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Welcome to my GSOLE portfolio, where I explain my theory of Online Literacy Instruction (OLI) and illustrate it with artifacts.
The artifacts presented in this portfolio will show you how I navigate between the three modalities that I teach: f2f, hybrid, and online. They all stress that there isn't one modality that is better than the others; it's a matter of affordances and of meeting the affordances of that modality.
This portfolio is meant as a resource for lecturers in my writing program who, like me, are navigating different modalities.
All of the artifacts in this portfolio focus on the careful and knowledgeable flexibility of moving in-between modalities. Be it whole lesson plans, peer review instructions, or how we introduce students to our class, the artifacts highlight the affordances and constraints of each modality. They are all meant as a resources for my colleagues in my writing program who might be considering switching between modalities.
Artifact 1: Here I compare and contrast different modalities, from traditional f2f to fully online to illustrate how the same lesson plan would be modified to fit each new modality.
Artifact 2: I illustrate how I did peer reviews in three different modalities (f2f, hybrid, and online), highlighting where I met the affordances of the modalities and where I didn't.
Artifact 3: This artifact is specifically focused on the online modality; I review my "Welcome to the course" video for an online class to highlight how I am following best practices for this particular modality.
Artifact 4: I describe all the different ways that discussion boards can be helpful tools in all three of the modalities, provided that instructors modify their use to match the specific affordances and constraints of the modality.
Artifact 5: Here I show a fully developed unit of teaching for a multimodal assignment in an online course. It has both student-facing and teacher-facing instructions, along with a theoretical rationale.
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