Digital Pedagogy and Assessment

A presentation for the "Digital Literacy in the Classroom" panel at the DLF Forum 2017 conference.

Transcript

1. DIGITAL PEDAGOGY AND ASSESSMENT Harriett Green DLF Forum November 8, 2016
2. TODAY’S TALK  Case Studies of my experiences  Approaches to Assessment  Consideration on Digital Literacies and Librarian’s Role in Assessment green19@illinois.edu @greenharr
3. DH  DIGITAL PEDAGOGY “But while digital humanities may seem like an intimidating, exponentially growing field with varying ideas of “insiders” and “outsiders,” you and your students are all already digital humanists, because you all use technology in your daily lives. At its best, the digital humanities is about engaging more critically with the intersections between technology and how we act, think and learn.” Adeline Koh, Hybrid Pedagogy green19@illinois.edu @greenharr
4. CASE STUDIES
5. CASE STUDY 1: RHETORIC/COMPOSITION • Library catalog, Academic Search Premier • Omeka.net Tool Selection • Standard essays • Multiple workshops • Scaffolding steps for Omeka Assignment Design • Omeka.net exhibit with final paper • New modes of digital writing Results green19@illinois.edu @greenharr
6. CASE STUDY 2: MEDIA AND CINEMA STUDIES • Scalar: http://scalar.usc.edu • Voyant: http://voyant-tools.org • Easel.ly: http://easel.ly Tool Selection • Media Ethics: Scalar site • Study Abroad: Scalar sites with created content Assignment Design • Media Ethics: multi-media sites • Study Abroad: Scalar sites showcasing final analyses Results green19@illinois.edu @greenharr
7. VOYANT green19@illinois.edu @greenharr
8. STUDENT WORK IN EASEL.LY green19@illinois.edu @greenharr
9. SCALAR PROJECTS
10. DIGITAL PROJECTS AND ASSESSMENT Holistic Approaches: “What arrangements are possible? “Who arranges? “What is the intent? “What is the fit between intent and effect?” “Digital compositions weave words and context and images: They are exercises in ordered complexity—and complex in some different ways than print precisely because they include more kinds of threads.” Kathleen Blake Yancey (2004) green19@illinois.edu @greenharr
11. CONTENT ANALYSIS  RUBRIC  Analyzed a corpus of student digital projects  Content analysis of student sites + written responses  Generate potential criteria for learning assessment rubric “Rubrics allow students to understand the expectations of their instructors. … They provide direct feedback to students about what they have learned and what they have yet to learn.” Oakleaf (2009) “‘Rubrics are texts that are visible signs of agreed upon values. They cannot contain all the nuances of the evaluation community’s values, but they do contain the central expressions of those values.’” Callison (2000) green19@illinois.edu @greenharr
12. MEDIA STUDIES RUBRIC Needs Improvement Acceptable Good Excellent Use of Multi-Format Media Too few objects (less than 1 per page) or too many objects; Relates to the topic only superficially or not at all; No citations or captions Meets requirements of at least 1 media object per page; Relates to the topic of the site Provides basic captions and/or citations; Use media objects on each page Selects multiple types of media objects Media objects are closely related to the topic and enhances the text Selection of diverse media objects Displays the media in innovative layout and thoughtful juxtapositions Connects media to each other and critical ideas Integrates annotations and advanced features Written content Use of Sources Structure and Organization of Site Coherence of Online Presentation green19@illinois.edu @greenharr
13. NOT JUST TOOLS  HOLISTIC USE Digital Literacies Information Visual Media Cultural Critical Operational “The awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process.” (Martin & Grudzecki 2010) green19@illinois.edu @greenharr
14. LEARNING GOALS FOR DIGITAL PEDAGOGY  Discover, access, and evaluate digital content for research  Develop scholarly critique via synthesis of visual and textual content  Collaborative learning environment  Build authentic skill building and digital tool competencies through experiential learning green19@illinois.edu @greenharr
15. PHOTO CREDITS “Cock the Hammer,” by Kyle May, on Flickr, https://www.flickr.com/photos/kylemay/1430449350 “Measuring Time,” by aussiegall, on Flickr, https://www.flickr.com/photos/aussiegall/286709039 "Magnifying Glass,” by Auntie P, on Flickr, https://www.flickr.com/photos/auntiep/17135231 "Round Measuring Spoons," by Theen Moy, on Flickr, CC-BY-NC-ND 2.0, https://flic.kr/p/j2Nzku green19@illinois.edu @greenharr
16. WORKS CITED Callison, Daniel. “Rubrics.” School Library Media Activities Monthly 17, no. 2 (2000): 34-36, 42. As quoted in Oakleaf, Megan. “Using Rubrics to Assess Information Literacy: An Examination of Methodology and Interrater Reliability.” Journal of the American Society For Information Science & Technology 60, no. 5 (2009): 969-983. Gillen, Julia and David Barton. Digital Literacies: A Research Briefing by the Technology Enhanced Learning Phase of the Teaching and Learning Programme. London: London Knowledge Lab, January 2010. www.tlrp.org/tel Koh, Adeline. “Introducing Digital Humanities Work to Undergraduates: An Overview.” Hybrid Pedagogy. Published August 14, 2014. http://www.hybridpedagogy.com/journal/introducing-digital-humanities-work- undergraduates-overview/ Martin, Allan and Grudziecki, Jan. “DigEuLit: Concepts and Tools for Digital Literacy Development.” Innovation in Teaching and Learning in Information and Computer Sciences 5, no. 4 (2006): 249-267. Yancey, Kathleen Blake. “Looking for Sources of Coherence in a Fragmented World: Notes Toward a New Assessment Design.” Computers and Composition 21, no. 1 (2004): 89-102.
17. THANK YOU! Harriett Green English and Digital Humanities Librarian University of Illinois at Urbana-Champaign green19@illinois.edu Twitter: @greenharr