Pixels not papers


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Creating and assessing digital assignments (intro to panel discussion).

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Pixels not papers

  1. 1. Pixels, Not Papers? Creating and Assessing Digital Assignments October 18, 2013
  2. 2. Sean Carton: Center for Digital Communication, Commerce, and Culture William Hubbard: UB School of Law Greg Walsh: Division of Science, Information Arts and Technolgies
  3. 3. http://www.basic.northwestern.edu/primers/techfest.html
  4. 4. http://www.basic.northwestern.edu/primers/techfest.html
  5. 5. http://dirkriehle.com/publications/2008-2/the-total-growth-of-open-source/
  6. 6. http://www.openmovieeditor.org/ http://audacity.sourceforge.net/ http://www.gimp.org
  7. 7. http://www.blender.org/ http://gritengine.com http://www.pencil-animation.org/ https://gephi.org/
  8. 8. Why Papers?
  9. 9. http://bejlt.brookes.ac.uk/article/written_assignment_types_in_assessment_a_varied_and_healthy_diet/
  10. 10. Academic Literacy Disciplinary and professional knowledge and skills, understanding the epistemology and ‘landscape’ of the discipline, and what it means to think and behave as a member of that disciplinary and/or professional community of practice. (Strategy for Enhancing the Student Experience, 2010-2015)
  11. 11. http://www.corestandards.org/ELA-Literacy/W/11-12 Text Types and Purposes • CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. • CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing • CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) • CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 here.) • CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge • CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. • CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. • CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  12. 12. • Does it support claims using valid reasoning and evidence? • Does it convey complex ideas, concepts, and information clearly by selecting, organizing, and analyzing content? • Does it tell a good story? • Is it appropriate for the task, purpose, and audience? • Does it answer a question, solve a problem, narrow/broaden the inquiry, synthesize multiple sources, and demonstrate understanding of the subject? • Does it gather, assess, and integrate information from a variety of sources? • Does it draw its evidence in order to support analysis, reflection, and research?
  13. 13. http://www.youtube.com/watch?v=WOVEy1tC7nk