Mark, Great presentation. I really liked the aesthetics of your platform and how the images compromised the majority of the slide with the text layering above it. The images would your story just as much as the text. I think this is a really important issue to consider, and one that keeps student considerations at the forefront. I'm curious as to how this is mitigated. If the argument is to give students more agency, how is this navigated in reference to teaching students new platforms? How does this play into access? Do students have to learn a series of new platforms based on the peer review groups they're placed into? Do these groups change? If so, do they have to learn a new program for each peer review? I really really like this framework but I become nervous when I think about the agency of it...and how much work it could potentially be. However, I think you're on point with reversing the agency and considering how important it is to choose a medium that is best suited for our students. In addition, I'm curious as to what your hack elaborates on? I know you've done a ton of reading in this area and I'd be grateful if you had some scholarship suggestions concerning this conversation. I know this is something you are very passionate about, and I'll probably be bugging you at some point to hear how this pans out in your classroom. Great job!!! Lucy
Mark--I agree with Lucy, my first thought was, "great slides"! I lie your hack, I am wondering if you have more specifics on HOW this would happen and what you think the outcomes would be for students and the instructor? and moreover, how would it alter not just the review process but the construction/production/writing/learning processes?
First and foremost, excellent presentation! Your slides were creative and well composed. Also, I admire you for encouraging your students to take agency of their work. I guess my questions kind of fall along the same lines as Lucy and Kim's. Is this something that would negotiated and applied within the individual classroom or something that the WPA would create a foundational guideline? Also, I'm curious how this plays into some of the pedagogical advice we've received in the past. For example, when composing my rhetorical analysis, I was instructed to present students with a few options and have them select from those rather than allowing them to select their own artifact. Do you find that your hack would meet the same feedback? If so, how can we as instructors work within those suggested limitations? Thanks for your presentation! Very thought provoking!
Mark,
ReplyDeleteGreat presentation. I really liked the aesthetics of your platform and how the images compromised the majority of the slide with the text layering above it. The images would your story just as much as the text. I think this is a really important issue to consider, and one that keeps student considerations at the forefront. I'm curious as to how this is mitigated. If the argument is to give students more agency, how is this navigated in reference to teaching students new platforms? How does this play into access? Do students have to learn a series of new platforms based on the peer review groups they're placed into? Do these groups change? If so, do they have to learn a new program for each peer review? I really really like this framework but I become nervous when I think about the agency of it...and how much work it could potentially be. However, I think you're on point with reversing the agency and considering how important it is to choose a medium that is best suited for our students. In addition, I'm curious as to what your hack elaborates on? I know you've done a ton of reading in this area and I'd be grateful if you had some scholarship suggestions concerning this conversation. I know this is something you are very passionate about, and I'll probably be bugging you at some point to hear how this pans out in your classroom. Great job!!!
Lucy
Mark--I agree with Lucy, my first thought was, "great slides"! I lie your hack, I am wondering if you have more specifics on HOW this would happen and what you think the outcomes would be for students and the instructor? and moreover, how would it alter not just the review process but the construction/production/writing/learning processes?
ReplyDeleteHello Mark,
ReplyDeleteFirst and foremost, excellent presentation! Your slides were creative and well composed. Also, I admire you for encouraging your students to take agency of their work. I guess my questions kind of fall along the same lines as Lucy and Kim's. Is this something that would negotiated and applied within the individual classroom or something that the WPA would create a foundational guideline? Also, I'm curious how this plays into some of the pedagogical advice we've received in the past. For example, when composing my rhetorical analysis, I was instructed to present students with a few options and have them select from those rather than allowing them to select their own artifact. Do you find that your hack would meet the same feedback? If so, how can we as instructors work within those suggested limitations? Thanks for your presentation! Very thought provoking!
Lacy