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Grad 360°'s Digital Literacy Project tinyurl.com/grad360dlshowcase

Hello! We're Shauna Chung and Stephen Quigley, your digital literacy guides!

Project Developers: January-June 2018

Project Overview

Grad 360°’s Digital Literacy Project centers around matriculating Clemson graduate students and seeks to foster five core technology-focused learning competencies: digital storytelling, audio-based community building, video-mediated teaching, academic poster/web-accessible PDF presenting, and web-based information design and publishing. While the practical aim of this digital learning curriculum is to help students acquire new digital tools, its philosophical intent is to position digital literacy as a conduit through which students gain a richer experience with their campus and scholarly communities, engage in professional development through Grad 360°’s Tiger 9 core skills , and wrestle with their own identities as graduate students at Clemson University. Thus, rather than focusing on students becoming experts in digital platforms, this project emphasizes the metacognitive aspects of learning new technologies: how knowledge transfers from one situation to the next, why mentor texts are needed, and where knowledge can be supplemented through networked communities online.

We're not aiming for technical mastery; rather, we're positioning digital literacy as a lens through which students engage with and find links between their personal and professional worlds.

To convey these metacognitive principles, Stephen Quigley and Shauna Chung developed five modules focusing on the following Adobe applications: Spark Page, Audition, Premiere Pro CC, InDesign, and Behance. In each module, Quigley and Chung created tangible learning outcomes, all of which support the efforts of Grad 360°’s Tiger 9; an instructional video, which include a practical prompt for graduate students to complete; and a mentor text for learners to consult in their production processes.

Project Goals and Outcomes

In addition to supplementing the goals of Grad360° as articulated through the Tiger 9, this digital literacy initiative also seeks to build repositories of student-created projects that can be shared with a diverse body of students across campus as well as potential colleagues outside of the university. This would promote dialogue between disciplines, create opportunities for graduate students to interact academically with peers and an undergraduate population, and form relationships with professional entities beyond the university. The following represents the form, theme, and intended outcomes of these projects:

This project seeks to prepare students to ACTIVELY engage with and contribute to academic communities instead of passively observing them.

Module Showcase

Module 1: Telling Your Story

Module 1 focuses on Adobe Spark Page—a web-based editing platform—and asks students to create a personal narrative told across the discourses of family, entertainment, community, and school. This narrative would act as both a reflection piece and a means for students to introduce themselves to the Clemson graduate community. These aims resonate with the Tiger 9’s Career Development and Exploration, Personal Wellness, and Written and Intercultural Communication focus areas.

Learning Outcomes

Learners would demonstrate technical proficiency in this application by creating a Spark Page that

  • encourages self-reflection.
  • promotes an awareness of visual design.
  • anticipates an audience who may be unfamiliar with the learner’s worldview, culture, and life experience.

Instructional Video

Module 2: Finding Your Community

Module 2 focuses on Adobe Audition—an audio editing application—and asks students to create a podcast episode that engages members of their discipline through personal recorded interviews, explores angles of their field that may not be readily apparent to those within the academy, and reflects on their academic identities in relation to a wider scholarly context. They would frame this podcast as a conversation that explicates discipline-specific concepts in a way that is accessible to graduate students within and without their field. This task aligns with the Tiger 9’s Teamwork and Collaboration, Social and Global Responsibility, and Oral and Intercultural Communication focus areas.

Learning Outcomes

Learners would demonstrate technical proficiency in Audition by creating a podcast episode that

  • emerges out of a communion with and celebration of diverse voices.
  • encourages listening and cooperation with people within a professional field.
  • relays content specific to the learner’s field while extending the conversation to a wider academic audience.

Instructional Video

Module 3: Enhancing Your Teaching

Module 3 focuses on Adobe Premiere Pro CC—a video-editing application—and asks students to create a three-minute video that conveys a specific concept from their discipline in a way that is accessible to undergraduates. The video could take the form of a vlog (i.e. video blog), tutorial, or visual narrative but must serve a pedagogical purpose. Thus, this project enacts the Tiger 9’s Teaching and Learning, Oral and Written Communication focus areas.

Learning Outcomes

Learners would demonstrate technical proficiency in Premiere Pro CC by

  • seeking out affinity spaces (i.e. online communities dedicated to discussing and teaching specific skills) to gain a deeper understanding of the technology.
  • creating tutorials designed to promote student learning.
  • practicing effective filming and editing strategies to engage an audience

Module Assignment Prompt / Mentor Text

Instructional Video / Mentor Text

Module 4: Enhancing Your Presentations

Module 4 focuses on Adobe InDesign—a page and layout application—and asks students to create a three-column academic poster and mobile-ready PDF that communicates discipline-specific research to a wider scholarly audience, conveying this information with intentionality and attention to design. Students would be encouraged to submit this project to Clemson’s annual Graduate Research and Discovery Symposium, offering them a tangible opportunity to showcase their work. Such an undertaking corresponds with the Tiger 9’s Research and Innovation, Leadership and Management focus areas.

Learning Outcomes

Ultimately, learners would demonstrate technical proficiency in InDesign by

  • creating documents accessible across various media using graphics that clearly and concretely convey research data.
  • designing a document that amplifies both the leadership skills and expertise of the researcher.

Module Assignment Prompt

Module Tutorial / Mentor Text

Module 5: Publishing Yourself

Module 5 focuses on Adobe Behance and Portfolio—an online creative project repository—and asks students to upload their work from Modules 1-4 to both a shared public space and a professional portfolio, taking care to do so within the legal parameters of online publishing. By doing so, students will make their work available to Clemson students and potential employers, contribute directly to a growing repository of digital academic scholarship, and gain access to what their peers have created. These aims gesture to the Tiger 9’s Career Development and Exploration, Professionalism and Ethics focus areas.

Learning Outcomes

Learners would demonstrate technical proficiency in Behance and Portfolio by

  • publishing four high-quality projects to a shared creative space.
  • strategically networking their projects to relevant online communities through tags and geographical markers.
  • building a web portfolio, showcasing the learner’s professional profile in an ethical and attractive way.

Instructional Video / Mentor Text

Suggested Project Implementation

Each module comes with 1) an instructional video that explains the project prompt and provides an overview of the anticipated technical aspects of each Adobe application and 2) a fulfillment of the prompt, produced in the assigned application. The project developers recommend developing a series of six Spark pages, each acting as a base where students could access the instructional videos, mentor texts, and links to publish their work. After creating five separate Spark pages for each module, the sixth would act as an introductory page, housing links to the other five modules.

In addition to creating an accessible base for the project, the developers recommend setting deadlines for each module over the course of two semesters, distributing the respective instructional Spark pages with ample time (at least three weeks) for students to create their projects. Students would use behance.net, Adobe’s web-based project repository, to submit their finished projects via a designated Grad 360° team page. For more information on how to create team pages on Behance, click here. Note that all Spark and Behance pages should be created on a non-student Clemson account since student Enterprise accounts are only valid during students’ enrollment at the university. If they are no longer enrolled and forgo the option to purchase the Adobe Suite on their own, their Enterprise IDs expire, along with their work on cloud-based Adobe sites.

Questions?

Thanks for listening!

Additional Resources

sjquigley@pitt.edu

shaunac@g.clemson.edu

Credits:

Created with images by Jakob Owens - "untitled image" • Jesus Kiteque - "Essentials" • Michal Lomza - "Orb Reflections" • geralt - "human observer exhibition" • Rodion Kutsaev - "Yellow wall" • rawpixel - "untitled image" • Nathan Dumlao - "untitled image" • rawpixel - "african descent american analyzing" • pixelcreatures - "wordpress blogging blogger" • Emily Morter - "Where is the Love"