Full Description
Studio-Based Approaches for Multimodal Projects examines a cross-section of strategies for studio approaches and models that enable process-oriented multimodal projects and promote student learning. This collection features seven chapters authored or coauthored by leaders and innovators in studio-based approaches. These scholars explore studio models and provide vivid examples of ways in which they are realized as students pursue, design, and create multimodal projects, including ePortfolios, research posters, websites, and other engaging artifacts that integrate oral, written, visual, and electronic communication.
Studio-based approaches enhance creativity, interaction, and learning among students. The models designed and employed to support these activities would benefit from a more focused look. This collection assembles perspectives from scholar-practitioners who know and use studio-based models. They are experts in this area and have helped to shape current understandings of approaches that work well to enhance learning through multimodal projects--those that integrate oral, visual, written, or electronic modes of communication.
Contents
Acknowledgements: Russell Carpenter
Chapter 1: An Introduction to Studio-Based Approaches, Russell Carpenter and Abby Gardner
Chapter 2: Inquire, Create, Communicate: Reframing Undergraduate Research Using Studio-Based Pedagogy, Courtnie Morin
Chapter 3: Structuring ePortfolio Learning for Students through a Studio-Based Approach, Clint Stivers, Lucas Green, Russell Carpenter, and Jennifer Fairchild
Chapter 4: Performing the Writing Studio in the Inclusive Classroom: Asserting a Multimodal Language with which to Challenge the Learning Disabilities Label at School, Matthew Kim
Chapter 5: Designing the Teacher: Utilizing 'Design Thinking' as Studio-Based Professional Development, Jordan Kaiser
Chapter 6: Student Engagement in Studio-Based Models, Hannah Dean, Veronica Diaz, and Jacqueline Lytle
Chapter 7: Reflecting on Applications of Studio-Based Models, Kevin Dvorak
About the authors
