Rationale for OWI Principle 2
OWI Principle 2: An online writing course should focus on writing and not on technology orientation or teaching students how to use learning and other technologies.
Unlike a digital rhetoric course an OWC is not considered to be a place for stretching technological skills as much as for becoming stronger writers in various selected genres. To this end, it is important to recall the access and inclusivity issues found in OWI Principle 1. Students should use the provided technology to support their writing and not the other way around. It must be clear that OWI teachers and students alike do not need to be technology experts, computer programmers, or Web designers to accomplish the instructional purposes of an OWC.
Unlike a digital rhetoric course an OWC is not considered to be a place for stretching technological skills as much as for becoming stronger writers in various selected genres. To this end, it is important to recall the access and inclusivity issues found in OWI Principle 1. Students should use the provided technology to support their writing and not the other way around. It must be clear that OWI teachers and students alike do not need to be technology experts, computer programmers, or Web designers to accomplish the instructional purposes of an OWC.
Example Effective Practices for OWI Principle 2
Effective Practice 2.1: The requirement for the institution’s initial technology orientation should be handled by the institution’s IT unit and not the OWI teacher of any OWC.
Effective Practice 2.2: An OWI teacher should not be considered a technology point person to be held responsible for technical assistance or technology repair. Teaching writing is the key work of the OWI teacher. Therefore, reasonable technical assistance should be available to teachers in person (if onsite) and by phone, email, or instant messaging during all instructional hours. In case of technology failure, teachers should have an alternate lesson plan when the technology cannot be fixed on the spot.
Effective Practice 2.3: Web-based or Web-focused assignments should be about the rhetorical nature of writing for the Web and not about html coding or Web development. To that end, teachers should use transparent software (e.g., WordPress or Dreamhost) so that students focus on learning composition and not on learning technological platforms or software.
Effective Practice 2.4: To maintain the appropriate focus on writing, OWI teachers should be provided professional development in the institution’s technologies sufficiently in advance of a scheduled online course. An example would be to provide such professional development at least one term prior to teaching the first OWC.
Effective Practice 2.2: An OWI teacher should not be considered a technology point person to be held responsible for technical assistance or technology repair. Teaching writing is the key work of the OWI teacher. Therefore, reasonable technical assistance should be available to teachers in person (if onsite) and by phone, email, or instant messaging during all instructional hours. In case of technology failure, teachers should have an alternate lesson plan when the technology cannot be fixed on the spot.
Effective Practice 2.3: Web-based or Web-focused assignments should be about the rhetorical nature of writing for the Web and not about html coding or Web development. To that end, teachers should use transparent software (e.g., WordPress or Dreamhost) so that students focus on learning composition and not on learning technological platforms or software.
Effective Practice 2.4: To maintain the appropriate focus on writing, OWI teachers should be provided professional development in the institution’s technologies sufficiently in advance of a scheduled online course. An example would be to provide such professional development at least one term prior to teaching the first OWC.
