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These slides were created for a Faculty Forum sponsored by the USC Center for Scholarly Technology on Feb 22, 2013. I argue that assessment begins in assignment design such that students know the criteria by which they'll be judged, and so they can reflect upon their own active learning and engagement with the media that barrages us in the contemporary moment. This approach also provides opportunities for revision and fosters critical media literacy.
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MULTIMODAL PROJECT DESIGN:
four steps toward assessment
Virginia [email protected]
CST Faculty Forum
February 22, 2013
Virginia [email protected]
CST Faculty Forum
February 22, 2013
rationale?competent control of the available semiotic resources
Virginia [email protected]
CST Faculty Forum
February 22, 2013
rationale?
digital technologies endow filmic texts with book-like qualities
Virginia [email protected]
CST Faculty Forum
February 22, 2013
+ scaffolding+ assignment design + revision + reflection
CST Faculty Forum
February 22, 2013
+ scaffolding
- theory- fair use- models
CST Faculty Forum
February 22, 2013
+ assignment design
CST Faculty Forum
February 22, 2013
+ assignment design
CST Faculty Forum
February 22, 2013
+ assignment design
CST Faculty Forum
February 22, 2013
+ assignment design
CST Faculty Forum
February 22, 2013
+ assignment design
CST Faculty Forum
February 22, 2013
+ revision - peer review
CST Faculty Forum
February 22, 2013
- peer review
CST Faculty Forum
February 22, 2013
you are teaching media literacy
+ reflection
ARCHIVE dot ORGthe library
CST Faculty Forum
February 22, 2013
and about that rubric...
CST Faculty Forum
February 22, 2013
http://kairos.technorhetoric.net/14.2/interviews/kuhn/index.html
