Handbook of research on writing and composing in the age of MOOCs:
"[This book] is a critical reference source that overviews the current state of larger scale online courses and the latest competencies for teaching writing online. Featuring comprehensive coverage across a range of perspectives on teaching in virtual classrooms, such as MOOC delivery models, d...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, PA 17033, USA)
IGI Global
[c2017]
|
| Schlagworte: | |
| Online-Zugang: | DE-862 DE-863 |
| Zusammenfassung: | "[This book] is a critical reference source that overviews the current state of larger scale online courses and the latest competencies for teaching writing online. Featuring comprehensive coverage across a range of perspectives on teaching in virtual classrooms, such as MOOC delivery models, digital participation, and user-centered instructional design, this book is ideal for educators, professionals, practitioners, academics, and researchers interested in the latest material on writing and composition strategies for online classrooms"--Provided by publisher. |
| Beschreibung: | PDFs (457 Seiten). Also available in print. |
| Format: | Mode of access: World Wide Web. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781522517191 |
| Zugangseinschränkungen: | Restricted to subscribers or individual electronic text purchasers. |
Internformat
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| 245 | 0 | 0 | |a Handbook of research on writing and composing in the age of MOOCs |c Elizabeth A. Monske and Kristine L. Blair [editors]. |
| 264 | 1 | |a Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, PA 17033, USA) |b IGI Global |c [c2017] | |
| 300 | |a PDFs (457 Seiten). | ||
| 336 | |a text |2 rdacontent | ||
| 337 | |a electronic |2 isbdmedia | ||
| 338 | |a online resource |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a A typology of MOOCS / Richard Colby -- Writing MOOEEs?: reconsidering MOOCs in light of the OWI principles / Beth L. Hewett, Scott Warnock -- MOOCs in the global context / Sushil K. Oswal -- Digital citizens as writers: new literacies and new responsibilities / Valerie Hill -- Principled/digital: composition's "ethics of attunement" and the writing MOOC / Matthew Overstreet -- Getting "girly" online: the case for gendering online spaces / Jen Almjeld -- Arguing for proactivity: talking points for owning accessibility in online writing instruction / Patricia Jenkins -- Connecting writing studies with online programs: UTEP's graduate technical and professional writing certificate program / Teresa Quezada, Beth Brunk-Chavez, Evelyn Posey -- Contact and interactivity in televised learning: 15 years later / Virginia Tucker Steffen -- Developmental writing and MOOCs: reconsidering access, remediation, and development in large-scale online writing instruction / Krista L. Petrosino -- Problematic partnerships: an analysis of three composition MOOCs funded by the Gates Foundation / Tyler Branson -- The online writing program administrator (OWPA): maintaining a brand in the age of MOOCs / Jessie C. Borgman -- Reshaping institutional mission: OWI and writing program administration / Jacob Babb -- What's a "technician" to do?: theorizing and articulating MOOC maintenance concerns / Thomas Patrick Henry -- A (critical) distance: contingent labor, MOOCs, and teaching online / Laura Howard -- | |
| 505 | 8 | |a Audience, user, producer: MOOCs as activity systems / Jason Chew Kit Tham -- What online writing spaces afford us in the age of campus carry, "wall-building," and Orlando's Pulse tragedy / Rebecca Hallman Martini, Travis Webster -- Introduction discussion board forums in online writing courses are essential: no, really, they are / Jennifer Stewart -- Using online writing communities to teach writing MOOCs / Rebekah Shultz Colby -- Hacking the lecture: transgressive praxis and presence using online video / Stephanie Odom, Leslie Lindsey -- Training instructors to teach multimodal composition in online courses / Tiffany Bourelle, Beth L. Hewett -- Challenging evaluation: the complexity of grading writing in hybrid MOOCs / Robert W. McEachern -- Conducting programmatic assessments of online writing instruction: CCCC's OWI principles in practice / Nicki Litherland Baker, Elisabeth H. Buck. | |
| 506 | 1 | |a Restricted to subscribers or individual electronic text purchasers. | |
| 520 | 3 | |a "[This book] is a critical reference source that overviews the current state of larger scale online courses and the latest competencies for teaching writing online. Featuring comprehensive coverage across a range of perspectives on teaching in virtual classrooms, such as MOOC delivery models, digital participation, and user-centered instructional design, this book is ideal for educators, professionals, practitioners, academics, and researchers interested in the latest material on writing and composition strategies for online classrooms"--Provided by publisher. | |
| 530 | |a Also available in print. | ||
| 538 | |a Mode of access: World Wide Web. | ||
| 588 | 0 | |a Description based on title screen (IGI Global, viewed 12/05/2016). | |
| 650 | 0 | |a MOOCs (Web-based instruction) | |
| 650 | 0 | |a Report writing |x Study and teaching (Higher) | |
| 650 | 0 | |a Rhetoric |x Study and teaching (Higher) | |
| 653 | |a Critical thinking skills | ||
| 653 | |a Digital participation | ||
| 653 | |a Discussion board forums | ||
| 653 | |a Gender considerations | ||
| 653 | |a MOOC delivery models | ||
| 653 | |a Students with disabilities | ||
| 653 | |a User-centered instructional design | ||
| 653 | |a Video usage | ||
| 653 | |a Writing program administrators | ||
| 700 | 1 | |a Blair, Kristine |e editor. | |
| 700 | 1 | |a Monske, Elizabeth A. |d 1975- |e editor. | |
| 710 | 2 | |a IGI Global, |e publisher. | |
| 776 | 0 | 8 | |i Print version: |z 1522517189 |z 9781522517184 |
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| 912 | |a ZDB-98-IGB | ||
| 049 | |a DE-862 | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-98-IGB-00163665 |
|---|---|
| _version_ | 1826942592439287808 |
| adam_text | |
| any_adam_object | |
| author2 | Blair, Kristine Monske, Elizabeth A. 1975- |
| author2_role | edt edt |
| author2_variant | k b kb e a m ea eam |
| author_facet | Blair, Kristine Monske, Elizabeth A. 1975- |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB2369 |
| callnumber-raw | LB2369 .H36 2017e |
| callnumber-search | LB2369 .H36 2017e |
| callnumber-sort | LB 42369 H36 42017E |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-98-IGB |
| contents | A typology of MOOCS / Richard Colby -- Writing MOOEEs?: reconsidering MOOCs in light of the OWI principles / Beth L. Hewett, Scott Warnock -- MOOCs in the global context / Sushil K. Oswal -- Digital citizens as writers: new literacies and new responsibilities / Valerie Hill -- Principled/digital: composition's "ethics of attunement" and the writing MOOC / Matthew Overstreet -- Getting "girly" online: the case for gendering online spaces / Jen Almjeld -- Arguing for proactivity: talking points for owning accessibility in online writing instruction / Patricia Jenkins -- Connecting writing studies with online programs: UTEP's graduate technical and professional writing certificate program / Teresa Quezada, Beth Brunk-Chavez, Evelyn Posey -- Contact and interactivity in televised learning: 15 years later / Virginia Tucker Steffen -- Developmental writing and MOOCs: reconsidering access, remediation, and development in large-scale online writing instruction / Krista L. Petrosino -- Problematic partnerships: an analysis of three composition MOOCs funded by the Gates Foundation / Tyler Branson -- The online writing program administrator (OWPA): maintaining a brand in the age of MOOCs / Jessie C. Borgman -- Reshaping institutional mission: OWI and writing program administration / Jacob Babb -- What's a "technician" to do?: theorizing and articulating MOOC maintenance concerns / Thomas Patrick Henry -- A (critical) distance: contingent labor, MOOCs, and teaching online / Laura Howard -- Audience, user, producer: MOOCs as activity systems / Jason Chew Kit Tham -- What online writing spaces afford us in the age of campus carry, "wall-building," and Orlando's Pulse tragedy / Rebecca Hallman Martini, Travis Webster -- Introduction discussion board forums in online writing courses are essential: no, really, they are / Jennifer Stewart -- Using online writing communities to teach writing MOOCs / Rebekah Shultz Colby -- Hacking the lecture: transgressive praxis and presence using online video / Stephanie Odom, Leslie Lindsey -- Training instructors to teach multimodal composition in online courses / Tiffany Bourelle, Beth L. Hewett -- Challenging evaluation: the complexity of grading writing in hybrid MOOCs / Robert W. McEachern -- Conducting programmatic assessments of online writing instruction: CCCC's OWI principles in practice / Nicki Litherland Baker, Elisabeth H. Buck. |
| ctrlnum | (CaBNVSL)gtp00566619 (OCoLC)966364953 |
| dewey-full | 808.02 |
| dewey-hundreds | 800 - Literature (Belles-lettres) and rhetoric |
| dewey-ones | 808 - Rhetoric & collections of literature |
| dewey-raw | 808.02 |
| dewey-search | 808.02 |
| dewey-sort | 3808.02 |
| dewey-tens | 800 - Literature (Belles-lettres) and rhetoric |
| discipline | Literaturwissenschaft |
| format | Electronic eBook |
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| id | ZDB-98-IGB-00163665 |
| illustrated | Not Illustrated |
| indexdate | 2025-03-18T14:30:27Z |
| institution | BVB |
| isbn | 9781522517191 |
| language | English |
| oclc_num | 966364953 |
| open_access_boolean | |
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| owner_facet | DE-862 DE-BY-FWS DE-863 DE-BY-FWS |
| physical | PDFs (457 Seiten). Also available in print. |
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| publishDate | 2017 |
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| publisher | IGI Global |
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| spelling | Handbook of research on writing and composing in the age of MOOCs Elizabeth A. Monske and Kristine L. Blair [editors]. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, PA 17033, USA) IGI Global [c2017] PDFs (457 Seiten). text rdacontent electronic isbdmedia online resource rdacarrier Includes bibliographical references and index. A typology of MOOCS / Richard Colby -- Writing MOOEEs?: reconsidering MOOCs in light of the OWI principles / Beth L. Hewett, Scott Warnock -- MOOCs in the global context / Sushil K. Oswal -- Digital citizens as writers: new literacies and new responsibilities / Valerie Hill -- Principled/digital: composition's "ethics of attunement" and the writing MOOC / Matthew Overstreet -- Getting "girly" online: the case for gendering online spaces / Jen Almjeld -- Arguing for proactivity: talking points for owning accessibility in online writing instruction / Patricia Jenkins -- Connecting writing studies with online programs: UTEP's graduate technical and professional writing certificate program / Teresa Quezada, Beth Brunk-Chavez, Evelyn Posey -- Contact and interactivity in televised learning: 15 years later / Virginia Tucker Steffen -- Developmental writing and MOOCs: reconsidering access, remediation, and development in large-scale online writing instruction / Krista L. Petrosino -- Problematic partnerships: an analysis of three composition MOOCs funded by the Gates Foundation / Tyler Branson -- The online writing program administrator (OWPA): maintaining a brand in the age of MOOCs / Jessie C. Borgman -- Reshaping institutional mission: OWI and writing program administration / Jacob Babb -- What's a "technician" to do?: theorizing and articulating MOOC maintenance concerns / Thomas Patrick Henry -- A (critical) distance: contingent labor, MOOCs, and teaching online / Laura Howard -- Audience, user, producer: MOOCs as activity systems / Jason Chew Kit Tham -- What online writing spaces afford us in the age of campus carry, "wall-building," and Orlando's Pulse tragedy / Rebecca Hallman Martini, Travis Webster -- Introduction discussion board forums in online writing courses are essential: no, really, they are / Jennifer Stewart -- Using online writing communities to teach writing MOOCs / Rebekah Shultz Colby -- Hacking the lecture: transgressive praxis and presence using online video / Stephanie Odom, Leslie Lindsey -- Training instructors to teach multimodal composition in online courses / Tiffany Bourelle, Beth L. Hewett -- Challenging evaluation: the complexity of grading writing in hybrid MOOCs / Robert W. McEachern -- Conducting programmatic assessments of online writing instruction: CCCC's OWI principles in practice / Nicki Litherland Baker, Elisabeth H. Buck. Restricted to subscribers or individual electronic text purchasers. "[This book] is a critical reference source that overviews the current state of larger scale online courses and the latest competencies for teaching writing online. Featuring comprehensive coverage across a range of perspectives on teaching in virtual classrooms, such as MOOC delivery models, digital participation, and user-centered instructional design, this book is ideal for educators, professionals, practitioners, academics, and researchers interested in the latest material on writing and composition strategies for online classrooms"--Provided by publisher. Also available in print. Mode of access: World Wide Web. Description based on title screen (IGI Global, viewed 12/05/2016). MOOCs (Web-based instruction) Report writing Study and teaching (Higher) Rhetoric Study and teaching (Higher) Critical thinking skills Digital participation Discussion board forums Gender considerations MOOC delivery models Students with disabilities User-centered instructional design Video usage Writing program administrators Blair, Kristine editor. Monske, Elizabeth A. 1975- editor. IGI Global, publisher. Print version: 1522517189 9781522517184 |
| spellingShingle | Handbook of research on writing and composing in the age of MOOCs A typology of MOOCS / Richard Colby -- Writing MOOEEs?: reconsidering MOOCs in light of the OWI principles / Beth L. Hewett, Scott Warnock -- MOOCs in the global context / Sushil K. Oswal -- Digital citizens as writers: new literacies and new responsibilities / Valerie Hill -- Principled/digital: composition's "ethics of attunement" and the writing MOOC / Matthew Overstreet -- Getting "girly" online: the case for gendering online spaces / Jen Almjeld -- Arguing for proactivity: talking points for owning accessibility in online writing instruction / Patricia Jenkins -- Connecting writing studies with online programs: UTEP's graduate technical and professional writing certificate program / Teresa Quezada, Beth Brunk-Chavez, Evelyn Posey -- Contact and interactivity in televised learning: 15 years later / Virginia Tucker Steffen -- Developmental writing and MOOCs: reconsidering access, remediation, and development in large-scale online writing instruction / Krista L. Petrosino -- Problematic partnerships: an analysis of three composition MOOCs funded by the Gates Foundation / Tyler Branson -- The online writing program administrator (OWPA): maintaining a brand in the age of MOOCs / Jessie C. Borgman -- Reshaping institutional mission: OWI and writing program administration / Jacob Babb -- What's a "technician" to do?: theorizing and articulating MOOC maintenance concerns / Thomas Patrick Henry -- A (critical) distance: contingent labor, MOOCs, and teaching online / Laura Howard -- Audience, user, producer: MOOCs as activity systems / Jason Chew Kit Tham -- What online writing spaces afford us in the age of campus carry, "wall-building," and Orlando's Pulse tragedy / Rebecca Hallman Martini, Travis Webster -- Introduction discussion board forums in online writing courses are essential: no, really, they are / Jennifer Stewart -- Using online writing communities to teach writing MOOCs / Rebekah Shultz Colby -- Hacking the lecture: transgressive praxis and presence using online video / Stephanie Odom, Leslie Lindsey -- Training instructors to teach multimodal composition in online courses / Tiffany Bourelle, Beth L. Hewett -- Challenging evaluation: the complexity of grading writing in hybrid MOOCs / Robert W. McEachern -- Conducting programmatic assessments of online writing instruction: CCCC's OWI principles in practice / Nicki Litherland Baker, Elisabeth H. Buck. MOOCs (Web-based instruction) Report writing Study and teaching (Higher) Rhetoric Study and teaching (Higher) |
| title | Handbook of research on writing and composing in the age of MOOCs |
| title_auth | Handbook of research on writing and composing in the age of MOOCs |
| title_exact_search | Handbook of research on writing and composing in the age of MOOCs |
| title_full | Handbook of research on writing and composing in the age of MOOCs Elizabeth A. Monske and Kristine L. Blair [editors]. |
| title_fullStr | Handbook of research on writing and composing in the age of MOOCs Elizabeth A. Monske and Kristine L. Blair [editors]. |
| title_full_unstemmed | Handbook of research on writing and composing in the age of MOOCs Elizabeth A. Monske and Kristine L. Blair [editors]. |
| title_short | Handbook of research on writing and composing in the age of MOOCs |
| title_sort | handbook of research on writing and composing in the age of moocs |
| topic | MOOCs (Web-based instruction) Report writing Study and teaching (Higher) Rhetoric Study and teaching (Higher) |
| topic_facet | MOOCs (Web-based instruction) Report writing Study and teaching (Higher) Rhetoric Study and teaching (Higher) |
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