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Hands-On Workshops
The pre-conference workshops were very well-attended. We offered a variety of workshops in six sessions, and numerous initiatives and projects at various schools developed as a result.
"Using Online Databases to Understand and Improve Writing Instruction" (Kemp, Kalmbach)
In this workshop we explained principles supporting the use of internet-accessed databases for writing instruction, and then we spent most of the time guiding participants in the development of their own tables and records. We established a pervasive understanding of how such seemingly mundane information-handling processes can strongly support the way writers and readers share learning. Databases accessed through the Internet perform as extraordinary storage and retrieval spaces for document-management systems. Database-driven Internet applications greatly encourage not only student writing and the "publishing" of that writing among a defined group of readers, but can provide a "window" into how such interactive processes facilitate instruction. Database "fields" can contain a spectrum of data extending from a simple "true-false" Boolean switch to huge pieces of writing, and the manner in which all such information can be related is virtually unlimited. This seemingly unremarkable characteristic of databases can provide the instructor and writing program administrator not only a great deal of obviously important information, but more interestingly can significantly encourage exploration into what kind of related information is important and why.
"Using and Understanding Digital Audio in the Classroom" (Rehberger)
This workshop was designed for both the beginner and seasoned user and covered best practices for recording, processing, and analyzing digital audio. We reviewed the basics of digital audio and shared case studies of classroom use to explore equipment selection, recording methods, and other ways to ensure the capture and dissemination of high-quality sound. We covered migration from analog (i.e., records and cassette tapes) to digital file formats, streaming media, online dissemination, and classroom use. We used freely available online applications to help us find and collect text, images, audio, and video. We then used simple tools to edit and segment the media to create multimedia papers and presentations. We showed that audio can be used to enrich the writing classroom without taking away time and energy. The workshop assisted writing instructors as they implemented several aspects of digital audio technology in
 This year's film was sponsored in part by Brent Hoff at Wholphin and McSweeney's Publishing, and the TTU Teaching and Learning with Technology Center (TLTC). McSweeney's is an innovative community publishing house that has recently taken CCCC and other conferences by storm. McSweeney's sponsors 826 Valencia, for instance. Wholphin is a new project; this is the cover of the first edition. From the first DVD issue: "Wholphins are a cross between a false killer whale (Pseudorca crassidens) and a bottlenose dolphin (Tursiops truncates). They are not only real but, unlike nearly all other crossbreeds, they are fertile. A result of a chance pairing in a Hawaiian sea park, the wholphin is not a sterile mutation, but a viable new species. We honor this new sea mammal, and proudly hoist its banner above these films." |
the classroom and online. The workshop also covered a range of practices that included open-source and inexpensive solutions to higher-end applications and hardware, and utilized a demonstration, hands-on, and discussion format.
"Streaming Media for Online Learning" (Hubbard, Jones, Henschel, Walker, Ervin)
This workshop offered guidance for developing and implementing streaming media for writing classes. The workshop included an introduction to streaming media options, exploration into the process of delivering streaming media to students of writing, discussion of pedagogical considerations, and information about potential resources. It stressed the importance of informed choices that emphasize potentiality and pedagogical considerations rather than emulation.
"Zero to 60 in a Cross-Campus Collaborative ePortfolio System" (Kirkpatrick)
This workshop appealed to teachers who would like to work with others to implement multi-layered, cross-disciplinary, ePortfolio systems for students to collect their best works and represent the collection to others. The workshop was a hands-on demonstration of various tools from the Sakai Project and the Open Source Portfolio system, which work together to provide a rich environment of digital tools for ePortfolio development and dissemination. Samples of ePortfolios that show student use of ePortfolios for college research, service learning journaling, internship documentation, and assessment were demonstrated. Also, examples of how ePortfolios can be used for faculty was discussed. Furthermore, this workshop gave attendees a broader understanding of the philosophy of and the implications of choosing a community source tool for higher education. Workshop participants gained a broad understanding of strategies for successful ePortfolio development: where academic, extracurricular, and reflective learning are combined into presentations and processes that document learning and allow the sharing and review of learning by others. Bedford/St. Martin's donated copies of Rich Rice and Nedra Reynolds' Portfolio Keeping and Portfolio Teaching.
"Casting About with Sounds Through Podcasting" (Anderson, Branch, Morgan)
This workshop provided a foundation for understanding podcasts as well as practical instruction in how to develop podcast assignments, select and set up equipment, and conduct and edit podcast sessions. Workshop participants explored the whys and the hows of podcasting from a teacher's perspective. Coordinators tapped into the range of expertise among the audience, soliciting advice and information and enlisting participants' help to establish an appropriate level of instruction.
The workshop began by addressing rhetorical implications and pedagogical possibilities for podcasts. Attendees then looked conceptually at RSS feeds and the phenomena of casting and subscribing as publishing technologies, as well as at the medium of the podcast as a composition space. Attendees then used assignments and sample podcasts to conduct a full group exploration of productive uses of podcasts in the writing class that provides participants with background information and ideas for applying podcasting in teaching.
Next, the session turned to logistics and equipment options. It began conceptually,
looking at distinctions between stand-alone recorders and computer-based recording equipment, and between live recordings and edited productions. Attendees considered possibilities for recording podcasts over the Internet. They then investigated several equipment set-ups designed to provide options based on the resources available to participants (a $30 set-up, a $150 set-up, a $500 set-up, and so forth).
Finally, participants divided into break-out sessions to develop podcasts. One session storyboarded and then conducted a live podcast. Participants learned to work with a rough script, record a podcast using multiple microphones, and integrate audio samples into a live broadcast. A second session provided hands-on instruction for producing a first podcast. Participants learned how to capture voice, import audio, work with sound editors, and publish a podcast.
"Show Me the Money: Applying Effective Grant Writing Techniques" (Santoy, Davidson, Ballentine)
Have an idea about how to use technology to improve course delivery or student success? Have you read new research about composition or cognitive development and would like to implement those findings into the curriculum? Is there pressure to write grants in your department? In times of budget cuts and limited funds, faculty and college leaders must actively locate sources (or grants) to fund innovative programs. Grant writing is like any form of authorship. One can only become proficient through practice. However, just like any other skill, a person must possess the correct tools, know how to perform effectively, and be able to locate appropriate organizations that match the project's aspirations. With more than 73,000 organizations offering funding opportunities, it becomes imperative to learn the best methods for seeking grants and funding. Many books and Web sites provide established methods which can help secure funding for a project. What are those methods? How much research is required to learn grant writing? Is that time available? This three-hour workshop communicates these methods in a hands-on format. Workshop leaders guide participants through "best practices," offer search techniques and suggestions to interpret funding source statements, and illustrate how to align one's efforts to the most appropriate granting organizations. We provide samples of successful grants and identify specific places clearly aligned with the granting organization's stated mission. Bring your inspiration and initiative and we will help you develop that idea into the beginning of a viable proposal.
 
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