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Designing peer review for digital media instruction Slide 1 Designing peer review for digital media instruction Slide 2 Designing peer review for digital media instruction Slide 3 Designing peer review for digital media instruction Slide 4 Designing peer review for digital media instruction Slide 5 Designing peer review for digital media instruction Slide 6 Designing peer review for digital media instruction Slide 7 Designing peer review for digital media instruction Slide 8 Designing peer review for digital media instruction Slide 9 Designing peer review for digital media instruction Slide 10 Designing peer review for digital media instruction Slide 11 Designing peer review for digital media instruction Slide 12 Designing peer review for digital media instruction Slide 13 Designing peer review for digital media instruction Slide 14 Designing peer review for digital media instruction Slide 15 Designing peer review for digital media instruction Slide 16 Designing peer review for digital media instruction Slide 17 Designing peer review for digital media instruction Slide 18 Designing peer review for digital media instruction Slide 19 Designing peer review for digital media instruction Slide 20 Designing peer review for digital media instruction Slide 21 Designing peer review for digital media instruction Slide 22 Designing peer review for digital media instruction Slide 23 Designing peer review for digital media instruction Slide 24 Designing peer review for digital media instruction Slide 25
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Designing peer review for digital media instruction

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This keynote presentation at the University of Denver's Writing on the Range conference details the multimodal writing pedagogy Cheryl Ball developed from her editorial work at the online journal Kairos.

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Designing peer review for digital media instruction

  1. 1. Designing Peer Review for Digital Media Instruction Dr. Cheryl E. Ball West Virginia University http://ceball.com @s2ceball
  2. 2. Cope & Kalantzis (1999). Multiliteracies: A Design for Social Futures. Routledge.
  3. 3. New London Group’s Modes of Meaning
  4. 4. New London Group’s Pedagogy of Multiliteracies • Situated practice • Overt instruction • Critical framing • Transformed practice image from http://www.psephizo.com/ Available Designs Design(ing) Redesign(ing)
  5. 5. multimodal composition assignment variations • Hypertext essays • Hypermedia essays • Video poems • Music videos • Brochures • Flyers • Short documentaries • “Open” assignments • Book designs • Informational websites • Audio essays • Audio poems • Video CFPs • Class reflections • Webtexts See Ball, Fenn, & Scoffield. (2013). “Genre and transfer in a multimodal composition class.”
  6. 6. New London Group’s Modes of Meaning any combination = multimodal
  7. 7. Rhetorical genre studies • real-world genres • actual audiences • evaluative criteria based on above Bawarshi & Reiff, Genre: An introduction, 2010. http://wac.colostate.edu/books/bawarshi_reiff/ free book | /
  8. 8. Kairos: Rhetoric, Technology, & Pedagogy the journal
  9. 9. webtext examples
  10. 10. peer review 3-tiered process at Kairos
  11. 11. webtext examples
  12. 12. 2008 Thomas R. Watson conference proceedings http://ccdigitalpress.org/nwc/
  13. 13. Webtext Assignment Sequence 1.teaching philosophy & values [1 week] 2.readings in field & values analysis [2-3 weeks] 3.venue/publication analysis [1 week] 4.audience & genre analysis [1 week] 5.media, modes, & tech analysis [1 week] 6.project pitch & proposal [2-3 weeks] 7.collaborative webtext [4-5 weeks] 8.peer-review & reflection [1-2 weeks] 9.submission emails [1 week] See http://239f11.ceball.com/
  14. 14. Webtext Assignment Sequence 1.teaching philosophy & values [1 week] 2.readings in field & values analysis [2-3 weeks] 3.venue/publication analysis [1 week] 4.audience & genre analysis [1 week] 5.media, modes, & tech analysis [1 week] 6.project pitch & proposal [2-3 weeks] 7.collaborative webtext [4-5 weeks] 8.peer-review & reflection [1-2 weeks] 9.submission emails [1 week] Dynamic Criteria Mapping from Broad’s (2006) What We Really Value becomes assessment criteria
  15. 15. Assessment Criteria • creativity • conceptual core • research/credibility • form : content • audience • timeliness See Ball (2012). Assessing scholarly multimedia. Technical Communication Quarterly, 21, 61–77.
  16. 16. peer-review feedback Hilary Selznick, "Fibromyalgia: The (In)visible (Dis)ability” Technoculture 1(1). conceptual core creativity form:content
  17. 17. Design-editing • rhetoricity • accessibility • usability • sustainability See Ball (2013). Multimodal revision techniques in webtexts. Classroom discourse, 5(1), 1–15.
  18. 18. Undergraduate Student Publications
  19. 19. Editorial Pedagogy • para-professionalization • mentoring • recursive learning • real audiences Ball, Cheryl E. (2012) “Editorial Pedagogy.” Hybrid Pedagogy
  20. 20. Praxis • multiliteracies pedagogy • rhetorical genre studies • accessibility & usability theory • editorial pedagogy assignment sequences in here —> get an exam copy!
  21. 21. Research http://vegapublish.com
  22. 22. –Cheryl Ball | s2ceball@gmail.com | @s2ceball | http://ceball.com Thank you.
  23. 23. Webtext Evaluation Criteria Institute for Multimedia Literacy Honors Program at University of Southern California (Kuhn, 2008) Manifesto Special Issue of Kairos (DeWitt & Ball, 2008) “Assessing Scholarly Webtexts” tool (Warner, 2007)
  • KimHunter44

    Nov. 30, 2021

This keynote presentation at the University of Denver's Writing on the Range conference details the multimodal writing pedagogy Cheryl Ball developed from her editorial work at the online journal Kairos.

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