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YOU COULD'VE GOT WITH THIS, BUT NOW YOU GET WITH THAT

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YOU COULD'VE GOT WITH THIS, BUT NOW YOU GET WITH THAT

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During Web 1.0, online writing spaces were blank canvasses in which individuals were tasked with designing their own space and coding/constructing their own voice and audience (original homepages and blogs).
Web 2.0 largely exchanged this freedom for prescribed templates in the form of social media accounts (Myspace, Friendster) and website builders (Wix, Weebly). It became much easier to create and publish content to online communities, and the wild west of code building and identity constructing from scratch gave way to controlled environments with electronic boxes that users simply filled in.

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When one is able to design the form of their document, they have a better understanding of the relationship between form and content. When the form is restricted to prescribed templates, the individual does not see the ways in which content is deeply connected to form.

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Kesha's Myspace demonstrates the capability for more flexible choices in design even within a template (thanks to embedding code).

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WordPress, while less user-friendly than Wix or Weebly, also provides very customizable website templates.
In this space, the writer is able to decide how they want to represent their writing moreso than on social media. The writer is able to think of the design of their website as a form of writing as much as they think of the content of their writing in this way.

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Unlike Social Media sites, Wix allows users the freedom to create a site of Wix's language and design--which is far more flexible than SNSs like Facebook and Twitter. However, one still must choose amongst what Wix gives. However, they offer a better balance between accessibility and creative control.

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The use of e-portfolios in the classroom provide a vehicle for deeper learning and a more authentic assessment tool.

For the writing classroom, it encourages the understanding of the socially located recursive process of writing.

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Students live in a Social Media driven world and we as instructors of Composition must teach them the theory behind design in multimodal platforms. Design has an effect whether we actively notice that effect or not.

"The belief that design is simply a “vessel” or a “container,” and that content is the real meat of the Web, threatens to make the effects of design invisible. "

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These platforms encourage the importance of design as expression in writing.

"Composing texts, more specifically making choices about the composition of a page or screen, helps individuals think through the ways in which design functions to make meaning and produce selves."

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"The move toward multimodal composition has worked to undo the word/image split and encouraged a pedagogy that engages with the rhetorical impact of not just words, but images, design, and sound."

While these platforms have limitations in design flexibility, they offer open access to tools that enable digital multimodality for students who are not HTML literate.

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                        Embracing Web 2.0

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                        Embracing Web 2.0

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How do we make our students aware of the template, while also bringing the writing process into Web 2.0?

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HTML (and later XHTML and CSS) enabled users to create spaces that they had total design control over.
This led to the birth of the homepage as a way to communicate the online self to other users.

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-less freedom in design
-best used for text-based projects, rather than visual.

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- more freedom in schemes and designs within template
- constrained by free templates offered, or forced to purchase membership

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                              Ease of Access

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                              Ease of Access

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What are our gains and losses from digital platforms when we limit the ability to be creative (website building, blogs, coded content) in exchange for easier navigation and access (social media accounts, GoogleSlides, iPhone interface)?

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Is Web 2.0 the "five paragraph essay" of the digital world?

Ironically we are limited in this project due to the platform's templates :)

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Our students' experiences with technology

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Our students' experiences with technology

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"But it is important to keep in mind that just because technology is seamlessly woven into their lives does not mean that they are technology savvy."

(The easier and more accessible it becomes, the less students need to negotiate and problem solve, think critically about its use.)

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Social Media has created a world of writers who can produce content, but these writers are limited by the platforms they engage with in the formatting they can use to present the information in.

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History Of Social Media In 90 seconds | CNBC

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http://fredhohman.com/
(This page was constructed using HTML coding, which allows the user to make all the decisions of placement and color, etc.)

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It wasn't until the invention of the World Wide Web (1991) that the internet became more than a data sharing space for scientists and the public started using the internet to communicate.

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                               Platform Examples

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                               Platform Examples

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What do specific digital platforms look like?
What are their affordances and constraints?
What is the relationship between platform and genre (status update vs. tweet vs. instagram photo)

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How does the evolution of the internet affect how we use it as a platform for writing?

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                                               Pedagogical Imperative: 

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                                               Pedagogical Imperative: 

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How do we teach students to use digital technologies in ways that encourage creativity and individual thought if their design is constrained by prescribed templates?

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Web 2.0... The Machine is Us/ing Us!
We are re-shaping the self through pre-determined content due to the proliferation of the template.
HTML allows for freedom and nonlinear text online, but is constrained by new language (coding).