Designing Peer Review for Digital Media Instruction

Dr. Cheryl E. BallWest Virginia Universityhttp://ceball.com@s2ceball

Cope & Kalantzis (1999). Multiliteracies: A Design for Social Futures. Routledge.

Cope & Kalantzis (Eds.), Multiliteracies: A Pedagogy for the Design of Social Futures, 2000, p. 26.

New London Group’s Modes of Meaning

New London Group’s Pedagogy of Multiliteracies

• Situated practice

• Overt instruction

• Critical framing

• Transformed practice

image from http://www.psephizo.com/

Available Designs

Design(ing)

Redesign(ing)

multimodal composition assignment variations

• Hypertext essays

• Hypermedia essays

• Video poems

• Music videos

• Brochures

• Flyers

• Short documentaries

• “Open” assignments

• Book designs

• Informational websites

• Audio essays

• Audio poems

• Video CFPs

• Class reflections

• Webtexts

See Ball, Fenn, & Scoffield. (2013). “Genre and transfer in a multimodal composition class.”

Cope & Kalantzis (Eds.), Multiliteracies: A Pedagogy for the Design of Social Futures, 2000, p. 26.

New London Group’s Modes of Meaning

any combination = multimodal

Rhetorical genre studies

• real-world genres

• actual audiences

• evaluative criteria based on above

Bawarshi & Reiff, Genre: An introduction, 2010. http://wac.colostate.edu/books/bawarshi_reiff/

free book|\/

Kairos: Rhetoric, Technology, &

Pedagogythe journal

webtext examples

peer review 3-tiered process at Kairos

webtext examples

2008 Thomas R. Watson conference proceedingshttp://ccdigitalpress.org/nwc/

Webtext Assignment Sequence1. teaching philosophy & values [1 week]

2. readings in field & values analysis [2-3 weeks]

3. venue/publication analysis [1 week]

4. audience & genre analysis [1 week]

5. media, modes, & tech analysis [1 week]

6. project pitch & proposal [2-3 weeks]

7. collaborative webtext [4-5 weeks]

8.peer-review & reflection [1-2 weeks]

9. submission emails [1 week]

See http://239f11.ceball.com/

Webtext Assignment Sequence1. teaching philosophy & values [1 week]

2. readings in field & values analysis [2-3 weeks]

3. venue/publication analysis [1 week]

4. audience & genre analysis [1 week]

5. media, modes, & tech analysis [1 week]

6. project pitch & proposal [2-3 weeks]

7. collaborative webtext [4-5 weeks]

8.peer-review & reflection [1-2 weeks]

9. submission emails [1 week]

DynamicCriteriaMapping

from Broad’s (2006) What We Really Value

becomes assessment criteria

Assessment Criteria

• creativity

• conceptual core

• research/credibility

• form : content

• audience

• timeliness

See Ball (2012). Assessing scholarly multimedia. Technical Communication Quarterly, 21, 61–77.

peer-review feedback

Hilary Selznick, "Fibromyalgia: The (In)visible (Dis)ability” Technoculture 1(1).

conceptual core creativity form:content

Design-editing

• rhetoricity

• accessibility

• usability

• sustainability

See Ball (2013). Multimodal revision techniques in webtexts. Classroom discourse, 5(1), 1–15.

Undergraduate Student Publications

Editorial Pedagogy

• para-professionalization

• mentoring

• recursive learning

• real audiences

Ball, Cheryl E. (2012) “Editorial Pedagogy.” Hybrid Pedagogy

Praxis• multiliteracies pedagogy• rhetorical genre studies• accessibility & usability theory • editorial pedagogy

assignment sequences in here —> get an exam copy!

Research http://vegapublish.com

–Cheryl Ball | s2ceball@gmail.com | @s2ceball | http://ceball.com

Thank you.

Webtext Evaluation Criteria

Institute for Multimedia Literacy Honors Program at University of Southern California (Kuhn, 2008)

Manifesto Special Issue of Kairos (DeWitt & Ball, 2008)

“Assessing Scholarly Webtexts” tool (Warner, 2007)