You are here:

Recursive Composition and "Happy Accidents": A Collaboration for Teaching Video Production
PROCEEDING

, , Penn State University, Berks, United States

EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Full Text

Abstract

The proliferation of recreational, academic, and professional video production has, in recent years, prompted faculty members and professional staff at all kinds of institutions to include video assignments in their courses and programs. With reference to a collaboration between an instructional multimedia designer and a composition faculty member, this paper poses best practices for using video composition to teach multimedia fluency. The paper first describes the institutional grant program that enabled the collaborative development of a “Personal Video Essay” assignment for a sophomore-level composition course, including the development of an instructional video. It then discusses the classroom applications of the video project, highlighting successful student work. Through retrospective analysis of the project’s design, implementation, and outcomes, the authors conclude with recommendations for cultivating a notion of multimodal fluency that balances intentionality and serendipity.

Citation

Mengel, M.A. & Rose, J.M. (2017). Recursive Composition and "Happy Accidents": A Collaboration for Teaching Video Production. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 657-661). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from .

© 2017 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Adams Becker, S., Cummins, M., Davis A., Freeman, A., Hall Giesinger, C., & Ananthanarayanan, V. (2017). NMC horizon report: 2017 higher education edition. Austin, TX: The New Media Consortium.
  2. Ball, C.E., Bowen, T.S., & Fenn, T.B. (2013). Genre and transfer in a multimodal composition class. In C. Whithaus & T. Bowen (Eds.), Multimodal literacies and emerging genres (pp. 15-36). Pittsburgh, PA: University of Pittsburgh Press.
  3. Bruce, D. (2009). Writing with visual images: Examining the video composition processes of high school students. Research in the Teaching of English, 43 (4), 426-450.
  4. DePalma, M. (2015). Tracing transfer across media: Investigating writers’ perceptions of cross-contextual and rhetorical reshaping in processes of remediation. College Composition and Communication, 66 (4), 615-642.
  5. DePalma, M., & Alexander, K.P. (2015). A bag full of snakes: Negotiating the challenges of multimodal composition. Computers and Composition 37, 182-200.
  6. Fulwiler, M., & Middleton, K. (2012). After digital storytelling: Video composing in the new media age. Computers and Composition 29 (1), 39-50.
  7. Penn State Berks. (2017). 2017 fact sheet. Retrieved from http://berks.psu.edu/content/2017-fact-sheet Yancey, K.B. (2004). Looking for sources of coherence in a fragmented world: Notes toward a new assessment design. Computers and Composition 21 (1), 89-102.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Slides

Also Read

Related Collections