Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

How the Course & Main Projects Work

175 views

Published on

This course was developed with a CUNY IDEA grant.

Published in: Education
  • Be the first to comment

  • Be the first to like this

How the Course & Main Projects Work

  1. 1. Examining the Nexus of TechnoCultural Capital, Digital Rhetorics, and Writing Studies in and for the 21 Century Carmen Kynard, Ph.D. | John Jay College of Criminal Justice Guiding Curricular Questions ~ What is technocultural capital and what does it achieve? How do digital rhetorics and digital justice intersect? What does writing and/or digital scholarship do in a multimedia age? How? Major Components of the Course • Updated Course Website • Peer Technology Mentors for Lab Days • Multiple, Scaffolded Student- Centered Projects • Point-Spreads/Guidelines for Grading (quantify student challenges; align assessment with digital design) Course in Focus: ENG201 (second-semester of First Year Writing)
  2. 2. Course Website: http://www.digirhetorics.org/
  3. 3. Project I Student sample above is taken from a webpage that is currently open to the public on digication/ePortfolio (students are not required to go public) Digital Justice Presentations Each class begins with a student’s 10-15 minute presentation (using Google Presentations or Prezi) analyzing the digital rhetorics of an activist or group committed to using digital tools in the service of social justice today.
  4. 4. Project II Student sample to the left is taken from a student webpage that is currently open to the public on digication/ePortfolio (students are not required to go public) Collaborative Essay (Rhetorical Analysis) In this project, students take the scholars we have read in the early part of the semester and bring them into conversation. The goal here is to offer a rhetorical analysis and write collaboratively.
  5. 5. Project III Student sample below is taken from a weebly website: www.changequalsuccess.weebly.com The Collaborative Website Students work in teams to create a website (using weebly) that archives the digital products and processes (primary sources) of activists and groups working for social justice alongside secondary sources investigating histories and issues.
  6. 6. Project IV Student samples to the right are taken from webpages that are currently open to the public on digication ePortfolios (students are not required to go public) Last Project: Digital Storytelling & ePortfolios As the grand finale, we do digital storytelling to fuse sound, words, and graphics with video and then create a digital archive of all of the work that we did for the semester. Two Sample ePortfolios
  7. 7. Assessment Sample Each project gets counted towards the overall 200 points of the course. Students receive detailed worksheets for each project. The 8 points above were part of the overall 35 points possible for the website project. Each of the 200 points of the course is done this way.
  8. 8. Collective Student Metanarrative: https://www.youtube.com/watch?v=uc JbviCOu28 The 2 Most Visited Sites http://changequalsucces.weebly.com http://artisamovement.weebly.com

×