Teaching students to compose multimodal, digital writing is imperative in today’s world. Yet, few teachers feel prepared to effectively teach writing, particularly digital composing. This study investigated the design and implementation of an online professional development, Writing-as-Making Massive Open Online Collaboration(wmMOOC). In its design, wmMOOC drew upon elements of the maker movement, principles of connected learning, and the social practices of the National Writing Project. Results indicate that participants took ownership over their writing/making and learning processes and engaged in risk-taking—two necessary stances for creating effective digital compositions. However, they did not critically evaluate the traditional writing in their curriculum, indicate that writing-as-making changed their views of writing instruction, or implement writing-as-making with their students. This study provides insights into how to design effective online professional development for supporting teachers’ learning about digital composing and writing-as-making.
McQuitty, Vicki; Lohnes Watulak, Sarah; and Runciman, Joseph
"Teacher Professional Learning in a Writing-as-Making MOOC,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 10:
1, Article 11.
Available at: https://scholarworks.wmich.edu/wte/vol10/iss1/11