Using Eportfolio as a Multimodal Project Platform - Poklop and Matthews-DeNatale

Using Eportfolio as a Multimodal Project Platform

Gail Matthews-DeNatale, PhDLaurie Poklop, EdDNortheastern University

Outcomes

Articulate a working definition of multimodal learning and other terms associated with this pedagogical approach

Identify elements that are critical to the success of multimodal projects

Recognize these elements in the design and implementation of multimodal project exemplars

Consider the relevance of multimodal projects for the learning goals and courses that you teach

Redesign an existing assignment to reflect the principles and processes associated with multimodal project based learning

Agenda

Introductions Defining “Multimodal Project Portfolios” Brainstorming & Defining an Assignment Developing Project Structure Planning Feedback & Assessment Considering Assignment Circulation Presentation of Assignments

Introductions

PLEASE SHARE:

Your name, position and institution Why you were interested in this workshop One special skill you possess

What is “multimodal” composition?

READER

WRITER

TEXT

RHETORICALSITUATION

“TEXT”

Traditional academic writing = alphanumeric text w/some

visual elements

Contemporary communication = Text, still & moving images, animation, sounds, graphics,

words, color

What is “multimodal” composition?

…the purposeful and rhetorical integration of different meaning-making modes—alphabetic text, sound, video,

gesture, color, animation, photographs, drawings—in order to achieve an intentional, rhetorical effect.

(Digital Writing, Rhetoric & Discourse Working Group, DePaul Univ.)

Why assign multimodal work?

5 CLAIMS:

1.“…students need to be experienced and skilled not only in reading (consuming) text employing multiple

modalities, but also in composing in multiple modalities, if they hope to communicate

effectively…”

(Takayoshi & Selfe, 2007)


5 CLAIMS:

2.“…the definition of “composition” and “texts” needs

to grow and change to reflect peoples’ literacy practices…”



5 CLAIMS:

3.“…the authoring of compositions that include still images, animations, video, and audio – although intellectually demanding and time consuming – is

also engaging…”



5 CLAIMS:

4.“…Audio and visual composing requires attention to

rhetorical principles of communication…”



5 CLAIMS:

5.“…Teaching multimodality is one pathway to

accomplishing long-valued pedagogical goals…”


Effective Mutlimodal Assignments

Theory: WHY DO IT? WHICH ASSIGNMENTS ARE AMEANABLE?

Structure & Choice: HELPING STUDENTS CONSIDER EXPANDED CHOICES W/O BEING OVERWHELMED

Circulation: DESIGN PROJECTS FOR AUTHENTIC AUDIENCES

3 COMPONENTS:

(HESS, 2007)




Feedback & Assessment: HELPING STUDENTS DEFINE AND ACHIEVE SUCCESS


3 COMPONENTS:

Multimodal Project Portfolios

Eport platform becomes a composing space for a multimodal assignment (Gallagher & Poklop, 2014)

Examples: Case Study Research Project Group Projects

What makes it a portfolio?

Purp

ose

& G

oals

Purpose & G

oals

INTERSECTIONS• What are the

challenges that you are trying to address?

• What are your

purposes and goals? • How would like those

outcomes to be improved?

• What can we accomplish in this intersection?

EPORTFOLIOPEDAGOGY

MULTIMODALCOMPOSITION

EPORTFOLIOPLATFORMS

INTERSECTIONS

MULTIMODALCOMPOSITION

EPORTFOLIOPEDAGOGY

EPORTFOLIOPLATFORMS

Purp

ose

& G

oals

Purpose & G

oals

Multiple modes, hypertextNon-linearity

Interplay of artifactsProcess orientationReflection

MediaFeedback mechanismsDistribution options

THEORY/PURPOSE: Two Assignments

Brainstorm 3 potential multimodal assignments. (10 min)

What makes each assignment a good candidate?

Debrief w/a partner(10 min)

ACTIVITYBRAINSTORM ASSIGNMENTS

https://northeastern.digication.com/multimodal8

Username:AAEEBLguest1 through guest5

Password:AAEEBLguest1 through guest5

ACTIVITYDownload Multimodal Project Planner




Select one assignment idea.

Complete the first 3 pages of the Multimodal Project Planner. (10 min)

Share with the group(15 min)

ACTIVITYDEFINE YOUR PROJECT AND GOALS?






3 COMPONENTS:

(HESS, 2007)

Options for STRUCTURE

Defined sections or components Scaffolding of components Defined reflective elements

Options for CHOICE

Choice of topic within guidelines Choice of composing modalities Choice of project structure Options for group work

Options for REFLECTION

Many consider reflection or metacognitive work to be a definitional element of a portfolio

What would fit with your assignment? Process reflection Self-assessment Progress notes Something else……?

SCAFFOLDING

How much and what kind of scaffolding will support student success?

Possibilities: Exemplars Detailed instructions Software suggestions & tutorials Timelines Rubrics

STRUCTURE/CHOICE: 2 Assignments

Complete pages 4 (Structure) and 9 (Reflection)of your Project Planner.

Work on portions of pages 5-8. Make additional pages as necessary. (30 min)

ACTIVITYPROJECT STRUCTURE & SCAFFOLDING






3 COMPONENTS:

(HESS, 2007)

FEEDBACK & ASSESSMENT

(Borton & Hout, 2007)

“Rhetorically based understanding of composition should drive and inform teachers’ approach to

assessment in multimodal composition…”

“When we help students learn to assess their own compositions and the compositions that others create, we are teaching them valuable decision-

making skills they can use when producing their own texts.”

Ideas for Formative Assessment

Peer review Studio sessions Progress journals Defining criteria with students Rubrics

FEEDBACK & ASSESSMENT: 2 Assignments

Peer feedback using rubric (2x)

Instructor feedback Author-requested

feedback Final assessment by

instructor w/rubric Live feedback session

EXAMPLE: Our Project Rubric

Unacceptable C Level B Level A Level

Topic & Focus

Description of Learner & Setting

Analysis

Recommendations

Multimodality

Consideration of Audience

Clarity of Writing

Complete page 9 in the Project Planner

Begin to work on a rubric if you will use one. (15 min)

ACTIVITYPLAN FEEDBACK & ASSESSMENT

Select a sample project

You will be assigned a single rubric criteria

Review the project and assign a level of performance

ACTIVITYASSESS A MULTIMODAL PROJECT






3 COMPONENTS:

(HESS, 2007)

Circulation

READER

WRITER

RHETORICALSITUATION

“TEXT”

ePortfolios shift instructors’ and students’ attention to audiences other than the instructor.

(Gallagher & Poklop, 2014)

CIRCULATION: 2 Assignments

“Signature Assignments” = required elements of program eportfolios

Please use the work you have done to make a <5 minute presentation of your initial project design

ACTIVITYSHARE YOUR THINKING

BibliographyBorton, S. & Brian Huot, B. (2007) Responding and assessing. In Cynthia

Selfs (Ed.), Multimodal composition, Cresswell, NJ: Hampton Press.

Gallagher, C & Poklop, L (2014). Eportfolios and audience: Teaching a critical 21st century skill. International Journal of ePortfolio (4)1, 7-20. http://theijep.com/pdf/IJEP126.pdf

Hess, M. (2007) Composing multimodal assignments. In Cynthia Selfs (Ed.), Multimodal composition, Cresswell, NJ: Hampton Press.

Takaayoshi, P. & Selfe, C. (2007) Thinking about multimodality. In Cynthia Selfs (Ed.), Multimodal composition, Cresswell, NJ: Hampton Press.

http://theijep.com/pdf/IJEP126.pdf

http://theijep.com/pdf/IJEP126.pdf

Using Eportfolio as a Multimodal Project Platform - Poklop and Matthews-DeNatale

Education

multimodal work

multimodal composition

success of multimodal

consuming text

modesalphabetic text

design projects

overwhelmed circulation

existing assignment