Online Literacies Open Resource
Clarity in an Online Course as an Extension of Onsite Practice
by Jessie Borgman
This effective practice used in online writing classrooms involves course clarity, in particular, easy course navigation. Clarity and ease of navigation are an extension of face-to-face instruction, thus the connection to OWI Principle 4 regarding the migration of onsite pedagogies to the online environment.
Supporting Online Learning with Writing-to-Learn Activities
by Amy Cicchino
This article will describe writing-to-learn activities from hybrid professional writing courses and online, asynchronous introductory composition courses. However, writing-to-lean can be used in any course, even courses outside of writing studies.
by Amy Cicchino
This article will describe writing-to-learn activities from hybrid professional writing courses and online, asynchronous introductory composition courses. However, writing-to-lean can be used in any course, even courses outside of writing studies.
Blackboard Ally: Can Digital Tools Help Us Identify Teaching Accessible Practices?
By Amy Cicchino, Lindsay Clark, and Traci Austin
This article examines the Blackboard Ally tool as a resource for ensuring accessibility in course design.
By Amy Cicchino, Lindsay Clark, and Traci Austin
This article examines the Blackboard Ally tool as a resource for ensuring accessibility in course design.
Introducing Students to Writing on the Web
By Jason Custer
This article offers an approach to web writing assignments.
By Jason Custer
This article offers an approach to web writing assignments.
Improve Access with a Course Orientation
by Jason Docktor
In an attempt to help all students access an online class and feel comfortable moving into the first module of the class, this example uses videos that are purposefully brief with each video aiming to accomplish a specific aspect of orienting students to a particular online class, preparing them to begin the work of the course in a confident manner.
by Jason Docktor
In an attempt to help all students access an online class and feel comfortable moving into the first module of the class, this example uses videos that are purposefully brief with each video aiming to accomplish a specific aspect of orienting students to a particular online class, preparing them to begin the work of the course in a confident manner.
Managing the OWC User Experience by Managing Student Expectations
by Theresa M. Evans
My practice is a strategy for managing student expectations for an online writing course prior to the start of the semester and early in the semester. Even if students are capable of doing the work, they might not be able or willing to put in the time required to succeed in a particular online course. The goal is to ensure that students who stay in the course understand how to succeed—or have time to withdraw from the course early enough to avoid receiving a low grade.
by Theresa M. Evans
My practice is a strategy for managing student expectations for an online writing course prior to the start of the semester and early in the semester. Even if students are capable of doing the work, they might not be able or willing to put in the time required to succeed in a particular online course. The goal is to ensure that students who stay in the course understand how to succeed—or have time to withdraw from the course early enough to avoid receiving a low grade.
Using a Blog Throughout a Research Writing Course
by Danica Hubbard
This example demonstrates how the blog is a platform for ongoing conversation and reflection related to individual student research projects throughout a course. Use of the blog tool in this way helps students to keep research material organized, allows them to reflect on the research process as it unfolds, and helps to foster a sense of community in the online environment.
by Danica Hubbard
This example demonstrates how the blog is a platform for ongoing conversation and reflection related to individual student research projects throughout a course. Use of the blog tool in this way helps students to keep research material organized, allows them to reflect on the research process as it unfolds, and helps to foster a sense of community in the online environment.
A Conscious Craft: An Approach to Teaching Collaborative, Computer-mediated Composition
by Ruth Li
This practice includes collaborative playwriting assignments using Google Docs.
by Ruth Li
This practice includes collaborative playwriting assignments using Google Docs.
Planning Feedback Opportunities in Online Non-Writing Intensive Courses
by Alex Rockey
This practices supports OLI Principle 3. It focuses on integrating a variety of technologies for consistent feedback and telling students upfront how and with what technologies they will receive feedback.
by Alex Rockey
This practices supports OLI Principle 3. It focuses on integrating a variety of technologies for consistent feedback and telling students upfront how and with what technologies they will receive feedback.
Conversation Starters: Orchestrating Asynchronous Discussion to Build Academic Community among First-year Writers
by Dan E. Seward
This practice includes a sequence of discussion assignments developed to build academic community and develop academic literacies among first-year college students.
by Dan E. Seward
This practice includes a sequence of discussion assignments developed to build academic community and develop academic literacies among first-year college students.
Video Welcome Announcements in the LMS
by Jason Snart
This example demonstrates how to create a video welcome announcement for students in an asynchronous setting.
by Jason Snart
This example demonstrates how to create a video welcome announcement for students in an asynchronous setting.
Content Delivery for Remote Learning: An Accessible Approach that Combines Asynchronous and Synchronous Learning
by Katelyn Stark
This article outlines a dual-asynchronous and synchronous approach to a Writing in the Major course that privileges accessibility and engagement.
by Katelyn Stark
This article outlines a dual-asynchronous and synchronous approach to a Writing in the Major course that privileges accessibility and engagement.
“The Provoker” Discussion Board Threads
by Scott Warnock with Lisa Schepis-Myers
This practice supports OLI Principles 3 and 11 and OLI Principle 1. This practice involves "provoking" students using a fictitious character in discussion boards to encourage engagement.
by Scott Warnock with Lisa Schepis-Myers
This practice supports OLI Principles 3 and 11 and OLI Principle 1. This practice involves "provoking" students using a fictitious character in discussion boards to encourage engagement.
Screencast Feedback for Clear and Effective Revisions of High-stakes Process Assignments
by Jodie Whitehurst
This example demonstrates how to create screencast videos for feedback, which helps online writing faculty to indicate specific needs for revision within student assignments, discuss possible approaches for revising, display assignment rubrics to specify criteria that are and are not being met, direct writers to online resources, and give “voiced” affirmations to developing writers.
by Jodie Whitehurst
This example demonstrates how to create screencast videos for feedback, which helps online writing faculty to indicate specific needs for revision within student assignments, discuss possible approaches for revising, display assignment rubrics to specify criteria that are and are not being met, direct writers to online resources, and give “voiced” affirmations to developing writers.