DR JAMES LAMB
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Emergement themes for data

24/5/2013

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Jen themes:

  • describes experience of m as a student on the msc
  • describes use of m in the msc
  • describes how EDC and DFL have different approaches to m
  • describes how her experience of m as a student informed tutor experience
  • digital textuality
  • instability of the digital text
  • we know that assessment if images is problematic, however text is equally subject to intepretation, unstable, open
  • when a student goes for an m essay the default position of the essay has been abandoned for a reason - m becomes part of the argument
  • we have to give different types of feedback on m work. Additional layers have to be interpreted
  • non-linear approach is less common than you think
  • linear is very difficult to abandon - maybe reflecting nature of msc student body
  • students have been disciplined into ways of thinking and practicing about writing
  • factors promoting: edc/mood/idel blog give people opportunities for low stakes practice
  • factors promoting: opps for peers and tutor feedback to see what's possible
  • there's lots of willingness amongst students to try, but this has to come through opportunities to experiment
  • factors discouraging: students often associate m with artistic ability which discourages some 'non-artsy' people
  • retraining: no, it's about establishing a set of shared understandings beween students and tutors
  • dialogue over representation and interpretation
  • michael example: wanted to be assessed on the video (but the pdf is a very good convetional essay)
  • michael example: she became immersed in the video
  • sarah's wiki: more traditional
  • sarah's wiki: didn't need links or images to be understood - enhancements not core
  • michael example: maybe he included pdf to be considerate to tutor? or maybe hedging his bets? or maybe didn't trust the validity of the multimodal?
  • michael example: it's helpful to have a transcript...but not desirable if we're interested in pushing the boundaries of our assessment practices.

Sian themes:

  • describes involvement with m on msc
  • mentions m assessment on the mooc
  • seeing fewer m assessments on IDEL
  • edc - reasons why conventional work not accepted
  • mooc - outpouring of creative energy
  • whole structure of edc shaped my m
  • we have the scholarly apparatus of print and writing, built over hundreds of years, to judge quality of essay
  • each digital essay has to be judged on its own terms
  • assessment becomes interpretation more than measurement
  • assessor as partnering in  construction of meaning
  • student-tutor hierarchy - profound implications
  • students can submit up to 3 extra criteria but generally struggle with this. intended as a chance to explore what works about a particular medium
  • hierarchy: assessment moment is most obvious example of tutor dominance
  • tutors are invited to bring their interpretative capacities to bear on digital work
  • with a digital essay we can't so easily mark according to what we see as the intention of the student
  • we still need to be requiring and writing essays - the form is too central to scholarship
  • we need to think of other forms alongside conventional essays
  • rather than retraining, thinking around ass conventions and accepting there's room for experimentation and 'big thinking'
  • Factors encouraging: willingness and openness of tutors to enable experimentation
  • factors encouraging: we need to  learning from colleagues in other disciplines
  • we need to learn from colleagues in visual disciplines
  • visual turn in society means teaching at all levels is coming round to idea of visual
  • factors encouraging: students respond to tutor's course design so it should be designed into the course
  • describes experience of m as a student
  • advanced work by me michael, jeremy might put others off - too far ahead of students and tutors
  • people generally get the thinking and the critical stuff being the advanced presentation of work
  • Visual: a new ontology of image, not print
  • we don't have the interpretative frameworks for visual. we have to start anew with image as an assessment mode
  • as a marker, m makes you work harder. you have to think about what image is doing, compositionally, historically
  • retraining: academic development rather than training
  • non-linear can more more difficult to follow without the well developed argument
  • the form of the essay needs to be allowed to stand as its intellectual content - judge on merits according to its form
  • form as intellectual content
  • hypertext example: frustrating - linkage internal
  • hypertext example: imagery illustrative rather than critical
  • hypertext example: it's fighting the digital form
  • hypertext example: basically a written essay with a nod to hypertext
  • michael example: very, very clever.
  • michael example: form reflects content
  • it's possibly easier for ODL-ers to present m because they're immersed in digital space and alt modes of rep

Marshall themes:

  • descibes m experience as a student - ceramic art - objects and rationale allowed layers of representation
  • should would feel a bit lost assessing an object with no text
  • describes use of m on msc
  • dissertations: high stakes so students go safe
  • dissertations: guidance is oriented towards text-based work
  • dissertations: we have fundamental ideas about what research data is
  • the uni is quite conservative so it's not surprising it impacts on assessment
  • image and movement (inc dance) can be very powerful modes of communication
  • visual - big problem is interpretation
  • texts are less ambiguous/flexible than image
  • image can be a problem in terms of interpretation
  • we're trained in writing to argue and persuade - limits the scope of interpretation
  • offers an example of a hypertext essays with images in a vertical ribbon and links to videos at bottom
  • example cont. it was hard to see how images were relevant to the text
  • example cont. the images were a challenge to link to discourse of the text
  • example cont. the marker's path was observed as she navigated through artefact
  • example cont. images needed clearer embedding in in linking
  • example cont. linked videos had no accompanying explanation
  • contextualising is a key skills in writing or presentation of m materials
  • need to ground myself in assessment brief and look for criteria nominated by student
  • embodying what is being discussed - interesting and exciting
  • hypertext essay: several paths followed through it
  • michael example: more linear. would watch video at least twice if marking
  • has a sense of uncertainty about what path to follow in m submissions
  • just as with an m. assignment, when reading she skips between sections
  • recognises a sense of pleasure and anticipation when faced with an m assessment - it is fair or am i biased in favour of this work because of its form?
  • m offers novelty and scope for creativity
  • feels anxiety about understanding scope, content, path -  this is mixed with pleasure in the exploration
  • factors encouraging/discouraging: need to be clearly and strongly invited in assessment brief
  • factors encouraging/discouraging: time - she suspects they take a lot longer to produce
  • training: valid. tutors may lack experience of tech or digital experiences
  • training: cultural, attitudinal aspects could be discussed - what's allowed?
  • training: we're grounded in our experiences as students - if we haven't done m work, we need some rethinking
  • training: discussion covering course design and moderation
  • cultural aspects might be most challenging to tutors
  • factors encouraging/discouraging: if course is presented m, students will feel encouraged to use m
  • feedback: this could be multimodal. doesn't seem right to give a word doc feedback on an m assignment
  • being observed during marking made her nervous, v conscious of missing links etc.

Christine themes:

  • Describes multimodla use on the MSc
  • Experience of m as a student (on the MSc itself)
  • Experiences the risk of spending too long on form over content (as a student on the MSc)
  • There's a danger of spending too much time making it pretty, over the content of argument etc
  • describes how student experience of m influenced her work as a tutor, including empathy
  • gives an example of an artefact where form reflected content
  • there's a danger that the dig env can direct the line taken
  • the freedom of digital spaces could mean the tutor is a curator
  • risk  - some students feel this way and are intimidated
  • gallery - the examples and creativity of other students in general can be intimidating
  • some students like the feeling of doing something different and creative
  • some students feel they out to be m, considering the nature of the course
  • on IDEL students experiment in different spaces on blog which is encouraging
  • she encourages m in blogs but doesn't want students to add images to text just for the sake of it
  • genres
  • examples: both worked
  • hypertextexample: the displayed features worked
  • hypertext example: links to large passages of text by other people didn't work - distracting
  • links to other sources can be distracting
  • links need to be contextualised
  • michael example: watching videos takes a long time so glad of transcript
  • really good m assignments take longer to mark as they draw you in
  • video takes longer to mark than script so you need to set aside extra marking time
  • michael example: dual mode of text and visual is useful
  • as a marker, in some cases you spend a lot of time working out what you're supposed to do as a reader
  • working out what you're supposed to do and where to begin can be uncomfortable
  • in many cases there's still an expected beginning. if not the student should say.
  • navigation can make interpretation difficult so signposts are welcome
  • offers an example with a shared responsibility for curation
  • inevitable that tutor does some curation in some m submissions
  • hierarchy: as along as tutors give grades there's a power imbalance
  • mooc - some students submitted in own language and couldn't be understood by peers. would image have helped? image understanding could vary across cultures.
  • as a marker there's a need to identify messages and intentions
  • she likes m for its inclusivity
  • tutors are a product of text-based culture
  • retraining: yes, but by whom?
  • retraining: maybe it's about awareness of issues?
  • retraining: maybe retrained by those from other disciplines?
  • teachers need to think of themselves as learners some times
  • m is exciting but it can be frightening for people to experience so much change
  • some people's creativity can make others feel inadequate
  • it opens up education  and creativity to far more people

Rory themes:

  • describes his use of m on MSc
  • dissertations aren't m
  • risk - students play it safe
  • tutors influence format of student work through subliminal messages
  • images can be used to advance narrative, not just illustrate
  • the text-based nature of the literature has a reinforcing effect
  • it's hard to break out of the academic traditions of text
  • m requires tutors to think of equivalences to texts e.g. word count
  • paradox - the the m assignments on assignment have been on shorter assignments where there's less room to manoeuvre than in dissertation
  • reproduces a section from the EPS course handbook encouraging non-conventional or experimental form
  • dissertation - the lit review is text-based which encourages use of text
  • dissertation conversations tend to be dominated by data and analysis and leave less room for experimental presentation
  • rory is comfortable with m web assignments as has web, art and cartoon background
  • video takes a long time to sit through
  • a video dissertation could be a documentary - but would take a long time to watch
  • the time associated with m marking is fine now as its less common, but would be a problem if everyone did it
  • visual vs text - text isn't toppled yet, reflected in dominance of text in journals and even on MSc
  • images - tends to be someone else's, so only indirecting quality. Different case when its created by student.
  • it's difficult for tutors to judge image which may unconsciously reinforce status quo
  • risk for students is that idea might not be fully recognised
  • if use of image became new normal, academics would need to know more about what they're judging
  • sound - how to judge that?
  • markers might have blindspots to different modes - he cites his own - ballet and opera
  • traditional ways of assessment are the waters we swim in - we were assessed in this way and assess this way (relates to point in other interviews about having completed m work as a student)

Clara themes:

  • experience of multimodality as a student (included a bit of multimedia)
  • i should be thinking of mfl as well as mfa
  • different use of m on the MSc
  • dialogue
  • reasons why m is encouraged on the course
  • dissertations are not multimodal
  • risky for students
  • m doesn't have to be song-and-dance - it could be a Word doc with images
  • gallery is off putting
  • tutors have to go through a threshold to understand student dilemma
  • risky for tutors
  • factors that encourage and discourage m amongst students
  • students need a chance to try it out
  • m prompts tutors to respond with m feedback
  • mode doesn't matter in relation to quality - its about critical, synthesis, argument
  • students need a chance to apply criteria over time
  • visual versus text
  • dialogue again
  • tutors retraining
  • interpreting visual
  • crisis of interpretation, assessment as a creative crisis
  • michael's artefact
  • prefers to read than listen
  • appreciative of text option in michael's artefact
  • other artefact - text easy to follow, it flows
  • prefers to read
  • i should be spending more time looking at m feedback than just m assessment

Hamish themes:

  • experience of m assessment as a student
  • its about understanding why you use certain devices
  • experience as a student influenced current approach - we teach as we were taught
  • m should be used when it is called for, not just for adding colour
  • he doesn't understand the aesthetic
  • an image doesn't add anything purely by its presence
  • if the idea hasn't been communicated clearly i may miss something therefore the student may need to speak down to me
  • m allows a student to use a juxtaposition of media to make an idea clear
  • could m not have to go beyond the written word on its own?
  • he doesn't consciously set m assignments
  • students are encouraged to use different media if it helps communicate idea, not just for sake of it
  • seeing past work can be restrictive and demotivating
  • good examples can be a template which actually constrain
  • doesn't like the gallery - useful for prospective students but doesn't have pedagogic value for participating students
  • m might enable people to do what they do well, by selecting the right tools
  • should m be encouraged, or should it be about enabling it, and not preventing it?
  • we should be tolerant when people want to take risks and it doesn't come off
  • high risk summative assessment is not conducive to creativity
  • people need time and space and experience of making mistakes
  • students need lots of formative opportunities
  • students need peer collaboration
  • he doesn't want to give too much credit for form over function and to be harsh to those who go for a more conventional approach
  • michael's assignment: video blends form and function very well
  • other assignment: multimodally grafted onto a linear essay
  • one might be good but one might be genius - the scale isn't linear
  • training: co-evolution with students and tutors, not training
  • who would do the training?
  • he liked the 'critical incident' approach of the interview
Where tutors have experience multimodal assessment as a student, this has influenced their attitude towards multimodality as a tutor. And this includes digital and pre-digital multimodality. This links into another idea expressed by some within interview that tutors can usefully reorient themselves by completing multimodal assessment themselves.
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