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Tag: pedagogy

What a Teaching Writing Online course can do

What a Teaching Writing Online course can do

Any way I look at it, teaching writing online is more work for faculty than teaching in the face-to-face classroom. It is also more work for students, but this post will be looking at it from the faculty side and counting the costs, most of […]

About expectations and required composition classes

About expectations and required composition classes

Writing I and Writing II are required as part of the gen-eds, a fairly normal thing for all universities. This universal requirement means that students who fear writing or who simply do not value writing as a part of their future must take it anyway. […]

More LMS review

After the great Moodle breakdown last semester, I had to scramble to find something to replace it that did not require me to do the upkeep. The one-click options that remained with my host were not going to work. Canvas has changed its terms. I’m probably doing too much for an edublog to satisfy me anymore. So, with great regret I started filling my university-provided Blackboard 9.1 course sites with content. I would finally have the benefit of student familiarity with the LMS and the habit of checking it.

Now that I am all but done with course prep, I find that Wikispaces is now split into a educational build and an enterprise build. The Wikispaces Classroom is free and looks like a modest LMS. I had more than a moment of regret that I hadn’t found this sooner. In the end though, I’m not even sure I’m going to use it for the reason that I searched for it–to use for a course-long project where students build a series of wikis to hierarchically write and organize notes for the different novels, novellas, and short stories they will be reading in my science fiction class. I started with the Blackboard wiki module, but decided that if I didn’t have the patience to make it do what I want, it was highly unlikely that my students would follow through without a high level of frustration. I decided on Prezi instead, which acts like a very visual wiki with good templates. I think the way the Wikispace looks like a LMS will confuse students with all the options. I really just needed a wiki and a plain old wiki is not possible, I could one-click MediaWiki software into a new subdomain on my web space. I’ve used MediaWiki before of course, but feel that it is overkill for this. The Collaborative Notes project is more ephemeral. We will not be building for the ages here.

I won’t use Wikispaces this time unless I get a sudden burst of energy once I’ve updated the rest of the assignments. What I will do though, is save this idea and the knowledge that I set up an account for when I teach ENG 704: Teaching Writing Online. This could be a great solution for prospective online writing teachers who need more than WordPress yet less than Blackboard.


Meme example for Writing II

Since I will be putting together a meme assignment for ENG 310, I’m going to need examples. I will add them here with a little analysis to show how the meme works, how it persuades. So much involves pop culture references, which tap into deep […]

The Meme: A composition research paper assignment

This is the time of semester when I should be grading, grading, grading, but as a result of that grading I also find myself reflecting about the assignments given and how to improve the assignments for the next time I teach a course. I regularly […]

Tech literacy and the decisions made when setting up a blog

At this point, blogs are the old technology of the social software world. Along with wikis, blogs were around before any of it was even called social software. I created my first blog using Blogger over fifteen years ago, so the chances of blogs being new to the students taking my literacy theory class this fall are very small. However, viewing blog set-up as a series of acts and decisions that fall into the realm of literacy works whether this is their first blog or their fifth. As an initial look at literacy this semester I asked my students to examine the steps and decisions they make setting up their blogs for this class. They were asked to detail that process in a full-window sized reflective post.

Of course, many already have a blog or even more than one due to classes that used blogging in the past. Those students will choose one of their blogs to repurpose for the class. I ask them to keep all the prior posts (especially if they were rhet/comp focused), but address the change of topic in the reflective post made for this assignment. When blogs change focus, they also tend to change names and change appearance. These old-timers to blogging will want to go into the dashboard and do some repurposing. For example, if the blog was called “ENG 725 Blog” (not a good name), now is the time to choose a context-specific name that is about the theories and issues examined this semester, not the course number. Those repurposing a blog may also decide to change the theme or color. Such changes are never truly random, and it may be tied to changing academic identity or associations with different colors due to cultural lore or past training in aesthetics such as in art and design classes or technical writing classes. My hope is that when reflecting about changes later, they go beyond a mere list of changes and do some analysis in terms of their particular sets of literacies.

For those who do not have a blog, their first decision is to decide which free blogging platform to use. I made a post about that for the spring 2015 ENG 704: Teaching Writing Online class and think that is a good place to start. Not all blog software is created equal, and some of what’s out there is not the best for what we will do here. The advice given in ENG 704: Choosing a Blog Platform was intended to help new bloggers decide between platforms. After that, the decisions are all new and students may have a vision for their blog that they don’t know quite how to achieve through the dashboard just yet. They can let me know or go to someone in the class with blog experience and get some help working through the steps. Setting up a blog means thinking about the functions wanted and the audience. Making the space ft these aims can take some time. For example, when I moved Moon City Review from being a tab on the Moon City Press to its own URL and blog, I had several goals. The site is fairly complex and took two days to complete. Webwork takes time to get right; I don’t think setting up a blog for the literacy class will take two days, but it should take more than five minutes. Here are some decisions I’m asking those students to consider. This goes for old-timers and newbies as well:

  • The name of the blog. This is not tied to the URL, which is the blog address. The title can be changed and often is if the blogger changes focus for the blog. Do not name a blog after the course name. That just screams “This is something I’m doing because I must for the grade. I am not engaged with the material at all.” Name an academic blog based on the subject material or if the ultimate plan is to use it as a professional blog site, the title should be based on the individual and her/his interests.
  • The theme. Most blog software has something called themes, although sometimes it is called something else. Pick one for looks and for what functions it has. For example, I like one that has tabs for pages and allows you to use your own image for the banner.
  • To tab or not to tab. The most basic design difference between themes may be whether or not it uses tabs for pages. Some use a two or three column system where one of the column has links to the other pages. Some have a gallery feature, which is nice for those who like to use photos a lot. Lots of choices. The great thing about blogs is that if bloggers find out they hate one theme, they can instantaneously change it to another or even preview a number of themes without having to commit. Of course, configuring the blog after changing themes can take some time, but getting it just right can be very satisfying.
  • Single page? More than one? Some bloggers end up deciding that this is so much work that they might as well set it up as their professional site too. If that id=s the case, more than one page is needed. Basic blogs start with one page—the blog. That’s where the stream of time-date stamped posts are. if another page is added, it can be used for other purposes. For example, on this site I have pages tabbed for Home, Blog, Research/Publications, Teaching, and Projects. The home page is where people start and it gives an overview paragraph. The blog comes next. Research/Publications is an abbreviated CV. Teaching gives the link to the Hub and a synopsis of my course for the semester, and Projects highlights work I’m doing and currently features work I did at the DMAC (Digital Media and Composition Institute). Besides the blog page, students starting a professional site may want to add a CV page or even a teaching page where a teaching philosophy is given. I moved that sort of thing to yet another site I created last year for my promotion to professor dossier. Take a look if you are interested in something more formal. In it, I used the blog page for publication abstracts. Now that the promotion process is over, I can repurpose it as my more complete professional site.
  • Ease of media use. Some themes are better at incorporation photos, audio, and video than others.

So that’s it—things to think of when setting up a blog. All of them tie into literacy practices and abilities.

ENG 704: Getting started with Teaching Writing Online

An earlier version of this post was written for a ENG 725 on “Teaching Writing Online” I’m teaching a graduate seminar in rhetoric and composition this semester and next week is the first week, the week to get our collective feet wet, and while we’re splashing in that virtual […]

Writing in the Mac Media Lab

We have one Mac Lab for classroom use, and luckily, it is in my building although Media, Film, and Journalism gets priority. I should request it more often.