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COMPOSE
DESIGN
EDUCATE
DEVELOPING A DIGITAL RHETORICS
THEMED ONLINE WRITING COURSE
Allegra W. Smith | @argella
PhD Student...
PURDUE FAST FACTS
30,000+ undergraduate students (as of 2016)
115-150 first year writing sections per semester
taught by g...
WHY ONLINE FYW AT
PURDUE? WHY NOW?
“[There were] several key motivations. The first and most important is ‘if we’re
not go...
DEVELOPMENT
TEAM
Bradley Dilger (Purdue WPA)
Debbie Runshe (Instructional Designer)
Ola Swatek (Curriculum Designer, Summe...
MASTER COURSE
VIDEO EXPRESS ROOM
VIDEO EXPRESS ROOM
CURRICULUM DESIGN
course projects, modules, and rationale
MODULES
Module 1: Defining Literacy & Technology
Module 2: Drafting & Revising Multimodal
Communication
Module 3: Generati...
SYLLABUS ARC
Project 1
Observe and Reflect
Digital Autobiography
Project 3
Remix and Present|
Advocacy Infographic
Project...
INFORMATION DESIGN
a lens for inquiry and a hinge between humanities
instructors and STEM students
HOW DO WE USE
DESIGN IN
RHET/COMP?
1. Synonymize “plan” or “structure,” e.g., “program
design,” “course design;”
2. Affirm...
INFORMATION DESIGN
FYC PEDAGOGY
“Design is an essential ingredient to the success of all these efforts.
For example, to de...
GUIDING
QUESTIONS
• How do we support communication with deliberate
choices (textual, visual, methodological, etc.) that a...
MODULAR FLEXIBILITY
developing a "grid" approach to designing
curriculum and assessing multimodal student work
SYLLABUS ARC
Project 1
Observe and Reflect
Project 3
Remix and Present
Project 2
Research & Analyze
GRID APPROACH
NEXT STEPS
Modular videos: drawing on Purdue's
network of alumni and friends to create
reusable video lessons
New syllabus...
THANK
YOU
Allegra W. Smith
@argella // smit2632@purdue.edu
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#cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 1 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 2 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 3 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 4 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 5 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 6 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 7 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 8 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 9 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 10 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 11 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 12 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 13 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 14 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 15 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 16 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 17 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 18 #cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course" Slide 19
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This presentation traces the design and implementation of an online first-year composition course at a Research I institution during the 2017-18 academic year. The speaker will share lessons learned from designing and teaching the course, as well as training and mentoring graduate instructors to teach online for the first time (Bourelle, 2016). Topics covered will include positioning a digital rhetorics themed distance learning course within a STEM-based university, teaching multimodal assignments in an online course, and integrating information design concepts such as user-centeredness (Blythe, 2001) and wicked problems (Rittel & Webber, 1973) into online first-year writing curricula.

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#cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed Online Writing Course"

  1. 1. COMPOSE DESIGN EDUCATE DEVELOPING A DIGITAL RHETORICS THEMED ONLINE WRITING COURSE Allegra W. Smith | @argella PhD Student and Online Course Developer Department of English, Purdue University
  2. 2. PURDUE FAST FACTS 30,000+ undergraduate students (as of 2016) 115-150 first year writing sections per semester taught by graduate students across 6 programs (RC, literature, creative writing, linguistics, second language studies, theory & cultural studies) and limited term lecturers home of the Purdue OWL (Online Writing Lab)
  3. 3. WHY ONLINE FYW AT PURDUE? WHY NOW? “[There were] several key motivations. The first and most important is ‘if we’re not gonna do it, the University of Phoenix is gonna do it;’ and the argument against online 106 had been, ‘oh, that’s not the way we do things, online education is never good enough,’ etc… and my counterargument to that is somebody else is gonna do it, and they’re gonna do a terrible job of it and we might as well get the professional development opportunities for everyone and be able to do it right. So that was the first thing. The second thing is the dean really wanted it… so anything we can do that makes him happy, that at the same time makes us happy, is a bonus. And then finally, classroom space is [at] a huge premium . We had fewer 106 classes this semester because we don’t have room. So to be able to offload classroom space is a good thing." -- Dr. Bradley Dilger, Introductory Composition Director
  4. 4. DEVELOPMENT TEAM Bradley Dilger (Purdue WPA) Debbie Runshe (Instructional Designer) Ola Swatek (Curriculum Designer, Summer '17) Allegra W. Smith (Online Course Developer) Libby Chernouski (Instructor) Rachel Atherton (Instructor and Photographic Recluse)
  5. 5. MASTER COURSE
  6. 6. VIDEO EXPRESS ROOM
  7. 7. VIDEO EXPRESS ROOM
  8. 8. CURRICULUM DESIGN course projects, modules, and rationale
  9. 9. MODULES Module 1: Defining Literacy & Technology Module 2: Drafting & Revising Multimodal Communication Module 3: Generating Research Questions Module 4: Finding & Evaluating Sources Module 5: Organizing Researched Arguments  Module 6: Revision & Remediation Module 7: Visual Modes of Communication Module 8: Displaying Information & Making Arguments with Visuals Module 9: Presenting & Reflecting
  10. 10. SYLLABUS ARC Project 1 Observe and Reflect Digital Autobiography Project 3 Remix and Present| Advocacy Infographic Project 2 Research & Analyze Researched Argument
  11. 11. INFORMATION DESIGN a lens for inquiry and a hinge between humanities instructors and STEM students
  12. 12. HOW DO WE USE DESIGN IN RHET/COMP? 1. Synonymize “plan” or “structure,” e.g., “program design,” “course design;” 2. Affirm the rhetorical function of visuals and layout, or to explain or revalue visual elements on the same plane as text; 3. Recognize digital, multimedia compositions, moving beyond print-based composing; 4. Draw attention to the materiality of composing; 5. Invoke/discuss design studies, calling for interdisciplinary work (Purdy, 2014, p. 615–620)
  13. 13. INFORMATION DESIGN FYC PEDAGOGY “Design is an essential ingredient to the success of all these efforts. For example, to develop an online interaction, a technical communicator must not only write the message presented to users, but must first predict users’ goals, moods, and motivations, and gear the message accordingly. If several different types of users encounter the same content, then the communicator must also discover this difference and display a message that’s tailored not only to the context and mood, but to the type of user.”  -- Saul Carliner, 2000
  14. 14. GUIDING QUESTIONS • How do we support communication with deliberate choices (textual, visual, methodological, etc.) that are rhetorically attuned and user-centered? • How do we present and organize information so that it is usable by stakeholders? • What happens to our documents after we create and distribute them? How does information spread in a networked age with a 24/7 news cycle (and how can we plan for the contingencies that may arise within this system)? • What are the values that govern how we construct, (re)present, and share information? What are our ethical responsibilities—both within our respective disciplines, and as digital communicators and global citizens? 
  15. 15. MODULAR FLEXIBILITY developing a "grid" approach to designing curriculum and assessing multimodal student work
  16. 16. SYLLABUS ARC Project 1 Observe and Reflect Project 3 Remix and Present Project 2 Research & Analyze
  17. 17. GRID APPROACH
  18. 18. NEXT STEPS Modular videos: drawing on Purdue's network of alumni and friends to create reusable video lessons New syllabus approaches: piloting a second syllabus approach (Academic Writing & Research) this summer; hoping to build a third next year Assessment & data collection: aligning online teaching with ICaP's long-term assessment projects and corpus of student writing
  19. 19. THANK YOU Allegra W. Smith @argella // smit2632@purdue.edu

This presentation traces the design and implementation of an online first-year composition course at a Research I institution during the 2017-18 academic year. The speaker will share lessons learned from designing and teaching the course, as well as training and mentoring graduate instructors to teach online for the first time (Bourelle, 2016). Topics covered will include positioning a digital rhetorics themed distance learning course within a STEM-based university, teaching multimodal assignments in an online course, and integrating information design concepts such as user-centeredness (Blythe, 2001) and wicked problems (Rittel & Webber, 1973) into online first-year writing curricula.

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