, I questioned his credentials and motives for writing, naively prodding his article out of context. I thought he was not fully qualified to be making the claims he did, as he never explained them in terms of an applicable life situation. In the context of the article, I was technically correct, but the article did not exist in a vacuum. With further research, I discovered he was well versed in studying video games and their effects on cognition, even playing many of the games to witness these effects first hand. Reading the article alone was not enough to judge the writer and his argument in this case.

Multimodalism and Meaning:

( Comp/ Rhet scholars) Danielle Nicole DeVoss , Joseph Johansen, Cynthia L. Selfe , and John C. Williams, Jr. (2003, 169-70) have reminded us that “if we continue to define literacy in terms of alphabetic practices only, in ways that ignore, exclude, or devalue new-media texts, we not only abdicate a professional responsibility to describe accurately and robustly the ways in which (167) humans are now communicating and making meaning but we also run the risk of our curriculum holding declining relevance for students who are communicating in increasingly expansive, networked environments. ” Donna Riess /Art Young, “Multimodal Composing: Appropriation, Remediation , and Reflection ” in Multimodal Literacies and Emerging Genres (U of Pittsburgh Press, 2013), pages 166-167 Multimodalism and Meaning

Digital Stories: Inquiry, Reflection:

Digital Stories: Inquiry, Reflection Digital stories are another creative and multimodal way of making tacit learning explicit . We’ve begun folding these into our writing curriculum with great success. Tim Ferris ’s digital story documents his journey from personal and academic frustration to maturity and acceptance with humor and dramatic flair, as supported by his reflection from The Personal Essay course.

Visual Pathos:

Ying Tang uses an “emotional alphabet” of images of young children to illustrate his personal journey across several cultures and educational and artistic success in his digital story from The Personal Essay course . Visual Pathos

Digital Story Templates:

We provide students with a template in the ePortfolio to display their script, slide images or video clips, the video itself, and a reflection. (Shown: Michelle Jiang’s ePortfolio pages) Digital Story Templates

What We Require (multimodally speaking):

Along with... evaluation of the interrelation of the elements, we consider a student's reflective analysis important for her or his intellectual and creative growth, whether it appears as a formal essay accompanying the multimodal composition or elsewhere... we do require commitment, critical thinking, engagement with content, and thoughtful composing where multiple communicative elements interrelate.. . Donna Riess /Art Young, “Multimodal Composing: Appropriation, Remediation, and Reflection,” Multimodal Literacies and Emerging Genres (2013), page 179-180 What We Require ( multimodally speaking)

Design Matters:

Ezra Margono makes excellent use of color, design, photography, storytelling, video, and multiple platforms ( tumblr as well as Digication and Google Docs). His work on his ePortfolio in his Personal Essay course has inspired him to plan a book about his family and culture. Design Matters


Jenna M. Hallock’s involvement with her fan-fiction community inspired her to do primary research using her LiveJournal associates. She decided to present her final project in both Digication and LiveJournal . Community

The tools:

The tools Essays are written and reviewed (by self, peers, and instructors) in Google Docs and presented in Digication . Students use a variety of readily available applications including iMovie, Adobe Photoshop Elements , Audacity , Windows Movie Maker, Paint , YouTube, Vimeo . The list keeps growing. The WRT 102 template: Provides scaffolding for required work and encourages connections to areas outside the course. Having a template means students can skip the stresses of formatting a portfolio, although that option is open to to them. Google Docs: Essays are presented in Google Docs. Students are encouraged to write, revise, and review their essays in Google Docs, providing an archive of their process.

ePortfolio Resource Project:

Instruction and tutorials for teachers and students: A current project is devoted toward gathering all of these in an appealing and easy-to-find resource. We have many help guides and a dedicated student ePortfolio consultant base to help students and teachers. This Quickstart helps WRT 102 to learn how to set up their ePortfolio and link their essays from Google Drive. Our current instructor resource page is here. ePortfolio Resource Project

How We Assessed 1856* ePortfolios :

How We Assess ed 1856* ePortfolios Community roster setup/detailed explanation of evaluation procedure; random sorting of portfolios among readers Google spreadsheet (shared among all faculty participants, sent to Google Drive) Only sections that are directed to the readers are writable. Readers get a list of names, and search for those ePortfolios in the directory by name. The spreadsheet is used for first, second, third, and appeal readings. Columns for pass/fail and comments for each stage Transparent and open assessment--all faculty view all decisions in nearly real time Time frame: one week from start to finish *Spring 2013 final total


Resources Entire presentation will be available after the conference at https:// stonybrook.digication.com / cdavidson /Presentations Texts Cited Elbow , Peter. “About Responding to Student Writing.” Marist Writing Center. n,d , Web. 23 July 2013 . Peet , Melissa et.al. “Fostering Integrative Knowledge Through ePortfolios .” International Journal of ePortfolio 1:1 (2011): 11-31. Web. 24 July 2013. Wozniak , Nancy McCoy. “Enhancing Inquiry, Evidence-Based Reflection, and Integrative Learning with the Lifelong ePortfolio Process: The Implementation of Integrative ePortfolios at Stony Brook University.” Journal of Educational Technology Systems 41:3 (2013). Web. 23 July 2013. Young, Art, and Donna Reiss. “Multimodal Compositing: Appropriation, Remediation, and Reflection . Multimodal Literacies and Emerging Genres . Ed. Tracey Bowen and Carl Whithaus. U of Pittsburgh: 2013. Print. 164-182.

PowerPoint Presentation:

Example ePortfolio s/images/digital stories from ePortfolios are the property of: Sean Fernandez: https ://stonybrook.digication.com/sean_fernandez/Cover_Memo Kelsey Taylor: https ://stonybrook.digication.com/kelsey_taylor/Portfolio Vincent Bhandal : https ://stonybrook.digication.com/vincentbhandal/Writing_102 Tim Ferris: https :// stonybrook.digication.com/tim_ferris/Final_Project Ying Tang: http ://www.youtube.com/watch?v=NvCFoiYmSC4&feature=player_embedded Ezra Margono: https ://stonybrook.digication.com/ezra/about/ / Michelle Jiang: https ://stonybrook.digication.com/michelle_jiang/Welcome/ published Jenna Hallock: https ://stonybrook.digication.com/jenna_m_hallock/Welcome/published Art in Remixes (under Attribution Non-Commercial Share-Alike 2.0 Generic licenses) Cosmorchester collects . “Succulent Amber Beads from Mali.“ 22 May 2012. Online image. Fotopedia /Flickr. 24 July 2013. Curtis, Andrew. “The writing’s on the wall, high bridge.” n.d. Online image. Geograph . 24 July 2013. Doo, Young Moon. “conversation .” 15 October 2006. Online image. Flickr. 24 July 2013 . Dos Santos, Jaci Lopez. “The flight of knowledge. ” Animal Surrealista Series. 19 June 2011. Online image. Flickr. 24 July 2013. Gomez, Victor. “Hi, I’m here.” 25 April 2012. Online image. Openclipart . 24 July 2013 . Hawk, Thomas . “On the Road Manuscript, #1 .” 12 January 2010. Online image. Fotopedia /Flickr. 24 July 2013. JicJac . “Chain Saw.” 16 October 2006. Online image. Openclipart . 24 July 2013. Wilkinson, Kerry. “Dove of peace mixed media necklace.” 17 October 2008. Online image. Flickr. 24 July 2013.

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