This research examines a teachers design of a classroom system of multimedia composition, in the form of collaborative video essays, and students responses to the teachers design. The teacher designed a project in which students in his 11th grade AP English Language and Composition classes composed both print essays and video essays based on novels they read for the class. One teacher and 49 students from a public high school near a major metropolitan city in the Midwestern United States participated in this study between October 2010 and February 2011. Qualitative analysis of the data allowed for description of the teachers design of this system and students responses to the teachers design. Salient elements of the teachers design of the system fell into three categories: design of time, design of the composition process, and design of publication and distribution practices. Student responses to each of these areas of design varied, with students at times adhering to the teachers design and at other times pushing back against his design and even redesigning aspects of the system themselves. The teachers expectations of the system, including his goals for the assignment and the ways that he valued the video essays, impacted his design of the system. Students own goals, as well as their understandings of the teachers goals, impacted the ways that they engaged in the system and their composition processes. Implications for classroom practice and future research were identified as part of the discussion of the data.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-03212014-163817 |
| Date | 27 March 2014 |
| Creators | Alvey, Tara Lynn |
| Contributors | Kevin Leander, Victoria Risko, Bridget Dalton, Steve Graham |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-03212014-163817/ |
| Rights | restrictone, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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