|Title:||Assessing Complex Performance: A Postdoctoral Training Program Researching Students Writing and Assessment in Digital Workspaces|
|Principal Investigator:||Cope, William||Awardee:||Board of Trustees of the University of Illinois|
|Program:||Postdoctoral Research Training Program in the Education Sciences [Program Details]|
|Award Period:||3 years||Award Amount:||$659,375|
Co-Principal Investigators: Mary Kalantzis, Sarah McCarthey, Katherine Ryan, Hua-Hua Chang, and Dan Roth
The goal of the postdoctoral fellows program is to provide a breadth and depth of research-related experiences that will prepare the fellows to become well-rounded researchers who are fully engaged in academic professional life. Researchers will train four Postdoctoral Fellows for 2 years each in this program. The research opportunities offered to fellows include: (1) innovations in formative and summative assessment; (2) the development of methods for assessment of complex performance (such as writing); (3) the disciplinary practices of discipline areas captured in written reports and essays; and (4) the evaluation of a large-scale assessment tool currently used by the state of Illinois. Fellows will select a research project for concentrated involvement. Senior faculty/project members will provide regular mentoring sessions, including individualized assistance with research and writing activities.
The fellows will be involved in both individual and collaborative activities including: auditing courses; participating in monthly College of Education seminars/discussion groups (with opportunities to present); involvement in team research activities (including developing research proposals and conducting pilot projects); making conference presentations; and writing and publishing research results.
Mills, K.A., Stornaiuolo, A., Smith, A. and Zacher Pandya, J., Editors. (forthcoming). Handbook of Writing, Literacies, and Education in Digital Cultures. New York: Routledge.
Smith, A. (2015). Review of the One-on-One Reading and Writing Conference: Working With Students on Complex Texts. Teachers College Press, Columbia University.
Blanken-Webb, J. (2017). Metacognition: Cognitive Dimensions of e-Learning. In B. Cope, and M. Kalantzis (Eds.), e-Learning Ecologies:Principles for New Learning and Assessment. New York: Routledge.
Blanken-Webb, J. (in press). Dewey and the Self. Encyclopedia of Educational Philosophy and Theory. New York: Springer.
Blanken-Webb, J. (in press). The Pedagogical Subject and Liberal Learning. In E. Durarte (Ed.), Philosophy of Education 2015. Champaign, IL: Philosophy of Education Society.
Halverson, E.R. and Magnifico, A.M. (2013). Bidirectional Artifact Analysis: A Method for Analyzing Digitally-Mediated Creative Processes. Handbook of Design in Educational Technology. Routledge, Taylor and Francis, Ltd.
Kalantzis, M., and Cope, B. (2016). New Media and Productive Diversity in Learning. Diversity in der Lehrerinnenbildung (pp. 310–325).
Lammers, J.C., Magnifico, A.M., and Curwood, J.C. (2014). Exploring Tools, Places, and Ways of Being: Audience Matters for Developing Writers. In K. Pytash, and R. Ferdig (Eds.), Exploring Technology for Writing and Writing Instruction (pp. 186–201). Hershey, PA: IGI Global.
McCarthey, S.J., Magnifico, A.M., Woodard, R.L., and Kline, S. (2014). Situating Technology-Facilitated Feedback and Revision: The Case of Tom. In K. Pytash, and R. Ferdig (Eds.), Exploring Technology for Writing and Writing Instruction (pp. 152–170). Hershey, PA: IGI Global.
Smith, A., and Kennett, K. (in press). Multimodal Meaning: Discursive Dimensions of e-learning. In B. Cope, and M. Kalantzis (Eds.), e-Learning Ecologies. New York: Routledge.
Smith, A., Cope, B. and Kalantzis, M. (forthcoming). The quantified writer: Data traces in education. In K.A. Mills, A. Stornaiuolo, A. Smith, and J. Pandya, (Eds.) Handbook of Writing, Literacies, and Education in Digital Cultures. New York: Routledge.
Smith, A., Dillon, J., and Zamora, M. (forthcoming). cMOOCs. The SAGE Encyclopedia of Out-of-School Learning. Thousand Oaks, CA: SAGE.
Smith, A., McCarthey, S., and Magnifico, A. (in press). Recursive Feedback: Evaluative Dimensions of e-learning. In B. Cope, and M. Kalantzis (Eds.), e-Learning Ecologies. New York, NY: Routledge.
Stornaiuolo, A., Phillips, N., and Smith, A. (in press). Transliteracies. The SAGE Encyclopedia of Out-of-School Learning. Thousand Oaks, CA: SAGE.
Stornaiuolo, A., Smith, A., and Phillips, N. (in press). Transliteracies. Springer Encyclopedia of Educational Philosophy and Theory. New York, NY: Springer.
Journal article, monograph, or newsletter
Blanken-Webb, J. (2014). Expanding the Deweyan Self: Revisiting an Underexplored Past to Inform Future Inquiry. Philosophical Studies in Education, 45: 146–156.
Chesler, N., Arastoopour, G., D'Angelo, C., Bagley, E., and Shaffer, D.W. (2013). Design of a Professional Practice Simulator for Educating and Motivating First-Year Engineering Students. Advances in Engineering Education, 3(3): 1–29.
Cope, B., and Kalantzis, M. (2013). New Media, New Learning and New Assessments. E–Learning and Digital Media , 10(4).
Curwood, J.S., Magnifico, A.M., and Lammers, J.C. (2013). Writing in the Wild: Writers' Motivation in Fan-Based Affinity Spaces. Journal of Adolescent and Adult Literacy, 56(8): 677–685.
Flewitt, R., Pahl, K., and Smith, A. (2015). Editorial: Methodology Matters. Literacy, 49(1): 1–2.
Gerber, H., Abrams, S.S., Curwood, J.S., and Magnifico, A.M. (under review, 2015). Qualitative Methods for Researching Online Learning Spaces.Journal
Lammers, J.C., Curwood, J.S., and Magnifico, A.M. (2012). Toward an Affinity Space Methodology: Considerations for Literacy Research. English Teaching: Practice and Critique, 11(2): 44–58.
Magnifico, A.M. (2013). ";Well, I Have to Write That:"; A CrossCase Qualitative Analysis of Young Writers' Motivations to Write. International Journal of Educational Psychology, 2(1): 1955.
Magnifico, A.M., Olmanson, J., and Cope, W. (2013). New Pedagogies of Motivation: Reconstructing and Repositioning Motivational Constructs in the Design of Learning Technologies. E-Learning and Digital Media, 10(4): 483–511.
Olmanson, J., and Abrams, S. (2013). Constellations of Support and Impediment: Understanding Early Implementation Dynamics in the Research and Development of an Online Multimodal Writing and Peer Review Environment. E-Learning and Digital Media, 10(4): 357–377.
Olmanson, J.D., Kennett, K.S., and Cope, B. (2015). The Techno-Pedagogical Pivot: Designing and Implementing a Digital Writing Tool. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 9(7): 2273–2276.
Smith, A. (2015). The Serious Work of Writing. English Journal, 105(1): 81–84.
Smith, A. (2016). Your Voice in Mine. Digital Pedagogy Lab.
Smith, A., Hall, M., and Sousanis, N. (2015). Envisioning Possibilities: Visualising as Enquiry in Literacy Studies. Literacy, 49(1): 3–11.
Smith, A.; West-Puckett, S. Cantrill, C. and Zamora, M. (2016). Remix as Professional Learning: Educators' Iterative Literacy Practice in CLMOOC. Education Sciences, 6(1).
Stornaiuolo, A., Smith, A., and Phillips, N. (2017). Developing a Transliteracies Framework for a Connected World. Journal of Literacy Research, 49(1): 68–91.
Woodard, R.L., Magnifico, A.M., and McCarthey, S.J. (2013). Supporting Teacher Metacognition About Formative Assessment in Online Writing Environments. E-Learning and Digital Media, 10(4): 442–469.
Huang, C.K., Olmanson, J., Sung, W., and Chen, Y.H. (2012). FunWritr: An Open-Ended Language Exploration Playground Based on a Sextet of Design Parameters for CALL. In In Proceedings of the 15 International Computer Assisted Language Learning Research Conference (CALL 2012), Volume 1 (pp. 277–283). Taichung, Taiwan: Providence University: University of Antwerp.
Magnifico, A.M. (2012). Audience Effects: A Bidirectional Artifact Analysis of Adolescents' Creative Writing. In Proceedings of the 10th International Conference of the Learning Sciences, Volume 2 (pp. 411–415). Sydney, Australia: International Society of the Learning Sciences.
Magnifico, A.M., and Halverson, E.R. (2012). Bidirectional Artifact Analysis: A Method for Analyzing Creative Processes. In in Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012), Volume 2 (pp. 276–280). Sydney, NSW, Australia: International Society of the Learning Sciences.
Magnifico, A.M., Lammers, J.C., and Curwood, J.S. (2013). Collaborative Learning Across Space and Time: Ethnographic Research in Online Affinity Spaces, Volume 2. In In Proceedings of the 10th International Conference on Computer Supported Collaborative Learning (pp. 81–84). Madison, WI: International Society of the Learning Sciences.
Olmanson, J., Huang, C.-K., Scordino, R., and Lee, J. (2013). Designing FunWritr: Unpacking an Affinity-Based, Professionalizing, Graduate-Level Educational Technology Design Experience. In In Proceedings of the 2nd International Conference for Design Education Researchers, Volume 1 (pp. 129–142). Oslo, Norway: Oslo and Akershus University College of Applied Sciences.
Olmanson, J., Huang, C.K., Sung, W., and Chen, Y.H. (2012). Writing to Learn: L2 Writing as a Gateway to Effective Implicit Vocabulary Learning and Language Acquisition via CALL. In In Proceedings of the 15th International Computer Assisted Language Learning Research Conference (CALL 2012), Volume 1 (pp. 510–514). Taichung, Taiwan: Providence University, University of Antwerp.