دانلود رایگان مقاله موسسه ترکیب و رسانه های دیجیتال: به سوی یک نظریه اختراع توزیع شده

Abstract

This essay outlines the concept of “distributed invention” (DI), an idea stemming from our experiences at the Digital Media and Composition Institute (DMAC) when we roomed together and worked on projects “after dark” late into the night. Specifically, we argue that proximal composing, or composing near another person, helps facilitate distributed invention, which we define as a process involving two or more people engaging in idea-generating activities together and where, through negotiation, ideas become mutually appropriated. We describe how DI developed during DMAC and we outline the principles of DI. We also explain how we applied DI to our teaching, our department, and our institution after returning home. We conclude with recommendations for how teachers can implement DI principles into their classrooms. Our findings are significant for understanding possibilities of invention, feedback, and collaboration in print and digital composing environments and in structuring student learning.

6. Pedagogical recommendations

Because distributed cognition and DI require situated, relevant, and authentic activity in order to be effective, it is important for instructors to consider how they might re-structure classroom experiences to better allow these principles to take shape. We conclude our essay with recommendations for bringing DI principles inspired by DMAC back to the classroom. The instances we describe above were specific to our institution, our roles, and the classes to which we are assigned. Below, we want to offer flexible recommendations to inspire instructors to approach both alphabetic and digital composing tasks with flexibility, adaptability, and enthusiasm and to encourage students to do the same. First, we encourage writing teachers to create opportunities for DI to occur, both in the classroom and beyond. One practical suggestion is to build numerous informal and formal peer reviews and feedback opportunities into the course and assignment structure. Students can pitch ideas to each other before they begin drafting and throughout the project in order to shape their ideas and generate new ones. Another practical suggestion is to have students work on their projects during class. They should sit beside their peers so that spontaneous, informal discussions have the opportunity to germinate. Composing side-by-side, especially during the early, inchoate invention stage, breaks down the barriers that sometimes accompany working within earshot of the teacher (and other students) and may even decrease anxiety about receiving feedback. Instructors should play as much a role in DI activities as possible by walking around, being nearby, and sharing in idea-generation discussions at all stages of the composing. This act reinforces the importance of constant feedback and response from others during and throughout the writing process. While opening our processes of thinking to others can be challenging, together, teachers and students can generate knowledge about the way writing works in various contexts and create an environment where students are engaged and enthusiastic about their own and each other’s work, thus leading to personal growth and improvement.