Tuesday, May 7th
Margaret Price and Paige Busby: Drawing on Jay Dolmage’s concept of using “places to start” to drive efforts toward accessibility, this workshop frames digital access and universal design as participatory and ongoing, rather than top-down processes requiring deep expertise. Attendees will first receive an overview of digital and classroom access (i.e. what should one try to achieve? where? when?) with an emphasis on guiding questions and principles rather than technical rules. Attendees will then engage in a discussion of access moves they are already making in their digital compositions and/or classrooms. Each attendee will set an intention to try out one new access move (or more) in one of their DMAC projects. https://drive.google.com/drive/folders/1DS5YVj3ign0s2sxdrdgbNNY_ncvgwkRB |
| Defining DMAC Terms Laura Allen and Gavin JohnsonIn this workshop, participants will have the opportunity to work through some commonly used terms in Digital Media and Composition. The goal of this workshop is to establish some common terminology ground for the remainder of the institute. This workshop will also be useful for participants who are coming to DMAC from disciplines outside of Rhetoric, Composition, and Literacy. https://drive.google.com/drive/folders/1DS5YVj3ign0s2sxdrdgbNNY_ncvgwkRB |
Chad Iwertz In this workshop, participants will learn and practice the technological skills needed to write and apply captions to video. By the conclusion of this workshop, participants will be equipped to write and publish their own captions, understand why and how captions matter to the audiences who read them, and be prepared to include captioning as an essential part of digital media composing in their home classrooms. https://drive.google.com/drive/folders/1DS5YVj3ign0s2sxdrdgbNNY_ncvgwkRB |
Wednesday, May 8th
Rebecca Hudgins & Liz Miller Drawing from recent scholarship that calls for the “social justice turn” in technical communication (Haas, Eble), this workshop brings together disability studies with technical communication to help participants think critically about how they can adopt accessible document design in their projects and/or at their home institutions. https://drive.google.com/drive/folders/1DS5YVj3ign0s2sxdrdgbNNY_ncvgwkRB |
Thursday, May 9th
Margaret Price An overview of audio description for images and videos. What is it? How do you do it? What are ”best practices”? How might you teach it? And—perhaps most importantly—what are the rhetorical nuances involved in crafting audio descriptions? https://drive.google.com/drive/folders/1DS5YVj3ign0s2sxdrdgbNNY_ncvgwkRB |
Amy Spears In this session we will discuss the questions to ask before choosing equipment and software for your program, sources of equipment and systems to handle logistics of organizing checkouts and inventory. We will also take a look at various cameras, recorders and accessories owned by the DMP and talk about what is on the market right now. https://drive.google.com/drive/folders/1DS5YVj3ign0s2sxdrdgbNNY_ncvgwkRB |
Anticipating Inequity in Assessing Multimodal Composition Christa Teston and Yanar Hashlamon This workshop reflects the local assessment of and revisions to Ohio State’s business writing curriculum. In particular, we will share Ohio State’s unique and locally-attuned assessment heuristic that we used when providing feedback on students’ multimodal work (see Teston, Previte, Hashlamon 2019). After a brief introduction to the heuristic, presenters will discuss its usage in a professional writing classroom context—specifically as it was brought to bear on a community-based writing project. Along with the program’s director and one of its instructors, participants will work in small groups to apply, extend, and/or critique the multimodal assessment heuristic. This workshop invites participants to consider how instructors may privilege students’ skill with multimodal composing practices and technologies. We’ll discuss how such privileging may compound inequity in our classrooms. We will reflect on ways instructors might anticipate inequity in contemporary professional writing classrooms and remain responsive to student labor conditions therein. https://drive.google.com/drive/folders/1DS5YVj3ign0s2sxdrdgbNNY_ncvgwkRB |
Usability Testing: Methods For Reconfiguring Peer Review Jonathan Buehl This workshop will demonstrate how you can use the tools and methods of usability testing to reconfigure peer review for both alphabetic and multimodal writing assignments. After a brief introduction to key usability concepts and methods, you will practice using different tools to test the usability of different kinds of documents. 1. Usability Testing Survey: https://osu.az1.qualtrics.com/jfe/form/SV_dcKftFHSsnckoWp 2. Link to download Screencast-O-Matic: https://screencast-o-matic.com/screen_recorder *Note: Click the “Launch Free Recorder” button to initiate the download. https://drive.google.com/drive/folders/1DS5YVj3ign0s2sxdrdgbNNY_ncvgwkRB |
Friday, May 10th
Jessie Male Recently, at a college reunion of sorts, a friend of a friend turned to me and said: “I just think online teaching is the worst thing to happen to education since…ever.” This friend of a friend was coming from a knowledgeable position. She was taking two online classes for a certification program and found that the professor was absent from the experience; the only engagement with her peers was happening on Blackboard. She told me she felt she was teaching herself the material. I’d heard this story many times before. Yet as a Disability Studies scholar, and as someone hyper aware of how technology is transforming the experience in (of) the classroom, I’m working to shift the narrative of the online class. During my session at DMAC, I will outline several strategies—many rooted in Disability Studies and Composition pedagogies—to foster collaborative and multimodal learning within a potentially isolating platform. I will build on the concept of Universal Design, working with participants to understand the online classroom as a space that is “multiple and in-process” (Dolmage 2015). Drawing on the work of scholars including Dunn (2002), Selfe (2009), and Price (2013), I will identify and elaborate on an “A” framework, emphasizing how anticipation of possible student need, access to materials and concepts in a variety of formats, accommodation based on demonstrated need, and adaptation throughout the course, all move towards the building of an interdependent and evolving space that supports the success of the distance learning student. The presentation will end with a brainstorming session, where we will share and discuss ideas to support student engagement. Although this session will be rooted in the distance learning classroom, the framework will be highly applicable to building inclusive practices in the face-to-face class. |
John Jones This workshop will introduce participants to the Processing design environment. We will learn how to download and install Processing, the building blocks of Processing code, and create basic shapes and designs that users can interact with. At the end of the session, participants will be able to run a quick interactive program and be familiar with the basics of Processing so that they can take on more challenging tasks. https://drive.google.com/open?id=1yRZ-a4GY4s_-fuxYaJ342chCDNs8PpQN |