New media rhetoric and the attention economy: creating a material space for the humanities in the emerging technological structures of the 21st century university

This portfolio dissertation, comprised of three articles, seeks to clarify some of the trends and possibilities now open for new media communication by focusing on the material realities of the Web. New media and composition scholars are struggling with the materiality of digital technologies and their implications for pedagogy and literacy, often taking a materialist turn to understand them. The first article presents lessons, theories, student work, and students\u27 interpretations of their work in an attempt to open a discussion on the material goals behind multimodal rhetorical practice. The second article presents a multimodal case study, which examines the creation of a competency-based electronic portfolio system that values the web sensible digital portfolio model while maintaining the advantage of a web-serviced application. The goal of this assessment system is to materially embed humanistic assessment practices within the technological structures of the university. Finally, the third article proposes that Rhetoric Technical and Professional Communication (RTPC) departments consider the Rich Internet Application (RIA) model to focus our efforts on incorporating critical/functional literacies of technology into our curricula. The RIA model currently is reshaping the information architectures of the Web by combining interactive multimedia interfaces with web serviced application structures. By pursuing the RIA model, RTPC can position itself to be a leader in the study and development of IT products and industries in a way that does not betray its rhetorical foundation, or its allegiances to humanistic expression.*;*This dissertation is a compound document (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: Macromedia Flash Player

Critical Visual Literacy: Multimodal Communication Across the Curriculum

Critical Visual Literacy: Multimodal Communication Across the Curriculum makes the case for expanding the pedagogical space and communication possibilities in undergraduate communication-intensive and linked (learning community) courses by allowing students to create multimodal texts that deal with civic and cultural and/or discipline-specific themes. We argue that, rather than diluting the opportunities for rhetorical education—now comprised of critical literacy, visual literacy, and critical technological literacy in today\u27s increasingly fast-moving visual and electronic cultural environment—multimodal composing more meaningfully reflects the environment in which students receive and generate text today. Using a theory base that draws from the literatures of composition and CAC, visual literacy, new media theory and ecology, and the theory and pedagogy of critical technological literacy, we make a case for this expansion of communication opportunities in undergraduate communication-intensive classes

Using ePortfolios to Develop and Assess ABET-Aligned Competencies

The Agricultural and Biosystems Engineering (ABE) Learning Community is using electronic portfolios (ePortfolios) for developing and assessing student competencies. These competencies are part of the Iowa State University\u27s (ISU) College of Engineering competency-based assessment program for ABET student outcomes. ABE students in their second semester English composition (rhetoric) course (exclusive to ABE Learning Community students) use electronic portfolios to present arguments on issues relevant to engineering and agriculture. This paper will discuss the extensive collaboration between the English instructor and ABE faculty in constructing the course objectives and syllabus, the process by which ABE students create their ePortfolios, how the ePortfolios are assessed, and how ePortfolios contribute to the development of ABET-aligned competencies

New media rhetoric and the attention economy: creating a material space for the humanities in the emerging technological structures of the 21st century university

This portfolio dissertation, comprised of three articles, seeks to clarify some of the trends and possibilities now open for new media communication by focusing on the material realities of the Web. New media and composition scholars are struggling with the materiality of digital technologies and their implications for pedagogy and literacy, often taking a materialist turn to understand them. The first article presents lessons, theories, student work, and students' interpretations of their work in an attempt to open a discussion on the material goals behind multimodal rhetorical practice. The second article presents a multimodal case study, which examines the creation of a competency-based electronic portfolio system that values the web sensible digital portfolio model while maintaining the advantage of a web-serviced application. The goal of this assessment system is to materially embed humanistic assessment practices within the technological structures of the university. Finally, the third article proposes that Rhetoric Technical and Professional Communication (RTPC) departments consider the Rich Internet Application (RIA) model to focus our efforts on incorporating critical/functional literacies of technology into our curricula. The RIA model currently is reshaping the information architectures of the Web by combining interactive multimedia interfaces with web serviced application structures. By pursuing the RIA model, RTPC can position itself to be a leader in the study and development of IT products and industries in a way that does not betray its rhetorical foundation, or its allegiances to humanistic expression.*;*This dissertation is a compound document (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: Macromedia Flash Player.</p

Biofeedback-Based, Videogame Balance Training in Autism

The present study examined the effects of a visual-based biofeedback training on improving balance challenges in autism spectrum disorder (ASD). Twenty-nine youth with ASD (7–17 years) completed an intensive 6-week biofeedback-based videogame balance training. Participants exhibited training-related balance improvements that significantly accounted for postural-sway improvements outside of training. Participants perceived the training as beneficial and enjoyable. Significant moderators of training included milder stereotyped and ritualistic behaviors and better starting balance. Neither IQ nor BMI moderated training. These results suggest that biofeedback-based balance training is associated with balance improvements in youth with ASD, most robustly in those with less severe repetitive behaviors and better starting balance. The training was perceived as motivating, further suggesting its efficacy and likelihood of use

Critical Visual Literacy: Multimodal Communication Across the Curriculum

"Critical Visual Literacy: Multimodal Communication Across the Curriculum" makes the case for expanding the pedagogical space and communication possibilities in undergraduate communication-intensive and linked (learning community) courses by allowing students to create multimodal texts that deal with civic and cultural and/or discipline-specific themes. We argue that, rather than diluting the opportunities for rhetorical education—now comprised of critical literacy, visual literacy, and critical technological literacy in today's increasingly fast-moving visual and electronic cultural environment—multimodal composing more meaningfully reflects the environment in which students receive and generate text today. Using a theory base that draws from the literatures of composition and CAC, visual literacy, new media theory and ecology, and the theory and pedagogy of critical technological literacy, we make a case for this expansion of communication opportunities in undergraduate communication-intensive classes.This article is published as Duffelmeyer, Barb Blakely and Anthony Ellertson. "Critical Visual Literacy: Multimodal Communication Across the Curriculum" Special issue, Across the Disciplines, December 2005. Posted with permission.</p

Nursing Faculty Perceptions of a Virtual Reality Catheter Insertion Game: A Multisite International Study

Faculty and nursing professionals participated in a usability study of a second-generation Virtual Reality Sterile Urinary Catheter Insertion Game (VR SUCIG). Background: Faculty are key decision makers in acquiring technologies that lead to learning and retention of psychomotor skills in nursing. Methods: Fourty-six nursing faculty and professionals from 8 US and 1 Australian nursing school participated. Participants played the VR SUCIG and completed the System Usability Scale (SUS) and a User Reaction Survey. Results: The SUS for the second generation of the VR SUCIG was 47, or low-medium usability. User reactions were mixed. Participants stated the game was fun, challenging, and engaging, but were frustrated with technical issues, and did not enjoy learning to function in the virtual environment. Conclusions. Nursing faculty and professionals had mixed reactions to the VR SUCIG. Further game refinement is needed

Critical Visual Literacy: Multimodal Communication Across the Curriculum

"Critical Visual Literacy: Multimodal Communication Across the Curriculum" makes the case for expanding the pedagogical space and communication possibilities in undergraduate communication-intensive and linked (learning community) courses by allowing students to create multimodal texts that deal with civic and cultural and/or discipline-specific themes. We argue that, rather than diluting the opportunities for rhetorical education—now comprised of critical literacy, visual literacy, and critical technological literacy in today's increasingly fast-moving visual and electronic cultural environment—multimodal composing more meaningfully reflects the environment in which students receive and generate text today. Using a theory base that draws from the literatures of composition and CAC, visual literacy, new media theory and ecology, and the theory and pedagogy of critical technological literacy, we make a case for this expansion of communication opportunities in undergraduate communication-intensive classes.This article is published as Duffelmeyer, B.B., Ellertson, A. Critical Visual Literacy: Multimodal Communication Across the Curriculum. Across the Disciplines, 2005 3(special issue). </p

Using Game-Based Virtual Reality with Haptics for Skill Acquisition

Background: Nurse educators are challenged to find innovative methods to help nursing students develop and remember fundamental skills while ensuring patient safety. Virtual reality (VR) headgear and custom haptic technology combined with game-based learning principles may provide an innovative approach to promoting mastery learning and retention. Method: This mixed methods pilot study explored the usability of, and user reaction to, a gamebased VR system designed to practice urinary catheterization. Time on task and number of procedures completed in one hour were compared with subjects who practiced traditionally, using a task trainer with faculty oversight. Follow-up skill demonstration was compared two weeks after the practice session. Results: Subjects (n = 20) rated usability of the VR system favorably; they also rated practicing catheter insertion this way as highly engaging and enjoyable. Subjects using the VR system spent more time practicing (p = .001) and completed more procedures in 1 hour than students who practiced traditionally (p \u3c .001). Follow-up skill demonstration pass rates between groups were identical at 2 weeks. Conclusion: Practicing nursing skills using game-based VR may be an effective way to promote mastery learning and retention