Module 9: Digital Authorship Report - Online Education and Literacy

This report, focusing on Module 9, explores the integration of technology and literacy in education, specifically highlighting digital authorship. It discusses the use of assistive technology, video tutorials, and peer feedback to enhance the writing process for students. The report outlines a step-by-step approach to digital storytelling, emphasizing planning, story development, and the creation of digital stories. It also examines the role of technology in providing resources for teachers and students, including grammar tutorials and software that addresses writing challenges. Furthermore, the report emphasizes the importance of peer feedback in developing reflection, self-assessment, and positive motivational beliefs. The report also mentions the use of video tutorials that guide students through problem-solving steps. The references include articles about security aspects of digital transformation, user comments on YouTube coding tutorial videos, assistive technologies for older people, and learning and collaboration technologies.

Running head: MODULE 9 650
MODULE 9 650
Name of the Student:
Name of the University:
Author Note:

1MODULE 9 650
Online Authoring
1. Technology of today includes tools that are designed for mainstream market. Tools of
assistive technology that are specially designed could support individuals struggling with
note taking or information based on text and resources. Assistive technology combined
with technologies from video tutorial with new and traditional literacies for producing
student narrative consists of few steps. First step is planning which is an essential part for
writing process. Second step is developing stories by recorded oral rehearsal. After
completion of story maps, workshop of writer began in looking different than this had in
past. Third step is listening, conferring and critically thinking (Yusif, Soar & Hafeez-
Baig, 2016). There is no plan for writing partners in sitting together as well as listen to
oral telling of each other. Fourth step is creating storyboards. Fifth and final step is
creating the digital stories. Work for recursively planning, revising, drafting, rehearsing
and creating storyboards took place during workshop of writer.
2. Feedback could be used for making changes before handing in paper and could get these
more manageable chunks for this won’t feel overwhelming. Though programs such as
these are evolving still, they would unfortunately become go-to-tool for helping the
teachers in teaching the students writing in coming decades. Direct interactions with the
teachers could help, however another avenue could be offered by technology for the
overburdened teachers. Hundred sites are there which provide the grammar tutorials, few
that come complete with activities and exercises for engaging the students as well as
helping in filling gaps within their knowledge (Bolton, Goosen & Kritzinger, 2019).

2MODULE 9 650
There is release of new software which could help students in their writing, addressing
the grammar problems as they occur.
Peer feedback clarifies about what good performance could be, Peer feedback facilities
development of reflection as well as self-assessment. It encourages the teachers and the peer
dialogue of learning, It delivers information of high quality to the students about the learning.
It encourages the positive motivational self-esteem and beliefs (Zaphiris & Ioannou, 2019). It
provides opportunities for closing gap among desired and current performance. It gives
information to the teachers which could help in shaping teaching.
3. Students could transform all or part of multi-mode or multi-part question in video tutorial
which guides the students in every step through solution of problem. Students should
either answer correctly, skip or even use every of their submission for every step before
viewing next step. The students could not go back in completing steps they skipped.
Answer key is displayed always for steps after use of every submission or step is
correctly answered or skipped (Poché, et al., 2017). Tutorial questions in the video could
be used principally for helping the students learn and not for evaluating the progress.
There is use of tutorial questions in video for helping students understand how a problem
could be solved.

3MODULE 9 650
References
Bolton, A., Goosen, L., & Kritzinger, E. (2019, August). Security Aspects of an Empirical Study
into the Impact of Digital Transformation via Unified Communication and Collaboration
Technologies on the Productivity and Innovation of a Global Automotive Enterprise.
In International Information Security Conference (pp. 99-113). Springer, Cham.
Poché, E., Jha, N., Williams, G., Staten, J., Vesper, M., & Mahmoud, A. (2017, May). Analyzing
user comments on YouTube coding tutorial videos. In 2017 IEEE/ACM 25th
International Conference on Program Comprehension (ICPC) (pp. 196-206). IEEE.
Yusif, S., Soar, J., & Hafeez-Baig, A. (2016). Older people, assistive technologies, and the
barriers to adoption: A systematic review. International journal of medical
informatics, 94, 112-116.
Zaphiris, P., & Ioannou, A. (Eds.). (2019). Learning and Collaboration Technologies.
Ubiquitous and Virtual Environments for Learning and Collaboration: 6th International
Conference, LCT 2019, Held as Part of the 21st HCI International Conference, HCII
2019, Orlando, FL, USA, July 26–31, 2019, Proceedings (Vol. 11591). Springer.