1. Developing Learning Activities “activity zine” by Flickr user Jen Collins 1

2. Constructive Alignment Learning Outcomes Teaching and Learning Activities Assessment 2

3. Review: What is an ePortfolio? ePortfolios are multimodal compositions in which people argue that they are members of one or more Discourses by curating a collection of their performances. To create ePortfolios, people Collect artifacts from throughout their careers Select artifacts from that collection that align with the activity of the Discourses they want to join or with which they want continue their involvement Reflect, explain, or argue that their selections qualify them as a member of the Discourse Design, build, and publish a multimodal composition that embodies their central arguments 3

4. Multimodal Composition  Students draw on multiple semiotic resources—including written, oral, visual, electronic, and gestural/non-verbal— as they engage in meaning-making activities  The idea of “multiliteracies” forwarded by the New London Group in 1996 suggests that literacy is semiotic and not limited to a single mode or language  Scholars in rhetoric and composition often imply this conception of meaning making when they speak about “composition” or even “writing” Werner, Courtney L. “Dear Professor X, This Is Not My Best Work: Multimodal Composition Meets (e)portfolio.” Computers and Composition Online Fall 2103 n. pag. 4

5. Digital Affordances  ePortfolios enable students to collect and curate a wider range of performances than traditional portfolios  Learning-outcome design, assignment design, and assessment need to acknowledge the range of semiotic resources upon which students can draw  ePortfolios, in essence, remediate the curriculum: not in the pejorative sense, but in the way they “ mediate again,” causing us to reexamine the performances in which we have our students engage 5

6. Designing solid performance opportunities  Provide guidelines about the range of appropriate performances  Explore the expectations  Provide supporting materials and activities http://wac.colostate.edu/books/gardn er/ Gardner, Traci. Designing Writing Assignments. Urbana, Ill: National Council of Teachers of English, 2008. Print. 6

7. Remediating Assignments http://wac.colostate.edu/books/gardn er/  Who will read the text? Can I choose an alternative audience?  What stance will students take as writers? Can the assignment as for an unusual tone?  When does the topic take place? Can the assignment focus on an alternative time frame?  Where will the background information and detail come from? Can the assignment call for alternative research sources?  Can students write something other than a traditional essay? Can the assignment call for alternative genres or publication media? Gardner, Traci. Designing Writing Assignments. Urbana, Ill: National Council of Teachers of English, 2008. Print. 7

8. Remediation and Genre  Producing representative literature reviews or annotated subject bibliographies  Framing a research question and designing an experiment  Creating, organizing, translating, visualizing, or introducing data  Designing questions, written protocols, and a research framework for interviews, plus conducting, transcribing, translating, editing, and introducing the results  Making informed comments on widely-read weblogs or developing and participating in a class blog  Writing documentary pitches, scripts, and storyboards  Shooting, editing, publishing, and publicizing a film 8

9. Remediation and Genre  Composing op eds and other journalistic pieces for real submission to publications  Revising Wikipedia articles or contributing to a course wiki  Composing arts reviews for print or digital environments  Writing, recording, and submitting for radio opportunities  Developing a disciplinary magazine with a team of writers and editors, then “selling” that magazine to people in the field in a formal presentation  Developing finely tuned and succinct field notes in an investigation  Writing complete notes and copy for use in a radio broadcast or sports announcing 9

10. Alternatives: Audiences, Timeframes, Sources, Genres Gardner, Traci. Designing Writing Assignments. Urbana, Ill: National Council of Teachers of English, 2008. Print. 10

11. Alternatives: Assignments, Tools 11

12. Mobile Assisted Language Learning  Microevidence Video, dialogue, and text captured on a mobile device  Apps Students work with apps in target language in and outside of class http://www.educause.edu/ero/arti cle/using-mobile-learning-resources- foreign-language-instruction 12

13. Domain of One’s Own – Multimodal Composition  Domain setup  Blog posts (cyclical)  Aggregation, curation (with accompanying interpretation)  Online essay (or narrative)  Multimodal essay (or narrative) 13

14. Domain of One’s Own – Multimodal Composition  Visual representation of data/reading  (Stand-alone) Video or presentation  Application-mediated interaction or collaboration  Mode-inflected genres (writing to learn)  ePortfolio/Reflection 14

15. “Remediated” Evaluation Essay Early, S. (n.d.). ENG 101 Assignments | Shanna Early. Retrieved from http://shannaearly.com/eng- 101/assignments/ 15

16.  Broadly sketch a new or revised assignment for your course that will enable students to achieve one or more of the learning outcomes you developed during the previous exercises.  Design this assignment with stages (scaffolding) so that in the process of its completion you can provide formative feedback as the student produces a genre that meaningfully intersects with your field.  Note what you’ll have to cover with instruction to help facilitate good performances from students. Compile this information on the “Assignments” page of your mini portfolio. Folio Thinking 16