Posts Tagged ‘video’

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Multimodal Mondays: Re/Mixing Traditional Academic Essays As YouTube Videos

posted: 4.13.15 by Andrea Lunsford

As I write this week’s post, I am wrapping up an illuminating weekend at the University of Alabama in Tuscaloosa and its library’s conference Digitorium, where I engaged with colleagues who use critical pedagogy to “do the work” of digital humanities (DH).  There were so many different kinds of re/mixing and re/envisioning happening, that I felt, for the first time, the true interdisciplinarity of DH.  My colleagues were leading students in geocaching and visualizing distance reading data from biblical texts (see Bo Adam’s Presentation). So much of what I saw made me think about how our students really do produce texts for various publics, more and more frequently in digital spaces.  And it also made me think hard about the “doing of DH” and how we, as instructors, don’t have to be IT professionals to find a comfortable praxis in this “doing” and “re/mixing.” [read more]

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Categories: Activity Idea, Assignment Idea, Collaboration, Digital Writing, Grammar & Style, Guest Bloggers, Multimodal Mondays, Teaching with Technology
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Video? Video!

posted: 2.4.15 by Barclay Barrios

I’ve been playing around with video since the Flip cameras were big—so about 7 or 8 years now.  As the cameras on cell phones got better and better, I moved to just using my iPhone 5s to capture video.  iMovie has given me good results for the longest time but having just purchased a Retina 5K iMac, I’ve decided to take the plunge and move to Final Cut Pro X.  Prosumer ho! [read more]

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Categories: Barclay Barrios, Emerging, Teaching with Technology
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Multimodal Mondays: “Getting to Know You” with Student Introduction Videos

posted: 9.8.14 by Andrea Lunsford

Stephanie Vie is an associate professor of writing and rhetoric at the University of Central Florida in Orlando. She researches digital identities in social media spaces and is particularly interested in how social media technologies impact literate practices both within and beyond the classroom. Stephanie works closely with the academic journal Kairos and the Computers and Composition Digital Press. In this post, Stephanie describes building an online learning community with an early multimodal assignment for an online or hybrid course: student-created videos. [read more]

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Categories: Andrea Lunsford, Multimodal Mondays
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Demonstrating How a Tool Works

posted: 1.10.14 by Traci Gardner

A few weeks ago, a student came to my office to ask how to increase the details in her essay. Students were working on a fairly typical commercial analysis essay. Their task was to choose a popular, national commercial and analyze the ways that the advertisers used rhetorical appeals to persuade customers to buy the product, use the service, or support the cause. [read more]

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Categories: Traci Gardner
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Comparing MOOCs: #WEXMOOC vs. #clmooc

posted: 6.25.13 by Traci Gardner

A student trying to decide whether a MOOC (Massive Open Online Course) fits her needs will probably turn first to the course site, which, at a minimum, has as a webpage overview and a video introduction to the course. Today, I want to consider what introductory videos for two different courses I’ve enrolled in tell me about the courses themselves. [read more]

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Categories: Traci Gardner
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Reading Student Work in the Paperless Writing Class

posted: 6.10.13 by archived

In their book, The Elements of Teaching Writing, Katherine Gottschalk and Keith Hjortshoj argue that along with the actual instructions we create to guide our students through the writing assignments we give them, the feedback we provide on their written work is among the most important kinds of writing we produce in our classes. It’s hard to disagree. In our comments to students, we construct a persona for ourselves–one that may or may not match up with our actual, face-to-face classroom persona–and we establish the terms by which we will relate to or interact with our students. In short, there is a lot riding on the ways in which we talk to students about their written work. Grading papers is never just “grading papers.” [read more]

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Categories: Michael Michaud
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Press "Play" in the Composition Classroom

posted: 8.7.12 by Traci Gardner

NYC - Biennal de Video Youtube - Guggenheim MuseumI prefer written instructions. My heart sinks when a site provides only video documentation of how to use their product. I don’t want to watch a video. I especially don’t want to watch an entire video just to determine whether it addresses my questions. I want to search and skim through written instructions until I find what I’m looking for.

The bad news for me is that I learned recently that my yearning to avoid video firmly separates me from the average student in the college classroom. While the first thing I look for is a manual, a student is more likely to be looking for a play button.

This new realization came to me at the Stampin’ Up convention I attended on my road trip last month. Speaker Jason Ryan Dorsey explored the differences among Baby Boomers, Gen X, and Gen Y to open up the convention. He emphasized that to reach a younger audience, you need to “say it visually.” [read more]

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Categories: Traci Gardner
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Today We’re Going to Watch a Movie In Class

posted: 4.2.12 by archived

When I was in high school and elementary school, one of the best sentences you could hear coming out of a teacher’s mouth was “Today we’re going to watch a movie in class.” Nowadays, I very rarely use film in my own classes, but I do try to assign writing projects in which students might choose to use film as part of a multimodal composition or remix. I also encourage students to create or repurpose images, particularly when I teach classes on the rhetoric of advertising, or on web design.

But as someone who believes in making my classes accessible to all students, I’m concerned about the fact that visual mediums can exclude people with impaired vision or blindness. You might say, well, if you have a class that does not include students with vision impairments, then you don’t have to worry. But I have never really thought this way. In my own classes, I never assume that everyone can see (or hear, or otherwise process) clearly and easily.Without my thick glasses (and even with them, a lot of the time), I would be excluded from a lot of highly visual experiences, and so I assume the same for my students. Plus, visual information is processed differently by different people—we all see differently, at different speeds and levels of depth, and vision interacts with our other senses in a manner unique to each of us. Moreover, I want to provide examples in my class that model accessibility as a rhetorical process and a cultural requirement, that show how making things more accessible can also, much of the time, make them much more interesting and engaging, too. I try to make access a critical and political necessity. That doesn’t mean I always get it right, it just means I try. [read more]

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Categories: Jay Dolmage, Uncategorized
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Using Mindset Lists to Explain Social Construction

posted: 9.6.11 by Traci Gardner

2979693877_c601ac432a_mEvery August since 1998, Beloit College professors Tom McBride and Ron Nief have published a list of details reminding teachers of the cultural knowledge that has influence incoming college students.

The Beloit Mindset List for the Class of 2015, released two weeks ago, relies on touchstones like students’ inexperience with dial-up Internet connections, the presence of women on the U.S. Supreme Court, and the use of television remotes.

The list has become an annual standard in the back-to-school series published by nearly every media outlet. This year, for example, CBS posted a photo gallery presentation, Understanding the mindset of college freshmen; The Chronicle of Higher Education reported that the Beloit College Mind-Set List Welcomes the “Internet Class”; and USA Today published a piece entitled Beloit College List: What, Russia once had a Communist Party?

While the Beloit lists are well-intentioned, they suggest college educators see incoming students as a modernized tabula rasa filled exclusively with a limited set of pop culture references and personal experiences.

Take, for instance, an example from the introduction to this year’s list: “As for the class of 2015, without any memory whatever of George Herbert Walker Bush as president, they came into existence as Bill Clinton came into the presidency.” List authors McBride and Nief suggest incoming students will not know George H. W. Bush was president. How they could miss him appealing for international aid after recent natural disasters or never seen him with his son, the other President Bush, is unclear.

Technically, McBride and Nief mean (at least I hope they mean) that Bush Sr. served as president before incoming students were born, but that’s not what the list seems to say. Ultimately, it’s a matter of semantics and memory. Students may not have personal experience, but they are unlikely to be oblivious to the existence and presidency of George Herbert Walker Bush.

When I watch the video where Tom McBride describes incoming students (and for some reason Ron Nief sits by silently), I’m reminded of my grandfather railing on about what he thought he knew about me and my generation. I can only imagine what students think. The items on the list are generalized primarily from mainstream pop culture and recent history, and in the end, the collected description is simply a social construction of incoming students by two privileged, well-educated (and seemingly white) males. [read more]

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Categories: Teaching with Technology
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The Graduation Speech

posted: 5.16.11 by archived

For many of us, the spring semester has come to an end. We may be grading the last few papers, planning a summer of leisure or a summer of research, or (if you are like me) preparing to teach the summer session. One common event happening across campuses is graduation. So in today’s post, I want to share some links and ideas about the graduation, or commencement, address.

The graduation speech is an interesting but often underexplored (and poorly delivered) genre. As Al Gore said in his commencement address at Johns Hopkins University in 2005: “in preparing my remarks, in all seriousness I tried very hard to remember who spoke at my commencement in 1969. I have no idea. Unless I’ve just tricked you into remembering, my bet is that thirty years from now you won’t have any idea what was said here.” I can’t remember who spoke at my own graduation ceremony. I just remember having to kneel while someone touched a sword to my shoulder. (No, I wasn’t being knighted—Canadian graduation ceremonies are just strange.)

Scholars like Lois Agnew have written about the complex rhetorical situation of these speeches. The speaker is not necessarily expected to speak freely. (Agnew examines the audience’s negative reaction to New York Times reporter Chris Hedges’ antiwar speech at Rockford College in 2003.) Unlike other forms of public rhetoric, the speaker is expected to congratulate, offer advice, make jokes, tell an inspirational story. But not necessarily to put forward a challenging idea or opinion. The result of this rhetorical difficulty is that many of these speeches are forgettable—because many of them are bland and similar, full of inspirational clichés and safe and simple life lessons. But as we know as teachers, the strict conventions of some genre often produce interesting communicative results. [read more]

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Categories: Campus Issues, Jay Dolmage
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