Search

F1.1 – Panel

One Piece at a Time: A Web Design Pedagogy of the Gradual Growth
Lars Soderlund, Purdue University

Lively and engaging presentation.

Guns Ruin Picnics (guides, regularity, and product)

  • Made a compromises between code and WYSIWYG: gave them templates, have some stability while allowing code learning. Often end up going into deep code
  • Wanted an emergent system: parts that interact in a way to allow the websites to emerge out of students’ work.


Guides:
directed students to resources, tutorials, encouraged students ask him questions, gave extra credit to more advanced students to help out those who needed it
Regularity: weekly updates w/ what they did, see thought work and back end issues (like server issues), along with more obvious changes
Product: Have an actual product

Nice examples of student work.


Lights, Camera, Compose: Digital Video Compositions and Writing Studies

Scott Kowalewski, Virginia Tech

Digital video composition: negotiation the convergence of modes, each conveys its own msg but together they create the message

How are videos being situated in writing studies?

Wants to focus beyond narrative and aesthetic and more attention to rhetorical aspects

Student example 1:

  • construction of identity through ethos in the video
  • has insider perspective
  • modes are in sync (visual, auditory, transitions…)

Example 2:

  • subverts narrative, nodal instead of linear
  • role of text as introduction/explanation of section
  • bed music provides continuity

How do the modes function?

  • Visual: rhetorical support or reinforce other modes
  • Audio: can provide continuity and coherence, also rhetorical
  • Text: provide info not otherwise conveyed through other modes


From Consumers to
Produsers: Using Virtual Worlds to Reposition Composition Teachers as Content Producers
Tom Skeen, Arizona State University

How can virtual worlds change the roles of writing teachers?

How might virtual worlds and institutional worlds work against each other?

Produsage: Axel Brun’s

  • info cannot be used up like product, info is re-usable
  • can be reshaped and reformed
  • driven by needs/desires of users
  • distributed but coordinated community organized by community’s own protocols of interaction
  • users also producers

Virtual world pushed at Institutional:

  • Assignments come from social uses of networked spaces
  • content and communities could exist outside of classroom

But the institutional world does push back

How do virtual worlds change the shape or role of “teacher”?

Something to say?