Handbook of Research on Writing and Composing in the Age of MOOCs
Published on 29. November 2016
Book
Hardback
450 pages
978-1-5225-1718-4 (ISBN)
Description
The development of online learning environments has enhanced the availability of educational opportunities for students. By implementing effective curriculum strategies, this ensures proper quality and instruction in online settings. The Handbook of Research on Writing and Composing in the Age of MOOCs is a critical reference source that overviews the current state of larger scale online courses and the latest competencies for teaching writing online. Featuring comprehensive coverage across a range of perspectives on teaching in virtual classrooms, such as MOOC delivery models, digital participation, and user-centered instructional design, this book is ideal for educators, professionals, practitioners, academics, and researchers interested in the latest material on writing and composition strategies for online classrooms.
More details
Language
English
Place of publication
Hershey
United States
Publishing group
IGI Global
Target group
Professional and scholarly
Dimensions
Height: 286 mm
Width: 221 mm
Thickness: 31 mm
Weight
1486 gr
ISBN-13
978-1-5225-1718-4 (9781522517184)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Elizabeth Monske, currently a Professor at Northern Michigan University, holds a Ph.D. in English with a specialization in Rhetoric and Writing and cognate in Technical Communication from Bowling Green State University. From 2004-2007, she was the Technical Writing Coordinator at Louisiana Tech University prior to arriving at NMU. Hired in 2007 at NMU, Dr. Monske has been involved in many aspects of the department and university. She teaches developmental composition, first year composition, technical writing, and graduate level courses in rhetoric and various pedagogies. With research interests in online education and faculty training, she has published in Computers and Composition, Kairos, and The Journal of Educational Technology and Society. Dr. Monske has also presented and given workshops on various aspects of computers and composition and online education--i.e. digital identity, eportfolios, and pedagogy--at conferences and faculty seminars.
Kristine L. Blair is Dean of the College of Liberal Arts and Social Sciences and Professor of English at Youngstown State University. She currently serves as editor of Computers and Composition and its online companion journal, Computers and Composition Online.
Kristine L. Blair is Dean of the College of Liberal Arts and Social Sciences and Professor of English at Youngstown State University. She currently serves as editor of Computers and Composition and its online companion journal, Computers and Composition Online.
Content
- Foreword
- Preface
- Acknowledgment
- Chapter 1
- A Typology of MOOCS
- Chapter 2
- Writing MOOEEs? Reconsidering MOOCs in Light of the OWI Principles
- Chapter 3
- MOOCs in the Global Context
- Chapter 4
- Digital Citizens as Writers: New Literacies and New Responsibilities
- Chapter 5
- Principled/Digital: Composition's "Ethics of Attunement" and the Writing MOOC
- Chapter 6
- Getting "Girly" Online: The Case for Gendering Online Spaces
- Chapter 7
- Arguing for Proactivity: Talking Points for Owning Accessibility in Online Writing Instruction
- Chapter 8
- Connecting Writing Studies with Online Programs: UTEP's Graduate Technical and Professional Writing Certificate Program
- Chapter 9
- Contact and Interactivity in Televised Learning: 15 Years Later
- Chapter 10
- Developmental Writing and MOOCs: Reconsidering Access, Remediation, and Development in Large-Scale Online Writing Instruction
- Chapter 11
- Problematic Partnerships: An Analysis of Three Composition MOOCs Funded by the Gates Foundation
- Chapter 12
- The Online Writing Program Administrator (OWPA): Maintaining a Brand in the Age of MOOCs
- Chapter 13
- Reshaping Institutional Mission: OWI and Writing Program Administration
- Chapter 14
- What's a "Technician" to Do? Theorizing and Articulating MOOC Maintenance Concerns
- Chapter 15
- A (Critical) Distance: Contingent Labor, MOOCs, and Teaching Online
- Chapter 16
- Audience, User, Producer: MOOCs as Activity Systems
- Chapter 17
- What Online Writing Spaces Afford Us in the Age of Campus Carry, "Wall-Building," and Orlando's Pulse Tragedy
- Chapter 18
- Introduction Discussion Board Forums in Online Writing Courses Are Essential: No, Really, They Are
- Chapter 19
- Using Online Writing Communities to Teach Writing MOOCs
- Chapter 20
- Hacking the Lecture: Transgressive Praxis and Presence Using Online Video
- Chapter 21
- Training Instructors to Teach Multimodal Composition in Online Courses
- Chapter 22
- Challenging Evaluation: The Complexity of Grading Writing in Hybrid MOOCs
- Chapter 23
- Conducting Programmatic Assessments of Online Writing Instruction: CCCC's OWI Principles in Practice
- Compilation of References
- About the Contributors
- Index
- Preface
- Acknowledgment
- Chapter 1
- A Typology of MOOCS
- Chapter 2
- Writing MOOEEs? Reconsidering MOOCs in Light of the OWI Principles
- Chapter 3
- MOOCs in the Global Context
- Chapter 4
- Digital Citizens as Writers: New Literacies and New Responsibilities
- Chapter 5
- Principled/Digital: Composition's "Ethics of Attunement" and the Writing MOOC
- Chapter 6
- Getting "Girly" Online: The Case for Gendering Online Spaces
- Chapter 7
- Arguing for Proactivity: Talking Points for Owning Accessibility in Online Writing Instruction
- Chapter 8
- Connecting Writing Studies with Online Programs: UTEP's Graduate Technical and Professional Writing Certificate Program
- Chapter 9
- Contact and Interactivity in Televised Learning: 15 Years Later
- Chapter 10
- Developmental Writing and MOOCs: Reconsidering Access, Remediation, and Development in Large-Scale Online Writing Instruction
- Chapter 11
- Problematic Partnerships: An Analysis of Three Composition MOOCs Funded by the Gates Foundation
- Chapter 12
- The Online Writing Program Administrator (OWPA): Maintaining a Brand in the Age of MOOCs
- Chapter 13
- Reshaping Institutional Mission: OWI and Writing Program Administration
- Chapter 14
- What's a "Technician" to Do? Theorizing and Articulating MOOC Maintenance Concerns
- Chapter 15
- A (Critical) Distance: Contingent Labor, MOOCs, and Teaching Online
- Chapter 16
- Audience, User, Producer: MOOCs as Activity Systems
- Chapter 17
- What Online Writing Spaces Afford Us in the Age of Campus Carry, "Wall-Building," and Orlando's Pulse Tragedy
- Chapter 18
- Introduction Discussion Board Forums in Online Writing Courses Are Essential: No, Really, They Are
- Chapter 19
- Using Online Writing Communities to Teach Writing MOOCs
- Chapter 20
- Hacking the Lecture: Transgressive Praxis and Presence Using Online Video
- Chapter 21
- Training Instructors to Teach Multimodal Composition in Online Courses
- Chapter 22
- Challenging Evaluation: The Complexity of Grading Writing in Hybrid MOOCs
- Chapter 23
- Conducting Programmatic Assessments of Online Writing Instruction: CCCC's OWI Principles in Practice
- Compilation of References
- About the Contributors
- Index