3. Context
Advanced Composition for Future Teachers
Prior Assignment: Literacy Acquisition Narrative
Rose, Lives on the Boundary
Brandt, Sponsors of Literacy
Traditional essay form
New Assignment: Multimodal Document on Learning
Mixture of text, image, sound in single document
Various modes can transmit different messages
Modes combine to create unique meanings impossible in
single-mode communications
4. Theory
James Paul Gee, Professor of Linguistics and Education
What Video Games Have to Teach Us About Learning
and Literacy (2003)
Finding an inquiry: Learning outside of school
Gee investigates the ways that learning happens in
the virtual worlds of video games, and looks for ways
to connect the video game learning principles to
school.
5. Learning Principles
Observation: Video games are often played in social
contexts, and players' socializing aids their learning.
Principle: Learning is facilitated when there is a social
context characterized by shared goals.
Observation: The significance of certain objects in video
games changes as the game progresses, and players
learn how to pay attention to such objects based on the
game's current state.
Principle: Meaningful learning occurs when the skills
and knowledge being learned apply directly to the
learner's current context.
6. Genre
What are the attributes of a multimodal text?
SOAPS Protocol
Speaker: Who is the speaker? What do you know (or
can you ascertain) about his/her knowledge?
Occasion: Why is s/he speaking? What is the context
of the speech?
Audience: Whom is the speaker addressing? Are you
a member of the audience?
Purpose: What appears to be the speaker’s
objective?
Subject: What topics are being addressed? In what
manner are they being discussed?
7. Daddy Duty
by Jason Shiroff
Click to watch project
8. Classroom Application
Public reflection journals: Weblogs
What are you learning outside of school?
What motivates you to learn outside school?
How do you monitor your progress?
Goal: Articulate an out-of-school learning
experience to learning principles from James
Gee’s book
9.
10. Modeling and Co-Learning
I had little experience with the genre, so I had
to learn alongside students.
Sharing developmental drafts
Posted script drafts and comments on Google
Docs
Showed rough cuts of my multimodal
document
Used storyboarding
11. Modeling and Co-Learning
I had little experience with the genre, so I had
to learn alongside students.
Sharing developmental drafts
Posted script drafts and comments on Google
Docs
Showed rough cuts of my multimodal
document
Used storyboarding
12. Modeling and Co-Learning
I had little experience with the genre, so I had
to learn alongside students.
Sharing developmental drafts
Posted script drafts and comments on Google
Docs
Showed rough cuts of my multimodal
document
Used storyboarding
13. Modeling and Co-Learning
I had little experience with the genre, so I had
to learn alongside students.
Sharing developmental drafts
Posted script drafts and comments on Google
Docs
Showed rough cuts of my multimodal
document
Used storyboarding
14. Modeling and Co-Learning
I had little experience with the genre, so I had
to learn alongside students.
Sharing developmental drafts
Posted script drafts and comments on Google
Docs
Showed rough cuts of my multimodal
document
Used storyboarding
19. Weblogs for Reflection
An Excerpt from Caitlin’s Blog
Down With Reification
Phew. Done, done, done. I can't remember the last time I felt this
challenged and out of my element. After hours of work, I still feel
amazed that there is only a six minute movie. I feel like there
should be something more comparable to a Star Wars movie.
Above all else, this project made me respect the individuals who
make movies for a living...I simply don't have the patience.
20. Weblogs for Reflection
An Excerpt from Caitlin’s Blog
When thinking about what I wanted to convey to my audience, I
thought about people that wanted to learn an instrument, but felt
that they couldn't for some reason or another. I mentioned these
reasons in my narrative, such as fear, the inability to read music,
the feeling that it was too late in life to start learning something
like an instrument, the time constraints of a college student, and
so on and so forth. I never mentioned specifically that this was
the affinity group I dedicated my work to, so forgive me, but I
tried to make this movie applicable to people outside of the
Advanced Comp. realm.
21. Weblogs for Reflection
An Excerpt from Caitlin’s Blog
I constantly explained my problems and the mental processes that I used to
fight through them. This connected to Gee's thoughts on a new literacy. I
was learning something outside of my semiotic domain; furthermore, it didn't
come easily, so I had to really work at the instrument. In the section where I
get carried away with the thoughts of a career in Harmonica playing, with
special accessories and my own tour bus, I was dealing with the Identity
Principle of Gee's book. I was playing with identity, creating a fantasy about
what I would do. Eventually, I slowed the process of daydreaming as I
reflected on the reality of my identity, and how I would first have to learn the
instrument, then begin to try to live out the dream. I have do understand my
potential identity in baby steps, starting with my understanding of the
instrument.
26. Evaluation and Assessment
Collaborative development of a rubric
for the project
Instructor comments in form of .mp3
audio recordings accompanying rubric
27. Evaluation and Assessment
Collaborative development of a rubric
for the project
Instructor comments in form of .mp3
audio recordings accompanying rubric
28. Evaluation and Assessment
Collaborative development of a rubric
for the project
Instructor comments in form of .mp3
audio recordings accompanying rubric
