Writing studies: OWI and MOOCS, CoI Frameworks, and Feminist Techne in writing classrooms

Session abstract or description: 

Techne in OWI: Looking at Trends in Fully Online and MOOC Spaces | Kristine Blair, Elizabeth Monske: Inspired by Blair and Monske’s (2003) “Cui Bono? Revisiting the Promises and Perils of Online Learning” and other scholars from over the last decade such as Warnock, Ruefman & Scheg, Magnotto Neff & Whithaus, Cargile Cook & Grant-Davie, Hewitt, Krause & Lowe, two presenters will discuss how their eighteen-month project has expanded the opportunities for wondering and wonder through writing and composing in the time of OWI in both fully online and MOOC spaces and what is next.

Communities of Inquiry: A Heuristic for Designing and Assessing Collaborative Learning in Online Writing Instruction | Mary Stewart: This presentation introduces the Community of Inquiry (CoI) Framework (Garrison, Anderson, & Archer, 2000) as a heuristic for designing and assessing collaborative learning in online writing courses. I argue that the framework creates a lens through which we can more precisely understand the goals of peer interaction, and thus more effectively design collaborative learning activities.

Feminist Techné for Encouraging Wonder in the Online FYC Classroom | Abigail Oakley: In this presentation, I will discuss using the feminist techné of self-reflexivity and valuing student experience as a strategy for helping students to explore the agency that comes with composing multimodal texts in multimodal environments. I argue that incorporating the techné of self-reflexivity and valuing student experience both in course design and teaching praxis may help students to better articulate their own learning and consequently encourage student agency in the online classroom.

Session type: 
Panel
Session hashtag: 
d6
Session room: 
Davis 188
Session time: 
Concurrent Session D