Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/37956

Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 4 of 12

Video Preview

ENG 470 CF 5.mp4

Not all videos support streaming previews. You will not be able to jump to portions of the video that have not been downloaded (progress shown as a yellow bar).

In cases where streaming is not supported, the full video will be loaded before playing. If your computer is capable of playing the video files, it may be advisable to download using the link below instead of trying to view it in your browser.

 
File SizeFormat 
ENG 470 CF 5.mp443.16 MBMPEG-4View/Open

Item Summary

Title: Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 4 of 12
Authors: Place-based WAC/WID Hui
Keywords: place-based writing
writing across the curriculum
writing in the disciplines
Writing Intensive courses
scholarship of teaching and learning
show 42 morewriting pedagogy
general education requirements
identity
educational context
kind of learning
socialization
student collaboration
classroom space
class discussion
course planning
instructors goals
project-based learning
learning community
research
sharing materials
student presentations
spatial politics
politics of classroom space
student areas of expertise
hawaiian language
hula
art history
virtual space
digital resources
ava konohiki
papakilo database
collaboration
classroom configuration
rows
learning community
classmates
affection
respect
sharing
presentation
students teaching students
laulima
learning management system
government websites
databases
ownership records
land deeds

show less
Issue Date: 2015
Citation: Fujikane, Candace. 'Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 4 of 12.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
Abstract: Brief excerpt from interview: I was hoping it would be just a little bit more collaborative, but I think that the setup in the classroom [where they sit in rows] wasn't quite conducive to the kind of collaborative work I was hoping they'd do. We ended up having so much to talk about that they did less group work. Otherwise, I think because they started seeing each other's projects from the very beginning of the semester... they would send me material for each other... They helped each other out in that way. It was a learning community, and they had a lot of affection for each other and a lot of respect. I think because they saw the presentations... they were really impressed by each other's work. We talked a lot about spatial politics. We didn't talk about class, which we could have. I think we should have done that... It was nice because we had different areas of expertise: some knew Hawaiian language, others had history in art history, others knew hula and could talk about how different moves represent different places. We did use AVA Konohiki, which is this beautiful virtual kind of mapping site. We used the Papakilo database, which is all the moʻolelo in Hawaiian Language.
Description: This item includes a segment of an instructor interview in a Writing Intensive course in Upper Divison English at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'What observations on course dynamics and discussions do you have?'
Pages/Duration: Duration: 00:04:28
URI/DOI: http://hdl.handle.net/10125/37956
Rights: Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections:Instructor: Candace Fujikane



Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.