|
|
|
|
|
|
||
|
|
|
|
|
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
|
|
|
|
|
||
MULTIMEDIA
PROJECTS
I've been teaching multimedia courses at USC for over two years as part of a new campus initiative called Multimedia Literacy Project.
The Multimedia Literacy Project uses new forms of technology in order to transform the practices of both teachers and students in the classroom. We respond to the idea that multimedia literacy is as important as conventional text-based literacy, and that using multimedia technology in the classroom can enhance student learning.
I also work with the Visible Knowledge Project of Georgetown University, which is a five-year, multi-campus initiative that promotes scholarship of teaching projects on the effects of multimedia technology in the classroom.
The links to the left will take you to the current and most recent courses I have taught that integrated multimedia technology with literature. In both cases, my courses posed a single question: "how do we tell stories about America?"
The students worked on projects that were both critical and creative. These projects demonstrate that with multimedia students can carry out all the traditional tasks of close reading, research, and citation; in addition, they can use the hypertext and graphical possibilities of multimedia and the net to enliven and contextualize their projects in ways that are not possible with term papers; and furthermore, these projects demonstrate that critical work can be expressed creatively, leading to a sense of student ownership and pride in the finished product.
The image on this page comes from Jennifer Nguyen's midterm project in the spring of 2001.