using eportfolio as a multimodal project platform - poklop and matthews-denatale
TRANSCRIPT
Using Eportfolio as a Multimodal Project Platform
Gail Matthews-DeNatale, PhDLaurie Poklop, EdDNortheastern University
Outcomes
Articulate a working definition of multimodal learning and other terms associated with this pedagogical approach
Identify elements that are critical to the success of multimodal projects
Recognize these elements in the design and implementation of multimodal project exemplars
Consider the relevance of multimodal projects for the learning goals and courses that you teach
Redesign an existing assignment to reflect the principles and processes associated with multimodal project based learning
Agenda
Introductions Defining “Multimodal Project Portfolios” Brainstorming & Defining an Assignment Developing Project Structure Planning Feedback & Assessment Considering Assignment Circulation Presentation of Assignments
Introductions
PLEASE SHARE:
Your name, position and institution Why you were interested in this workshop One special skill you possess
What is “multimodal” composition?
READER
WRITER
TEXT
RHETORICALSITUATION
“TEXT”
Traditional academic writing = alphanumeric text w/some
visual elements
Contemporary communication = Text, still & moving images, animation, sounds, graphics,
words, color
What is “multimodal” composition?
…the purposeful and rhetorical integration of different meaning-making modes—alphabetic text, sound, video,
gesture, color, animation, photographs, drawings—in order to achieve an intentional, rhetorical effect.
(Digital Writing, Rhetoric & Discourse Working Group, DePaul Univ.)
Why assign multimodal work?
5 CLAIMS:
1.“…students need to be experienced and skilled not only in reading (consuming) text employing multiple
modalities, but also in composing in multiple modalities, if they hope to communicate
effectively…”
(Takayoshi & Selfe, 2007)
Why assign multimodal work?
5 CLAIMS:
2.“…the definition of “composition” and “texts” needs
to grow and change to reflect peoples’ literacy practices…”
(Takayoshi & Selfe, 2007)
Why assign multimodal work?
5 CLAIMS:
3.“…the authoring of compositions that include still images, animations, video, and audio – although intellectually demanding and time consuming – is
also engaging…”
(Takayoshi & Selfe, 2007)
Why assign multimodal work?
5 CLAIMS:
4.“…Audio and visual composing requires attention to
rhetorical principles of communication…”
(Takayoshi & Selfe, 2007)
Why assign multimodal work?
5 CLAIMS:
5.“…Teaching multimodality is one pathway to
accomplishing long-valued pedagogical goals…”
(Takayoshi & Selfe, 2007)
Effective Mutlimodal Assignments
Theory: WHY DO IT? WHICH ASSIGNMENTS ARE AMEANABLE?
Structure & Choice: HELPING STUDENTS CONSIDER EXPANDED CHOICES W/O BEING OVERWHELMED
Circulation: DESIGN PROJECTS FOR AUTHENTIC AUDIENCES
3 COMPONENTS:
(HESS, 2007)
Effective Mutlimodal Assignments
Theory: WHY DO IT? WHICH ASSIGNMENTS ARE AMEANABLE?
Structure & Choice: HELPING STUDENTS CONSIDER EXPANDED CHOICES W/O BEING OVERWHELMED
Feedback & Assessment: HELPING STUDENTS DEFINE AND ACHIEVE SUCCESS
Circulation: DESIGN PROJECTS FOR AUTHENTIC AUDIENCES
3 COMPONENTS:
Multimodal Project Portfolios
Eport platform becomes a composing space for a multimodal assignment (Gallagher & Poklop, 2014)
Examples: Case Study Research Project Group Projects
What makes it a portfolio?
Purp
ose
& G
oals
Purpose & G
oals
INTERSECTIONS• What are the
challenges that you are trying to address?
• What are your
purposes and goals? • How would like those
outcomes to be improved?
• What can we accomplish in this intersection?
EPORTFOLIOPEDAGOGY
MULTIMODALCOMPOSITION
EPORTFOLIOPLATFORMS
INTERSECTIONS
MULTIMODALCOMPOSITION
EPORTFOLIOPEDAGOGY
EPORTFOLIOPLATFORMS
Purp
ose
& G
oals
Purpose & G
oals
Multiple modes, hypertextNon-linearity
Interplay of artifactsProcess orientationReflection
MediaFeedback mechanismsDistribution options
Brainstorm 3 potential multimodal assignments. (10 min)
What makes each assignment a good candidate?
Debrief w/a partner(10 min)
ACTIVITYBRAINSTORM ASSIGNMENTS
https://northeastern.digication.com/multimodal8
Username:AAEEBLguest1 through guest5
Password:AAEEBLguest1 through guest5
ACTIVITYDownload Multimodal Project Planner
Select one assignment idea.
Complete the first 3 pages of the Multimodal Project Planner. (10 min)
Share with the group(15 min)
ACTIVITYDEFINE YOUR PROJECT AND GOALS?
Effective Mutlimodal Assignments
Theory: WHY DO IT? WHICH ASSIGNMENTS ARE AMEANABLE?
Structure & Choice: HELPING STUDENTS CONSIDER EXPANDED CHOICES W/O BEING OVERWHELMED
Feedback & Assessment: HELPING STUDENTS DEFINE AND ACHIEVE SUCCESS
Circulation: DESIGN PROJECTS FOR AUTHENTIC AUDIENCES
3 COMPONENTS:
(HESS, 2007)
Options for STRUCTURE
Defined sections or components Scaffolding of components Defined reflective elements
Options for CHOICE
Choice of topic within guidelines Choice of composing modalities Choice of project structure Options for group work
Options for REFLECTION
Many consider reflection or metacognitive work to be a definitional element of a portfolio
What would fit with your assignment? Process reflection Self-assessment Progress notes Something else……?
SCAFFOLDING
How much and what kind of scaffolding will support student success?
Possibilities: Exemplars Detailed instructions Software suggestions & tutorials Timelines Rubrics
Complete pages 4 (Structure) and 9 (Reflection)of your Project Planner.
Work on portions of pages 5-8. Make additional pages as necessary. (30 min)
ACTIVITYPROJECT STRUCTURE & SCAFFOLDING
Effective Mutlimodal Assignments
Theory: WHY DO IT? WHICH ASSIGNMENTS ARE AMEANABLE?
Structure & Choice: HELPING STUDENTS CONSIDER EXPANDED CHOICES W/O BEING OVERWHELMED
Feedback & Assessment: HELPING STUDENTS DEFINE AND ACHIEVE SUCCESS
Circulation: DESIGN PROJECTS FOR AUTHENTIC AUDIENCES
3 COMPONENTS:
(HESS, 2007)
FEEDBACK & ASSESSMENT
(Borton & Hout, 2007)
“Rhetorically based understanding of composition should drive and inform teachers’ approach to
assessment in multimodal composition…”
“When we help students learn to assess their own compositions and the compositions that others create, we are teaching them valuable decision-
making skills they can use when producing their own texts.”
Ideas for Formative Assessment
Peer review Studio sessions Progress journals Defining criteria with students Rubrics
FEEDBACK & ASSESSMENT: 2 Assignments
Peer feedback using rubric (2x)
Instructor feedback Author-requested
feedback Final assessment by
instructor w/rubric Live feedback session
EXAMPLE: Our Project Rubric
Unacceptable C Level B Level A Level
Topic & Focus
Description of Learner & Setting
Analysis
Recommendations
Multimodality
Consideration of Audience
Clarity of Writing
Complete page 9 in the Project Planner
Begin to work on a rubric if you will use one. (15 min)
ACTIVITYPLAN FEEDBACK & ASSESSMENT
Select a sample project
You will be assigned a single rubric criteria
Review the project and assign a level of performance
ACTIVITYASSESS A MULTIMODAL PROJECT
Effective Mutlimodal Assignments
Theory: WHY DO IT? WHICH ASSIGNMENTS ARE AMEANABLE?
Structure & Choice: HELPING STUDENTS CONSIDER EXPANDED CHOICES W/O BEING OVERWHELMED
Feedback & Assessment: HELPING STUDENTS DEFINE AND ACHIEVE SUCCESS
Circulation: DESIGN PROJECTS FOR AUTHENTIC AUDIENCES
3 COMPONENTS:
(HESS, 2007)
Circulation
READER
WRITER
RHETORICALSITUATION
“TEXT”
ePortfolios shift instructors’ and students’ attention to audiences other than the instructor.
(Gallagher & Poklop, 2014)
Please use the work you have done to make a <5 minute presentation of your initial project design
ACTIVITYSHARE YOUR THINKING
BibliographyBorton, S. & Brian Huot, B. (2007) Responding and assessing. In Cynthia
Selfs (Ed.), Multimodal composition, Cresswell, NJ: Hampton Press.
Gallagher, C & Poklop, L (2014). Eportfolios and audience: Teaching a critical 21st century skill. International Journal of ePortfolio (4)1, 7-20. http://theijep.com/pdf/IJEP126.pdf
Hess, M. (2007) Composing multimodal assignments. In Cynthia Selfs (Ed.), Multimodal composition, Cresswell, NJ: Hampton Press.
Takaayoshi, P. & Selfe, C. (2007) Thinking about multimodality. In Cynthia Selfs (Ed.), Multimodal composition, Cresswell, NJ: Hampton Press.