He described what he found problematic about his MOOC experience: “When I am occupied, I encounter (as opposed to just ‘watching’). Pre-taped lectures and a message board don’t provide me with that same feeling…My issue with Coursera was not just that its method of content delivery has nothing to do with how content is aggregated online, but that I cannot be aggregated as well in this particular setup. Feel free to email us at [email protected] [email protected] share your thoughts with us. (Doctoral dissertation.) Texas Christian University.
He described what he found problematic about his MOOC experience: “When I am occupied, I encounter (as opposed to just ‘watching’). Pre-taped lectures and a message board don’t provide me with that same feeling…My issue with Coursera was not just that its method of content delivery has nothing to do with how content is aggregated online, but that I cannot be aggregated as well in this particular setup. Feel free to email us at [email protected] [email protected] share your thoughts with us. (Doctoral dissertation.) Texas Christian University.Tags: Books On Mba EssaysWomen Change The World EssayBusiness Crisis Management PlanLiterature Review Outline SampleEveryone Is Different EssayInformation Technology Business Plan TemplateParts Of Business Plan
This organic production helped to extend the MOOC experience by recasting core arguments about the importance of audience, context, and overall rhetorical awareness in the composing process.
For example, Marco Antonio’s “The Unofficial WEx Victim’s Guide to Peer Review,” a video hosted on Vimeo and shared in our discussion forum and on several social media sites, was a tongue-in-cheek explanation of our peer review process, which directly addresses potential frustrations such as receiving inadequate or conflicting peer reviews, actually explains the value of the process much as we see it: peer review skills develop over time, and giving feedback as well as getting it are both valuable components of that process.
For this activity, students create a short message, perhaps 30 seconds long.
A narrator can only say 50-75 words in that time frame, so students need to be concise and choose their words very carefully; you may want them to write a script.
Since the initial run of the MOOC, we’ve been able to address some of the pain points we encountered, while still preserving some of the open-ended flexibility of the assignment as we imagined it.
For one, our current WEx platform now accepts multiple file types: .mov, .mp4, .wav, .jpg, .pdf, and so forth. Use of color is restrained, serving to reinforce the key distinction of the argument for biking versus driving automobiles (“dominant” versus “cost efficiency”). Moreover, orientation and scale also play into the argument: the “pro-bike” side of this argument is given a larger heading and is positioned right-side up. In the spirit of a wiki—“a web application, which allows collaborative modification, extension, or deletion of its content and structure, . While this MOOC was not offered for official university credit, participants were able to earn a Statement of Completion (or Completion With Distinction) through Coursera, our university's MOOC hosting partner.A quick breakdown of the course and the people who took it follows.The further challenge for us as co-designers of a unit and assignment on the topic of visual rhetoric involved the mechanics of creating, submitting, reviewing, and revising multimodal projects within the technological and geographical constraints of the hosting program, Coursera, and the Internet. An instructional team from OSU implemented a Coursera-based writing MOOC called “Rhetorical Composing.” As the title suggests, this ten-week course focuses on rhetorical theory—concepts of audience, purpose, genre, and other contextual concerns—as the foundation for the curriculum.In this Praxis Wiki article, we describe and reflect on our experience from inside our MOOC, Writing II: Rhetorical Composing. During the course, participants complete and discuss several writing and multimodal composing assignments utilizing various aspects of rhetorical theory, including a written literacy narrative, a follow-up comparative analysis combining several narratives, and a piece of public discourse that incorporates outside research.The content is up to you; there are surely social issues, nonprofit groups, or public safety concerns related to your discipline.If you get stuck, try describing the PSA concept to a class letting them brainstorm topics with you.Contributors: Susan Delagrange & Ben Mc Corkle Affiliation: The Ohio State University at Mansfield, The Ohio State University at Marion Email: [email protected], [email protected]: 28 July 2015 This Praxis Wiki entry recounts our collaborative experiences developing materials for a writing-based MOOC titled “Rhetorical Composing.” We explore the pedagogical challenges of designing and implementing a visual Public Service Announcement assignment, creating video enrichment materials for learners, and managing production and peer assessment of multimodal projects across multiple continents and platforms. Halbritter, 2014; Sorapure, 2006), and we will not rehearse those arguments here. We have written elsewhere about the design, production, and assessment of visual arguments (Delagrange, 2009; Delagrange, Mc Corkle & Braun, 2013; Mc Corkle, 2009), as have others (e.g.