Fall 2017 Series: Designing for a Digital Age
How do we equip ourselves and our students to navigate an increasingly complex information landscape? This is a series of discussions on the tools, ethics, implications, and effects of our choices in digital pedagogy.
This series of informal workshops sponsored by the College Writing Programs and the Academic Innovation Studio addresses ;issues that immediately affect teachers and students in writing-intensive classrooms.
In collaboration with the Academic Innovation Studio, College Writing Programs will sponsor a series of discussions on the intersection of technology and pedagogy. The staff and faculty of campus are invited. Light refreshments provided.
First Discussion: Diving into E-Portfolios
SEPTEMBER 11, 2017 - 4:00PM TO 5:30PM
How can and should we use e-portfolios, bCourses tools, and other digital platforms and apps in our courses? What tools and literacies are needed for effective teaching and learning across the curriculum? How do students feel about these kinds of assignments and how do we best support them?
Learn about some portfolio tools and features that integrate with bCourses. Also, hear about research from instructors who have been looking at the pros and cons of different e-portfolio platforms.
You are invited to share your experiences with digital publishing/portfolio assignments you've created, as well as what your experience has been. We'll discuss any questions, challenges, or suggestions you have. This is an open, informal dialogue. Everyone is welcome!
Registration is not required, but please RSVP so we know how many people to expect. Refreshments will be served.
Log in via CalNet to register for Diving into E-Portfolios. Registration closes on September 10, 2017 - 5:00pm.
IN THIS SERIES
Seven Things Every Instructor Should Know About Fake News!
October 12, 2017
Log in via CalNet to register for Seven Things Every Instructor Should Know About Fake News!.
Multimodal Texts: The What's and Why's
As digital media becomes more integral to our everyday lives, its role within higher education becomes widely evident. Digital technologies are changing the ways we learn and teach, as well as the ways we research and compose, and multimodal texts are increasingly de rigueur, prompting faculty in writing-intensive classrooms to ask why—or even if—they should jump on this bandwagon.
As the first in a series devoted to multimodal texts, this session will work to answer the following questions:
- What constitutes a “multimodal text”?
- What place do multimodal texts have in university-mandated R&C courses?
- Why should we consider incorporating such assignments into our pedagogy?
In doing so, this session provides a foundation for the colloquium's ongoing exploration of multimodal assignments and how teachers can design such assignments for their own courses.
Lightning Topics: Digital Writing
Four short, self-contained discussions on digital writing related to R&C instructors and their students.
Jane Hammons, College Writing Programs
Connected Classrooms Common Core, Collaborative Culture and more: Highlights from SXSWedu.
Michael Larkin, College Writing Programs
Essay 3.0: Working in small groups on shared Google Docs, students collaborate on papers about Jaron Lanier’s You Are Not a Gadget. Will the resulting essays be Wikipedia-style successes or hive mind hot messes? Even the instructor doesn’t know. Yet.
Maggie Sokolik, College Writing Programs
Working with the Bancroft Library, students collaborate to “build” a virtual museum of early California history using WordPress.
Peter Vahle, College Writing Programs
The amazing benefits and results of using a class blog for a collaborative writing project. Learn to create your own blog on Blogger in a matter of minutes.
Making Argument Visible: Writing in the Disciplines
We often talk about the fact that students in R&C go on to major in a range of courses with varying writing demands and conventions, and this panel is designed to start some discussion on that subject. Faculty members from anthropology, integrative biology, history, mathematics, and English will speak for 15 minutes each on argument and evidence in their fields, followed by Q and A.
Panel members include Margaret W. Conkey (anthropology), Leslea J. Hlusko (integrative biology), Geoffrey Koziol (history), Edward Frenkel (mathematics), and Katherine Snyder (English).
All interested faculty and GSIs are invited to attend four ten-minute presentations spotlighting four teaching techniques in rapid succession--enough to introduce each concept to help participants see the possibilities for their own classrooms, and a Q&A for elaboration and refinement, as necessary. The four presentations for today's event include: word choice, student conferences, interpreting texts, and field writing.
Michelle Baptiste, College Writing Programs
We’ll consider how to support students in revising word choice for accuracy and variety as well as focus on resources and activities that assist in the recognition and use of precise, vivid and sophisticated language.
Luisa Giulianetti, Student Learning Center
Student Conferences: developing effective approaches and reflecting on our practice.
Daniel Husman, College Writing Programs
Let’s analyze a musalselat: Using a Syrian soap opera on the first day of class to engage students in discussion and to introduce themes of interpreting texts, cultural difference and similarity,and genre conventions.
Kaya Oakes, College Writing Programs
Field writing moves students out of the classroom, and engages them in deep observation as well as interviewing, note-taking, and synthesizing their data. How can we use field writing in R&C classes? We’ll look at the components of a sample assignment in order to find out.
The Draft Conference: Motivating Revision
Gail Offen-Brown & Jane Stanley, College Writing Programs
How do we respond to student writing so as to move students beyond a conception of revision as correcting errors and pushing spell check to a practice of revision as substantive re-seeing, re-thinking, and re-writing? One such strategy is to meet with students to discuss their drafts. This session addresses concerns such as the roles that students and instructors play in these face-to-face discussions; preparation for meetings that we ask of students and ourselves; strategies for promoting productive discussion without taking over; and more.