Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies

Andy Buchenot,Tiffany Anne Roman

doi:10.14434/jotlt.v8i1.26793

Abstract

Active Learning Classrooms provide several advantages for teaching and learning by offering many physical and technological affordances that one can choose from when designing instruction. For courses where student writing is central activity to course learning outcomes, a challenge exists in that the innovative digital technologies may hide the opportunity to incorporate non-digital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within technology-enhanced learning environments. In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies, describing the rationale for the design decisions in an introductory composition course through a design case model. Classroom applications are discussed for physical learning spaces where student writing is incorporated into overall course learning activities.

Highlights

We describe an approach to writing instruction that builds intentional connections between digital technologies and nondigital technologies with a focus on the physical learning environment in which the instruction takes place
Further we argue that attending to these affordances and making connections with digital technologies creates opportunities for active learning across physical learning environments
Our analysis of the design choices animating this approach to treating paper documents as a technology supports the widely documented promise of Active Learning Classrooms (ALCs; Baepler, Walker, Brooks, Saichaie, & Petersen, 2016) while suggesting that a more intentional application of technology might lead to better instructional outcomes in more conventional physical learning environments as well

Summary

Introduction

We describe an approach to writing instruction that builds intentional connections between digital technologies and nondigital technologies with a focus on the physical learning environment in which the instruction takes place. We present the design judgments of the instructor through a rich description of the instructional context and argue for making purposeful connections across digital and nondigital technologies to support active learning. The approach to writing instruction described in this article owes something to the affordances of the classroom technologies listed above, but it could be adapted to a variety of physical learning spaces.

Results

Conclusion