Assessing Multimedia:Arguing for the teaching of Multimedia
Thus far, the search for articles devoted to the assessment of Multimedia has come up effectively empty, for me at least. What I have found are articles making the case for the inclusion of multimedia into classroom pedagogy.
I recently finished reading Charles A. Hill's "reading the Visual in College Writing classes" (Only published in Visual Rhetoric in a Digital World and intertwine: Reading Pedagogy in College Writing Classrooms) and the online article "Critical Visual Literacy: multimedia Communication Across the Curriculum" by Barb Blakely Duffelmeyer and Anthony alerts found here.
What these two articles have in common is the fact that they spend the majority of their time making arguing for the inclusion of the visual in classrooms to begin with. Hill's article, for example spends almost half of the article arguing for the need to teach students about visual images and that they can be used to persuade audiences in compositions. The online article by Duffelmeyer and alerts likewise spends a great deal of time establishing the worthiness of images and multimedia to be included and taught to students. Only at the very end does it present a case study of teaching multimedia composition to students, but it ignores issues of assessment of these same projects in general and focuses on one student in particular. This student's flash composition is "assessed" only in a descriptive fashion of what were the rhetorical goals of the composition and how did the student use the multimedia technology to address them.
It may be that the only way to effectively assess multimedia compositions is in this descriptive fashion of what the composition set out to do and did it accomplish these goals. We may also lack specific theories on the assessment of multimedia compositions until they become a widely accepted part of curriculum of at least undergraduate composition if not in secondary schools.
I recently finished reading Charles A. Hill's "reading the Visual in College Writing classes" (Only published in Visual Rhetoric in a Digital World and intertwine: Reading Pedagogy in College Writing Classrooms) and the online article "Critical Visual Literacy: multimedia Communication Across the Curriculum" by Barb Blakely Duffelmeyer and Anthony alerts found here.
What these two articles have in common is the fact that they spend the majority of their time making arguing for the inclusion of the visual in classrooms to begin with. Hill's article, for example spends almost half of the article arguing for the need to teach students about visual images and that they can be used to persuade audiences in compositions. The online article by Duffelmeyer and alerts likewise spends a great deal of time establishing the worthiness of images and multimedia to be included and taught to students. Only at the very end does it present a case study of teaching multimedia composition to students, but it ignores issues of assessment of these same projects in general and focuses on one student in particular. This student's flash composition is "assessed" only in a descriptive fashion of what were the rhetorical goals of the composition and how did the student use the multimedia technology to address them.
It may be that the only way to effectively assess multimedia compositions is in this descriptive fashion of what the composition set out to do and did it accomplish these goals. We may also lack specific theories on the assessment of multimedia compositions until they become a widely accepted part of curriculum of at least undergraduate composition if not in secondary schools.
posted by Andrea at 7:53 AM
2 Comments:
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When arguing for using multimedia in teaching and teaching the use of multimedia, we should remember the high percentage of people who are visual learners. Teachers will better serve their students if they include visual strategies in their lesson. Similarly, teachers should explain to students the advantages of effectively using visuals and provide them with plenty of opportunities to practice.
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