Experiential Learning

On each site visit, we arranged map-making focus-groups with FYW instructors (full-time, part-time, and graduate students), in which we asked them to map the techno-ecologies on their campus.

Our map-making focus groups were 90-minutes long in total. The first 10 minutes of each focus group were devoted to introductions and shuffling, and then we structured our remaining time into three distinct activities:

A Semi-Structured Group Interview protocol (30 minutes) where we talked with participants about digital writing and professional development
A Map-Making protocol (30 minutes) where participants first created a list of the experiences they felt had best prepared them to teach digital writing and then followed instructions to map out their understanding of the techno-ecology on their campus
A Debriefing Dialogue (20-30 minutes) where participants talked about their maps and how their maps did or did not align with the experiences they identified as having prepared them to teach digital writing

You can find additional detail about these focus groups on our Current Project Background page in the section titled "Details: Map Making Focus Groups." Below are pictures of maps made by participants. Below the visual of each map, we have transcribed each participant’s list of meaningful experiences and the items listed on their map.

The five maps gathered at OSU represent the perspectives of four graduate students, three of whom also served in administrative roles (i.e., Assistant for Writing Across the Curriculum, WPA for first-year writing, and Assistant Coordinator in the Writing Center) and one Senior Lecturer. Perhaps because of the vast size of OSU’s campus, only two items appeared on all five maps. Yet with so many potential tech-ecology components to consider, the fact that any show up on all five maps illustrates just how visible and integrated that component must be. All maps included the Digital Media Project (DMP), a collection of people, spaces, digital tools, and resources provided to the Department of English. It makes sense for the DMP to show up on all maps as the physical location for the DMP is centrally located in the building that houses the English Department, because of the many resources they provide, and because one part of their three-part mission is to “train instructors in cutting-edge digital media pedagogy.” The second component that appeared on all five maps was Mike Bierschenk, an Educational Technologist who previously served as a program coordinator for FYW at OSU before the College of Arts and Sciences Technology Services recruited him to work for them. Again, Mike was centrally located in the building that houses the English Department, and he was also an integral part of the training graduate students receive.

A few items showed up on the majority of maps: the Office of Distance Education and eLearning (ODEE) or some aspect of ODEE’s resources or services (e.g., digital spaces around campus, workshops offered); tech-enhanced classrooms; OSU’s personalized version of the Canvas LMS; and the Digital Media and Composition Institute (DMAC), a 10-day institute on effectively integrating digital media into college composition classes that is co-sponsored by the Department of English and the DMP.

Some interesting differences emerged from how people chose to organize their maps. Cristina, for instance, created castles for the English Department and Library and used other visual markers (e.g., a mountain, an office building) for other organizing features of the map. Sherita emphasized the direct or indirect relationships amongst items on her map. And Samuel emphasized the availability and cost of various map components (e.g., for whom a resource was available at all or for whom it was available for free vs. who had to pay).

When looking at the lists participants created to demonstrate what experiences were most influential in their techno-pedagogy development, three of the four participants who provided these lists included DMAC in their number one or two spot. Two key aspects of DMAC—hands-on practice and a community of learners—are highlighted in other participants’ lists as well. Multiple people likewise noted the significance of workshops, coursework (either the composition practicum or graduate-level seminars), and simply being in community with others (e.g., peer TAs or colleagues, digital communities).

Below, please find listed (1) the name of map-making participants along with their titles and number of years teaching in the program; (2) a photo of the map that they created; (3) a transcribed list of their ranked list of experiences that they felt best prepared them to teach digital writing; and (4) a map key that explains what the dots/stars on each map mean (e.g. People, Physical Spaces) along with a transcribed list by dot/star category naming elements that participants included on their maps.

Paige Busby, 2nd Year PhD Student

1 Semester Teaching in the Program

Paige's list of ranked influential experiences: (1) Previous workshops on teaching (or training) before OSU; (1) Interactions/community of current GTAs; (2) DMAC-Digital Media and Composition Program at OSU; (3) Undergraduate degree in Secondary English Education; (3) Previous tutoring experiences (Writing Center); (4) Week-long training session at OSU to prep for composition; (5) Eddie Singleton's Teaching Training Course

Map Key

People (GREEN): Mike Bierschenk; Carmen and digital humanities support; librarians (including subject librarians)
Events (PURPLE): workshops—often put on by English Dept., but also by many other dept. on campus (STEM, Social Sciences included); DMAC—Digital Media and Composition; observation of fellow GTA
Groups (YELLOW): IT department support; self-made support groups among current/past GTAs; Writing Center (physical location and digital)
Physical Spaces/Places (BLUE): Digital Media Project—providing IT support, rentals of digital items, etc.; classroom technologies (projector, podium computers) among most classes, some other classrooms have multiple displays, smartboards, etc.; libraries (includes computers, digital classrooms, etc.); almost all buildings on campus have technology in the classroom as well as computer labs)
Digital Spaces/Places (RED): Library—First-Year Writing Resource Archive; support networks with teaching (oten by departments) including boxes w/dlcuments to aid teaching; email listserv which informs us of opportunities like workshops
Classes (PINK): Eddie Singleton's Intro to Teaching Course; English 8903: Observation of Faculty

Samuel Head, PhD Candidate, Assistant Coordinator in the Writing Center

2 Years Teaching in the Program

Samuel's list of ranked influential experiences: (1) DMAC; (2) Designing and teaching my own FYC class with digital writing; (3) TA-ship with Scott DeWitt teaching 400-level Digital Composition course; (4) Teaching Composition Online Seminar at ISU; (5) Teaching Technical and Professional Communication seminar OSU; (6) The literacy narratives of Black Columbus seminar (w/Cindy Selfe); (6) Preparing and publishing a web project with Kairos

Map Key

People (GREEN): Cindy Selfe (retired); Scott DeWitt; Mike Bierschenk (Educational Technology Specialist); Amy Spears (DMP Director); English Dept. faculty (many of whom have engaged in digital composition studies)
Events (PURPLE): DMAC; workshops/training for teachers/students
Groups (YELLOW): English Dept. faculty (many of whom have engaged in digital composition studies); Digital Media Project (DMP); College of Arts and Science Tech Dept (helps support development of online classes); Digital Flagship Initiative (integrating more digital media into 1st year classes); ODEE (Office of Distance Learning and e-Learning)
Physical Spaces/Places (BLUE): DMP classrooms w/computers and software; Digital Union: recording studios, computers, conference rooms (available for everyone); OSU Library: computers, digital resources
Digital Spaces/Places (RED): OSU Library: computers, digital resources
Physical Artifacts (PINK): iPads for all freshmen and participating teachers; DMP technology to use: students/faculty

Cristina Rivera, PhD Student, WPA for the First-Year Writing Program

2 Semesters Teaching in the Program

Cristina's list of ranked influential experiences: (1) Workshops; (2) Taking a teaching course alongside teaching the course for the first time; (3) Practice (in front of peers or own class) with and without technology; (4) Readings about teaching writing and discussing these in a graduate classroom; (5) Reviewing examples of student work; (6) Discussion of grading

Map Key

People (GREEN): Mike Bierschenk (English Dept. tech coordinator); DMP Personnel; English Dept. office staff (guide questions to the right place); OSU technology librarians (demo library database to classes/studetns); IT help desk: physically fix OSU related tech problems; OSU IT Department (assist w/Buckeye Link adn online access problems)
Physical Spaces/Places (BLUE): Student Union study spaces; multiple libraries; Gateway Movie Theater (film classes taught in these); graduate student offices; rooms provided with internet access; OSU Library computer (spaces), printing, online access, multi-media study rooms
Digital Spaces/Places (RED): OSU Library video/screens displaying resources, tech ready presentation spaces, multi media study rooms; DMP (Digital Media Project); super smart classrooms (tech ready but also created to not need technology); graduate student offices w/computers and printing
Other (ORANGE): Mandatory use of technology through name.#, Carmen, Buckeye link

Sherita V. Roundtree, PhD Candidate, Graduate Associate Assistant for Writing Across the Curriculum

1 Year Teaching in the Program

Sherita's list of ranked influential experiences: (1) DMAC; (2) asking colleagues about their assignments and/or experiences teaching digital writing; (3) reading and participating in digital communities; (4) attending conference workshops; (5) observing teachers as they teach digital writing

Map Key

People (GREEN): Mike Bierschenk; Amy Spears; Dr. Scott DeWitt
Events (PURPLE): DMAC
Groups (YELLOW): DMAC; University Center for the Advancement of Teaching; Digital Media Project; Office of Distance Education and E-learning; Office of the Chief Information Officer
Physical Spaces/Places (BLUE): Digital Media Project, Digital Union
Digital Spaces/Places (RED): Video composing software (i.e., iMovie, QuickTime, etc.); Carmen/Canvas

Dan Seward, Senior Lecturer and Administrative Associate for Rhetoric, Composition & Literacy

2.5 Years Teaching in the Program

Dan's list of ranked influential experiences:

Dan did not provide a list

Map Key

Dan did not use the colored stickers on his map, so we are simply listing all items*

Adobe Spark; Prezi; Powerpoint; Word; YouTube; Carmen Connect; platforms; Carmen; Google Sites (classic/new); ODEE [Office of Distance Education and eLearning] (workshops, etc.); UCAT [University Center for the Advancement of Teaching]; English Department; UITL (University Institute for Teaching and Learning), Kay Halasek; Department scheduler (for online sections); Mike B[ierschenk] (tech support in dept), course/program directors (set course outcomes); classrooms; Innovate Conference; DMAC [Digital Media and Composition Institute]; CIO [Chief Information Officer]; DMP [Digital Media Project]; class virtual space; syllabi (more or less adapted to [illegible] tech); assessment [illegible] digi artifact and student survey; machines we use to [illegible]

*a few items on the map were not transcribed because they were illegible