Time transcripts of Q5: 

[00:00:00:01]	Interviewer: What will the DMAC experience change

[00:00:04:02]	in the way you teach or what you do in the classroom? Brian Harmon: I think this will change

[00:00:08:02]	my teaching in a lot of ways. I think...um...an important 

[00:00:12:03]	one is, um, that it gives me confidence 

[00:00:16:04]	that I'm not doing something that is, um...

[00:00:20:05]	...out of left field as much. In other words, when I've

[00:00:24:06]	when I first got into the program, into my rhetoric and composition program,

[00:00:28:07]	um...I felt alone in my 

[00:00:32:08]	interest in the multimodal. I was encouraged to do it, 

[00:00:36:11]	we are a progressive program I think in this regard, 

[00:00:40:13]	but not very many of my colleagues do it or 

[00:00:44:15]	understand how to do it very much. And coming from a professional kind of background

[00:00:48:18]	in this multimodal environment, I was trying to push it

[00:00:52:18]	and I think now I've got the background

[00:00:56:19]	of a lot of other people and a lot of conversations that will help me feel more confident. 

[00:01:00:20]	Ginger Grey: I am rethinking every assignment that I have. 

[00:01:04:20]	I am rethinking how I 

[00:01:08:21]	create those assignment, how I deliver those assignments, how I assess those assignments.... Allison Hammond: I'm 

[00:01:12:22]	probably going to use it as an assignment myself, um, it...

[00:01:16:23]	is such an interesting assignment and I think it can really allow 

[00:01:20:23]	students, uh, to, to be creative and playful. 

[00:01:24:26]	Laura Michael Brown: It's really gotten me to think a lot about 

[00:01:28:26]	kind of creating new spaces and creating new challenges and taking students of that 

[00:01:32:27]	familiar mode of just putting words on a paper, which, you know, not 

[00:01:36:28]	that that's not worth something and not that that's not sort of what I'm in here to

[00:01:41:03]	do in the first place, but sort of asking them to think about those different affordances. 

[00:01:45:04]	And those different opportunities that these other sort of modalities can create.

[00:01:49:04]	Danielle Williams: I felt very restricted by, um, what was available through Fair

[00:01:53:05]	Use. And that was a huge tension for me, trying to figure out, um, 

[00:01:57:05]	just because something.... I don't know, when you think about Aristotle and available means, you have so 

[00:02:01:07]	many things that are available to you and you can't use some of them. And that's intensely frustrating. 

[00:02:05:08]	So...trying to figure that out, too. Crystal Gorham Doss: One thing I will do is

[00:02:09:09]	be more attentive to students' anxieties 

[00:02:13:12]	about performance and failure and things like that. Uh...

[00:02:17:13]	And showing their work publicly. That's

[00:02:21:15]	one of the things about multimodal composing is that it's always public? It's not like an 

[00:02:25:17]	essay where it's just between the instructor and the student. Of course I encourage my students

[00:02:29:20]	to think of a broader audience than just me, but the way that 

[00:02:33:21]	whole rhetorical situation is structured, except for peer review, I really am the audience. 

[00:02:37:22]	Um, and multimodal composing really requires a 

[00:02:41:22]	broader audience, um, and that, with it, brings fear and anxiety

[00:02:45:24]	on the behalf of students that they're going to have to show their work publicly, and I certainly experienced

[00:02:49:25]	that when we had to screen our movies! [laughs]

[00:02:53:26]	Van E. Hillard: Well, I think... First of all, um, you know 

[00:02:57:26]	there's this business of it creating a new kind of humility. 

[00:03:01:27]	A new kind of humbleness in ourselves, in thinking

[00:03:05:28]	about what students, what student experience when we ask them to take on

[00:03:09:29]	new stuff. And, um, that's been a powerful 

[00:03:14:01]	kind of reminder. 

[00:03:14:02]	kind of reminder. Danielle Williams: I think 

[00:03:18:03]	a lot of empathy for one. And I feel before I really would be just like "Ah, buck up!" 

[00:03:22:05]	"You'll be fine." And now I'm like, "It's really stressful, and you feel very vulnerable."

[00:03:26:06]	And so I think the empathy is a huge thing to take back. Laura Michael Brown: I also got a lot out

[00:03:30:07]	of the time constraint, I think? And out of just having a day to do it? 

[00:03:34:07]	And I thought about, you know, what are the things that we were all able to accomplish

[00:03:38:09]	in that time, um, and how did our final products 

[00:03:42:12]	how were our final products sort of changed by that time 

[00:03:46:13]	restriction. And, so, I'm not exactly sure how this is going to work 

[00:03:50:14]	out but I'm really interested in maybe playing with that in the classroom and kind of

[00:03:54:15]	shaking up the process in that way, not only by asking to do a really different 

[00:03:58:16]	type of project, but by sort of shaking up the process and sort of saying

[00:04:02:17]	"Like, look let's see what you can do in a day, and then let's take a week and we'll fix it."

[00:04:06:17]	But, trying to sort of play with the constraints not only in terms of what 

[00:04:10:18]	sort of medium are you using but in what environment

[00:04:14:20]	are you completing it and how much time did I give you to complete it? That was, you know, 

[00:04:18:22]	stressful but also fun and surprising and so that's sort of an idea 

[00:04:22:23]	that's been rolling around... Allison Hammond: i don't know how much the turnaround will 

[00:04:26:23]	be, um, how much time, but I like the, that it made you make 

[00:04:30:24]	decisions rapidly instead of obsessing about it and getting 

[00:04:34:25]	everything else out of, the priorities all out of whack. Kara Poe Alexander: Um, I 

[00:04:38:26]	also will, um, incorporate more finger exercises 

[00:04:42:26]	to use Cindy's term. And 

[00:04:46:28]	instead of making such a high stakes environment where, you know, you 

[00:04:50:29]	might have three big projects, to do a few that maybe even end up in one project. Interviewer: Do you think 

[00:04:55:00]	that's something you could do in a literature class? Torsa Ghosal: Yes

[00:04:59:01]	So, when I teach a literature class I 

[00:05:03:02]	do not see why I would not be able to incorporate these 

[00:05:07:03]	composition techniques for students

[00:05:11:05]	For instance, a review would be a good place to start from

[00:05:15:06]	I personally feel that peer reviewing an electronic text 

[00:05:19:06]	in specific, it makes sense to do an electronic review

[00:05:23:07]	because you then show that you at least understand what you are reviewing, so

[00:05:27:08]	that process goes back and forth and it's far more dialogic than just saying 

[00:05:31:08]	"Okay, so this person did a digital work, which I am reviewing, but I have no idea

[00:05:35:11]	how to do it digitally." So, that's one way to do it. The other 

[00:05:39:12]	important thing that DMAC really taught me is that scholarly 

[00:05:43:13]	essays or scholarly compositions need not always be this 

[00:05:47:15]	dry thing written on paper, you can be creative about 

[00:05:51:16]	those, so I see incorporating those not only as a teacher

[00:05:55:18]	teaching literature in future but also as a student 

[00:05:59:19]	or researcher in literature

[00:06:03:21]	so, I guess... Yes. I mean...

[00:06:07:22]	I think DMAC has equipped us with a lot of tools, which are helpful

[00:06:11:22]	irrespective of what the content we are talking 

[00:06:15:23]	about in classrooms. Jeffrey Kaufmann: I think it's a really good 

[00:06:19:24]	idea to, to kind of do what we did here in terms of the finger exercises

[00:06:23:25]	So make some really small 

[00:06:27:25]	assignments, and I can get the styles that I want the students 

[00:06:31:26]	to get without kind of taking the 

[00:06:35:28]	uh, approach that I used before, which was, was, which was

[00:06:39:29]	basically mimicry. You know, I wanted them to mimic 

[00:06:44:01]	one of the four classic styles that I introduce in the class.

[00:06:48:02]	And I think taking on that mimicry may be 

[00:06:52:03]	I may not need to do that if I think of it in terms of a Concept

[00:06:56:04]	in 60. Interviewer: Do you think that quick turnaround helps keep 

[00:07:00:04]	the sense of learning through play in it? Allison Hammond: I do. Maurine Ogbaa: In my class

[00:07:04:05]	I do try to build in exercise time

[00:07:08:06]	um, example time, writing within the class time, 

[00:07:12:07]	and then, you know, and sometimes...when, you know, 

[00:07:16:08]	if a storm happens or something's cancelled or whatever, that's what goes out the window

[00:07:20:08]	because I kind of think of that as bonus? And now I see that that's actually

[00:07:24:09]	it's not bonus. It's integral. 

[00:07:28:12]	You know, it's not the part of the arm that can be chopped off. Crystal Gorham Doss: Well, one of the most powerful things

[00:07:32:13]	that we heard on the first couple of days was don't take the technology away from the students

[00:07:36:15]	and when I am working in a lab and students are looking, you know, 

[00:07:40:17]	I'm trying to teach them how to use databases to find scholarly articles, a lot of times 

[00:07:44:20]	what I'll do is I'll take the mouse and say, "Oh you do this." Instead of, it's like I need 

[00:07:48:22]	to stand back, because, and this goes back to what I was talking about bodies, I mean 

[00:07:52:23]	you learn it by physically engaging. So it really 

[00:07:56:24]	gave me new ways to think about what it means to have a student-centered classroom. 

[00:08:00:25]	Christina LaVecchia: I think that this experience is going to hopefully give me 

[00:08:04:26]	a better way of pitching to my students that our classwork 

[00:08:08:26]	is about making rhetorical decisions and building a text 

[00:08:12:28]	that, you know, has some kind of effect on its audience 

[00:08:16:29]	It's not about learning how to use iMovie as 

[00:08:20:29]	a pro. It's about, it's about making something that, you know, 

[00:08:25:01]	says something to your audience, it's about seeing what it allows you to 

[00:08:29:03]	do. Kara Poe Alexander: I've also thought about assigning webtexts, because my students 

[00:08:33:04]	created these wonderful projects, but they didn't create any sort of 

[00:08:37:04]	frame to send them out in, and, um, so

[00:08:41:08]	combining that. So, some of what I've learned, or how I will revise, is 

[00:08:45:08]	the assignment, more focused on what you can do with these, and maybe 

[00:08:49:09]	audience issues.  Van Hillard: Um, for a time

[00:08:53:11]	I have worked on the event of what we might simply call deliberation. 

[00:08:57:11]	Right? What happens when we sit down with others 

[00:09:01:14]	who disagree with us about some important matter? 

[00:09:05:15]	And how do we begin speaking with them? What

[00:09:09:16]	kinds of etiquettes, what kinds of social 

[00:09:13:16]	rules guide that event? 

[00:09:17:18]	And I've also been interested, I think, partly because of the kinds of 

[00:09:21:19]	students that I teach, in helping them

[00:09:25:21]	sort of listen more carefully to others and 

[00:09:29:22]	to respond to others in more productive ways. 

[00:09:33:24]	Sara Cooper: So, you know, of course the challenge is, I'm constantly thinking about access 

[00:09:37:25]	I'm always working in places where I can't assume 

[00:09:41:26]	a student has even, you know, a cell phone that will take 

[00:09:45:26]	video or audio or whatever it is. So, um, I'm still kind of

[00:09:49:27]	trying to figure out those aspects, but I am definitely

[00:09:53:28]	feeling like there's more possibility now to bring in especially multimodal composing

[00:09:57:29]	even if that means not just thinking in terms of technology 

[00:10:02:00]	but giving students options. Allison Hammond: I don't really have an 

[00:10:06:03]	opportunity to teach in a computer lab that offers 

[00:10:10:03]	all of those resources, so it might have to be, I'm going to show you 

[00:10:14:05]	how to do a little bit, and it's kind of catch as catch can 

[00:10:18:08]	with the rest of it. I'm also trying to figure out a way to 

[00:10:22:11]	not necessarily say you must do this in MovieMaker or this has to be...

[00:10:26:11]	It could be a slide show, or it could be a, you know, a mash up

[00:10:30:12]	of some sort that are, you know, other tools are available 

[00:10:34:13]	to make it online or on the cloud. Kara Poe Alexander: I also think that I will 

[00:10:38:13]	hopefully give students more control over where they might 

[00:10:42:14]	go with assignments. Um, my assignments tend to be open

[00:10:46:16]	in the topic but really constrictive in the modes or the media

[00:10:50:17]	and so, you know, thinking about Shipka's approach, where

[00:10:54:18]	you, you allow them, you give them the tools and you allow them to kind of adapt

[00:10:58:19]	and I have assigned, I've made, I've had one assignment like that

[00:11:02:20]	before, and it was really an issue of technology

[00:11:06:23]	that I didn't have access to all these, so I didn't want to require them to do it, so

[00:11:10:25]	I made it an open-ended type of project and they could choose the modes and the 

[00:11:14:27]	media... Kaitlin Clinnin: In my work I use a lot of these programs that would cost a lot of money, and

[00:11:18:29]	I don't expect my students to buy Photoshop or to have a Mac and use

[00:11:22:29]	Garage Band, which are the programs I had used in the past, so DMAC has really 

[00:11:27:00]	opened my eyes to some of the more Open Source

[00:11:31:01]	programs that you can do the same thing with. Henrietta Rix Wood: I am always 

[00:11:35:02]	open to telling students, when they ask me questions about literature or whatever, I'll say, 

[00:11:39:03]	"I don't know. Why don't you go find out?" I think

[00:11:43:05]	I will, in trying to teach or use this technology, I think I will have many of those 

[00:11:47:09]	moments. "I don't know. Let's try to find out."

[00:11:51:10]	Kaitlin Clinnin: "This is something new to everyone. We're all kind of figuring

[00:11:55:10]	this out as we go." Kara Poe Alexander: You had people that did the video and the audio

[00:11:59:12]	and then collages and scrapbooks and all of those types of things

[00:12:03:14]	but it was the audio and video were not near the quality 

[00:12:07:17]	because I didn't teach them or really talk about them in class. It was kind of 

[00:12:11:17]	"Here. Go for it." So i do think I will put more emphasis 

[00:12:15:18]	on the technology, whatever that might be for the individual student. 

[00:12:15:18]	on the technology, whatever that might be for the individual student. Annie McGreevy: I'm really 

[00:12:19:19]	inspired by this idea, that I think Ginger initially brought to me, I'm sure it's going around a lot,

[00:12:23:20]	of multimodal prompts. You know, like assignment sheets, because 

[00:12:27:22]	I love the idea of you being able to say, you know "One approach 

[00:12:31:23]	to this assignment might be historical, like this one," click, and you could watch

[00:12:35:24]	something. Or, "Some students, in the past, have found this assignment 

[00:12:39:25]	confusing at first, " and then click, 

[00:12:43:26]	and like a video of a kid saying "Hey, here's what I wish I knew." So I think that a multimodal

[00:12:47:28]	prompt would be a way of giving them access to everything they need 

[00:12:53:18]	without necessarily bombarding them with it. Ginger Grey: I think one thing I've been thinking a lot about this week is

[00:12:57:20]	needing to remind my students that I'm there to support them. I think 

[00:13:01:21]	that's one of the things that to me seems really obvious from the position of teacher 

[00:13:05:23]	um, but I think is not obvious to our students, and 

[00:13:09:24]	having people here constantly encourage me and

[00:13:13:26]	remind me that they're there to help me has been a pretty powerful experience. 

[00:13:17:27]	I think this is something I could probably talk about for like four and half hours.... 

[00:13:21:28]	Um, but I have learned so much from being here. That was the question, right? 

[00:13:26:02]	Yeah. I've learned so much from being at DMAC in terms of

[00:13:30:02]	oh, one thing just being able to work with some of the technology 

[00:13:34:02]	in a way that I think I was just too scared to even 

[00:13:38:03]	start before. Um, and so, knowing some of that stuff, but also 

[00:13:42:04]	just gaining the confidence to know that it's okay that I don't know that stuff 

[00:13:42:04]	just gaining the confidence to know

[00:13:44:06]	that it's okay that I don't know that stuff and that

[00:13:46:06]	I have the ability to learn it. 

[00:00:04:02]	in the way you teach or what you do in the classroom? Brian Harmon: I think this will change