A Word About Technology in the Classroom
My method of instruction is multimodal in nature, supplementing in-class lectures, discussion, and activities with teaching instruments in both hard copy and digital forms. This methodology has practical and ethical underpinnings. Aside from the fact that when expected coherently multimodal teaching engages a greater spectrum of learning styles, it also facilitates learning amongst peers. Furthermore, digital platforms allow us to develop ecologically sustainable learning environments in which students can practice using digital tools applicable across the curriculum and in their future work places.
Course websites are the cornerstone to this methodology. As centralized locations, these sites facilitate outside regularly scheduled meeting times in two fundamental ways: engagement and assessment. In the first, students participate in discussion forums, have access to lecture outlines, supplemental readings, performances, and recordings. These resources provide students opportunities to take ownership over their own success because they are unregulated in terms of time and have no quantifiable influence over their grade. In the second, the sites facilitate assignment submission, peer review, collaborative activities, and digital projects in which students can demonstrate their ability to apply new concepts in a variety of formats. What does teaching like this look like? See my film curriculum designed with Omeka.
Included below are a few snapshots of these sites. I have used several different web platforms while teaching at Pacific Univerisity and the University of Illinois, including Moodle and the first and second generations of Illinois Compass (Blackboard).