دانلود رایگان مقاله تاثیر DMAC در فناوری و توسعه حرفه ای و آموزش کامپوزینگ مولتی مودال

Abstract

This article examines how the Digital Media and Composition Institute (DMAC) influences participants’ approaches to facilitating technological professional development and to teaching multimodal composing. The authors, alumnae of the 2006 DMAC institute, explain how they identified and adapted effective practices from DMAC “in support of their own educational and professional goals, in light of the specific context at their home institutions and within their varied personal experiences” (DMAC, 2014). The authors trace the influence of DMAC, first, on their approaches to facilitating professional technological development in their department, describing lessons learned about framing, hands-on learning, and community building. Second, the authors discuss DMAC's influence on their approaches to teaching an upper-level Writing in Digital Environments course that emphasizes the digital writing course as a makerspace and community of practice in which enactive learning is encouraged as a method of promoting self-efficacy.

4. Conclusion

Although we attended DMAC over eight years ago, our participation in the two-week institute continues to shape our teaching and professional work. Importantly, DMAC provided us with a model of technological professional development that promoted careful framing and community building and allowed us to envision “messing around” and reflective practice as essential parts of the learning process. Our experiences demonstrate that effective practices observed at the institute can be integrated into “regular, program-specific professional development opportunities that emphasize that faculty professional development in teaching digital writing and digital writing scholarship is the work of rhetoric and composition faculty” (Graupner, Nickoson-Massey, & Blair, 2009, pp. 21–22). As teacher-scholars, we see the value of department-led technological professional development that creates opportunities to build and share expertise, establishes a broader base of knowledge and learning within a department or program, and institutes sustainable professional development practices that draw on this broader base and help to professionalize work with technology.