Open Source Technology & Online Tutoring
Casey McArdle
Ball State University
Computers & Writing 2008

While I favor the use of technology in many
situations depending on the specific needs of
the student, I will always argue that online
instruction can never replace face-to-face
interaction. I say this for two reasons:
3)the spatial atmosphere of face-to-face
interaction cannot be replaced by a video
screen or a chat room.
5)if I truly believe online instruction will
replace everything, then I will essentially be
putting myself out of a job.

Beth L. Hewett & Christa Ehmann ~
Preparing Educators for
Online Writing Instruction
We “do not argue here that online
teaching and learning does or
should replace face-to-face
teaching and learning. Instead, we
believe that online teaching and
learning can work as a supplement and
complement to that which occurs in face-to-face
settings” (Hewitt & Ehmann XIV – XV).

Stuart Selber – Multiliteracies for a Digital Age
Functional Literacy
Critical Literacy
Rhetorical Literacy
“for better or worse, computer environments have
become primary spaces where much education
happens” (Selber 3)

Rhetorical Literacy (Selber 147)
Parameters Qualities of a Rhetorically Literate Student
Persuasion Understands that persuasion permeates interface
design contexts in both implicit and explicit ways
and that it always involves larger structures and
forces (context, ideology).
Deliberation Understands that interface design problems are
ill-defined problems whose solutions are
representational arguments that have been arrived
at through various deliberative activities.
Reflection Articulates his interface design knowledge at a
conscious level and subjects his actions and
practices to critical assessment.
Social Action Sees interface design as a form of social versus
technical action.

Technologies:

Participants you invited/e-mailed

OpenLaszlo – Sebastian Wagner created OpenMeetings

OpenLaszlo – Sebastian Wagner created OpenMeetings

OpenLaszlo – Sebastian Wagner created OpenMeetings

Beth L. Hewett & Christa Ehmann ~
Preparing Educators for
Online Writing Instruction
We “do not argue here that online
teaching and learning does or
should replace face-to-face
teaching and learning. Instead, we
believe that online teaching and
learning can work as a supplement and
complement to that which occurs in face-to-face
settings” (XIV – XV).

Rhetorical Literacy (Selber 147)
Parameters Qualities of a Rhetorically Literate Student
Persuasion Understands that persuasion permeates interface
design contexts in both implicit and explicit ways
and that it always involves larger structures and
forces (context, ideology).
Deliberation Understands that interface design problems are
ill-defined problems who solutions are
representational arguments that have been arrived
at through various deliberative activities.
Reflection Articulates his interface design knowledge at a
conscious level and subjects their actions and
practices to critical assessment.
Social Action Sees interface design as a form of social versus
technical action.

Multiliteracies ~ Selber
Functional
Critical
Rhetorical
The current student is already
engaged within the technology.

Works Cited
Hewett, Beth L. and Christa Ehmann. Preparing Educators for Online Writing
Instruction. Illinois: NCTE, 2004.
Selber, Stuart A. Multiliteracies for a Digital Age. Illinois: NCTE, 2004.
Websites
10.http://www.wengomeeting.com/
11.http://www.openwengo.org/
12.http://www.openlaszlo.org/
13.http://www.wagner-sebastian.com/wordpress/
14.http://documents.google.com/
15.http://www.google.com/talk/
Online Resources
20.http://www.voipnow.org/2007/04/74_open_source_.html
21.http://www.virtualhosting.com/blog/2008/wide-open-voip-top-50-open-source-vo