Writing and Assessing by Designs David Fisher (and an overworked and underpaid cast of thousands) English Department Iowa State University March 24,

Assembling by Designs Reflecting on how network-enabled “ready access to all texts constitutes... [a] challenge to the former power of texts,” Gunther Kress observes, “[w]riting is becoming ‘assembling by designs’ in ways which are overt, and much more far- reaching, than they were previously” (6). Kress, G. (2003). Literacy in the New Media Age. New York: Routledge.

MyCase: Our Goals Acknowledge the reality of “assembling by designs” and develop writing pedagogy that leverages this concept for improvement of transfer and assessment –Project planning as preparation for future learning –Content sourcing as a central information design decision –“Adding value” as a concrete notion for technical communicators

Design and Transfer Preparation for future learning as alternative to direct application theory –SPS (sequestered problem solving) methodology and DA (direct application) theory –PFL (preparation for future learning) and “knowing with” previously acquired concepts and experiences Bransford, J. D., & Schwartz, D. L. (1998). Rethinking Transfer: A Simple Proposal with Multiple Implications. Review of Research in Education, 24,

Take it home: Stuff you need 1.Case (or other language game) with which you are familiar 2.Long enough time span so that it makes sense for students to explicitly plan their work (i.e., create a project plan) 3.Complexity (or time constraints) of assignments that will force students to pull together 4.Assessment instrument (rubric or other) that gives students credit for document sourcing decisions and various divisions of labor within groups

1. Dynamic Case

“Docuverse”

“Caught in the Act”

Intranet

Communication Tools

2. Time span Classroom time, case time, and exigencies Budgeted time vs. Actual time

3. Assignment complexity Contributing factors –Richness of information –Conflicting information –Varying quality of information –Time allotted for assignment completion –Skills needed to complete assignment (e.g., writing, drawing, software knowledge) –Number of students in group Students decide about division of labor Students have guess about resources and tasks required to complete assignment

4. Assessment instrument Collaborative: Students and Teacher Acknowledges various divisions of labor Encourages students to struggle with concept of value and how activity adds/detracts value from information product Helps instructor gain perspective on how work undertaken by students manifests itself in communicative acts

Re-mix Rubric

One team’s preparation

Content and Sourcing