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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)

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