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Designing Multimodal Digital Assessments
Transcript of Designing Multimodal Digital Assessments
Sometimes referred to as “21st century literacies,” “online literacies,” and “digital literacies” (Alvermann, 2008; Coiro, Knobel, Lankshear, & Leu, 2008; Lankshear & Knobel, 2007, 2008)
Four characteristics: new literacies involve new technologies, such as ICTs and the Internet, and new ways of using new technologies for literacy tasks; are “central to full civic, economic, and personal participation in a world community” (p. 14); are rapidly changing; and new literacies are “multiple, multimodal, and multifaceted” (Coiro, Knobel, Lankshear, Leu, 2008, p. 14).
Considerations for Designing the Assessment
Consider your beliefs, your students' needs, the goals of the course, and the purpose of the assignment within the course.
This session will introduce participants to methods for designing multimodal digital assessments: projects or compositions, that ask students to use multiple modes of meaning-making and communicating, in a digital format, using digital programs or web 2.0 technology.
Two aspects of New Literacies:
New Technical Stuff
New forms of technology that have emerged and continue to emerge
New Ethos Stuff
New literacies, new behaviors, and new mindsets that result from engaging in these new technologies
More participatory, collaborative, and distributed, and are less individuated
Cyberspace allows for the existence of a space that is continually available and that is incredibly diverse
Sociopolitical calls for multiliteracies--language politics, social justice, globalization
hybrid written texts
Multiple Modes of Meaning Making/Communicating:
Digital format, digital programs, web 2.0:
digital story: Storybird, Storify
website, wiki, blog
digital art composition
hybrid written text
Theoretical orientation stemming from the New London Group (1996, 2000).
2 main goals:
to extend the idea and scope of literacy pedagogy to account for the context of our culturally and linguistically diverse and increasingly globalized societies, for the multifarious cultures that interrelate and the plurality of texts that circulate, (The New London Group, 1996, p. 61)
to argue that “literacy pedagogy now must account for the burgeoning variety of text forms with information and multimedia technologies” (The New London Group, 1996, p. 61).
Dr. Jennifer Kingma Wall
What are your theoretical, epistemological beliefs about multiliteracies, new literacies, multimodality, and technology?
What is your familiarity with digital technology? What is your willingness to teach into the assessment?
What is the technology background of your students? Do they have access to technology? How much time will they have to devote to the assessment?
Will the assessment be formative or summative?
Will you design the assessment as a formal task or an experimental task?
What is the learning or performance goal?
How will multimodality and digital technology further or enable this goal?
What would possible products look like?
Will students have choices of media and modalities?
What types of learning tasks are valued in your department, and how will this assessment fit within that scope?
Will you want students to cite, formally? Do you want to give attention to copyright issues? How does the idea of remix and hybridity fit within your goals?
How will this assessment attend to aspects of technology and audience, regarding collaboration, sharing, and publishing?
Implementing the Assessment
Create the description & directions for the assessment
Try the task yourself or build an example into your teaching
Teach into the assessment and add support elements through process work
Be prepared for questions
Assess the students' work
Gather feedback, reflect, and revise
Assessing Student Work
Formative--How do you want them to improve/develop from this task to the next?
Summative--What learning goals were met?
Checklist, rubric, descriptive feedback
Balance between learning goals of course, the composition/project task & student's use of multimodality and technology
(Borton & Huot, 2007)