When our institution shifted from in-person to online instruction due to Covid, I was confident that I could pull it off. After all, I had devoted my doctoral work to instructional design and online writing pedagogies. I posted my students’ final assignments and made a few instructional videos, and my students finished out their semester with few problems in our course—though certainly they had other problems in their lives. When I was asked to teach a synchronous online course that summer using Zoom as our platform, I was similarly confident. Of course I could do that—I had been using Zoom…
Recent Posts
- Blog Carnival 24: Editor’s Outro: Multimodality, Social Justice, and Human-Centered Praxis
- From Digital Content to Academic Confidence: My Rhetorical Journey
- Scooby Doo, Who Are You?: Scaffolding Collaboration Through Narrative Tropes
- On Creative Permission: Offering Multimodal Choice in First-Year Writing
- Multimodal Reading as Valid Academic Practice
- Centering Lived Experiences in Multimodal Writing and Digital Literacy Pedagogy
- Design as Praxis: Multimodal Composition in Writing Center Administration
- Multimodal Approaches to Faculty Development Spaces
