Difference between revisions of "Lesson 2.2: How can digital writing support standards for collaboration, presentation, research, and media?"

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“The decisions an author makes about how a page [or website, presentation, and other forms of text] looks can be as important as the text the document contains.  Great text + weak design and weak text + great design will both have the same effect: a document that doesn’t achieve its goals.” (Bush & Zuidema, 2011, p. 87)
  
 
=='''Deepen Your Understanding'''==
 
=='''Deepen Your Understanding'''==

Revision as of 18:25, 22 November 2020

Return to Kim Kather's Portfolio Page | Kim Kather's Mini-Course | Unit 2: Overview

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<<<Previous Lesson (2.1) ||| Next Lesson (2.3)>>>

Objective

  • To recognize how digital writing craft aligns with CCLS standards for multimedia, research, presentation, and speaking skills.

Activate Prior Knowledge

Abubble2.png How are you meeting standards for collaboration, presentation, research, and media in your current writing projects? How do you think digital writing could enhance your students' learning in these areas?

Explore

Take a look at this video on how to create a digital story:

Mini-Lecture

“The decisions an author makes about how a page [or website, presentation, and other forms of text] looks can be as important as the text the document contains. Great text + weak design and weak text + great design will both have the same effect: a document that doesn’t achieve its goals.” (Bush & Zuidema, 2011, p. 87)

Deepen Your Understanding

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Now that you have completed lesson 2, revisit your understanding of the learning target. Consider what new understandings you now have, and develop your initial understandings based on the lesson materials.

How do you think digital writing could help your students meet standards for collaboration, presentation, research, and media?