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- All Subjects: Online
- Creators: James, Mark
- Creators: Scott, Jason
Description
Increasing numbers of courses are offered online and increasing numbers of students are pursuing post-secondary studies. At broad-access institutions, such as land grant universities and community colleges, this presents a particular concern around student persistence--that is, the number of students who complete diploma, certificate, or degree requirements from an institution. Such increased access and increased enrollment also present unique challenges to first-year writing instructors, who are often the first professionals with whom first-year students are in contact. Here I explore the many reasons why student persistence should interest first-year writing instructors, in particular, those who are teaching online. Student persistence has important civic, economic, ethical, institutional, and disciplinary implications that first-year instructors cannot ignore. I propose a persistence-based pedagogy that involves six essential elements: designing learner-centered online writing courses, demonstrating mattering by valuing student writing, fostering self-efficacy by making assignments relevant, fostering student connections through collaboration and community, engaging virtual learners by fostering a sense of place and presence, and recognizing the challenges and minimizing the risks of teaching online. Such an undertaking is necessarily transdisciplinary and draws on scholarship in rhetoric and composition, instructional design, educational psychology, applied linguistics, and higher education administration. It connects pedagogical principles advanced nearly fifty years ago with digital pedagogies that are in their infancy and attempts to balance the social epistemic nature of writing instruction with the real-world demands of diverse student populations, increasing course sizes, and ever-changing technologies. Perhaps most importantly, this dissertation focuses on strategies that online writing instructors can adopt regardless of their theoretical leanings, academic training, or institutional requirements. While persistence-based instruction does not change the purpose or outcomes of first-year composition and does not replace proper placement measures or address early-term drop rates, it does provide a framework for facilitating online courses that is rooted in rhetorical theory and composition pedagogy and promotes informed teaching and lifelong learning.
ContributorsBergin, Jeffrey R (Author) / Roen, Duane (Thesis advisor) / Miller, Keith (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2012
Description
Theory Jam is a series of online, education videos that teach music theory in a fun, engaging way. Our project is a response to the growing need for successful online education content. It incorporates strategies for creating effective educational video content and engages with contemporary debates in the field of music theory surrounding the purpose of a music theory education.
ContributorsCannatelli, Joshua Bryce (Co-author) / Daval, Charles Joseph (Co-author) / Miller, April (Thesis director) / Scott, Jason (Committee member) / Tobias, Evan (Committee member) / Department of English (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Historically, television was based on forty years of hitting the “reset” button every week. While jokes can be episodic—such as your standard sitcom—an ongoing narrative must be serialized. Viewers unable to regularly tune-in week-by-week and those joining a serialized show late would often abandon the series, resulting in lowered ratings and potential cancellation. With Netflix’s season-long release model (beginning in 2013 with their original, House of Cards) you can watch the entire season immediately, which challenges whether the customary marketing campaigns appropriately serviced finding new viewers, or if the efforts adversely resulted in lower ratings.
Through the internet, long-established customs in traditional distribution and marketing are quickly becoming obsolete as audience expectations of content delivery are shifting within the digital age. Online distribution and marketing have proven to be viable models for Hollywood and independent filmmakers alike in building, refining, developing and retaining audiences. This paper examines digital distribution platforms (from open-access to streaming), revenue models (VOD “Video-On-Demand), SVOD “Subscription VOD”, AVOD “Advertisement VOD” and TVOD “Transactional VOD”), the digital shift and future of consumption patterns (the rise of mobile viewing and streaming), release models (appointment viewing vs. season-releases), the transition from episodic to serialization, as well as various practices and advancements in digital marketing.
From this study, I detail a marketing and distribution plan for my own project, “Kiss, the Chef” an eight-episode online series. I present potential distribution platforms to host the content, optimal release models for my serialized narrative, phases of revenue models to maximize windows of monetization and methods of digital marketing utilizing interactivity and social media.
Through the internet, long-established customs in traditional distribution and marketing are quickly becoming obsolete as audience expectations of content delivery are shifting within the digital age. Online distribution and marketing have proven to be viable models for Hollywood and independent filmmakers alike in building, refining, developing and retaining audiences. This paper examines digital distribution platforms (from open-access to streaming), revenue models (VOD “Video-On-Demand), SVOD “Subscription VOD”, AVOD “Advertisement VOD” and TVOD “Transactional VOD”), the digital shift and future of consumption patterns (the rise of mobile viewing and streaming), release models (appointment viewing vs. season-releases), the transition from episodic to serialization, as well as various practices and advancements in digital marketing.
From this study, I detail a marketing and distribution plan for my own project, “Kiss, the Chef” an eight-episode online series. I present potential distribution platforms to host the content, optimal release models for my serialized narrative, phases of revenue models to maximize windows of monetization and methods of digital marketing utilizing interactivity and social media.
ContributorsGoldman, Robert Taylor (Author) / Scott, Jason (Thesis director) / Maday, Gregg (Committee member) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Abstract
Grammaticalization theory provides a framework for analyzing language change. This thesis uses the concepts relevant to grammaticalization theory in an examination of ‘only’ and ‘just’ to determine how changes in their usage conform to the theory. After an introduction providing a sampling of the myriad ways ‘only’ and ‘just’ are used in Modern English, I provide an overview of grammaticalization theory in Chapter 2. Included in this chapter are a history of the major concepts of grammaticalization theory, an explanation of the commonly-accepted parameters and tools used to test and demonstrate grammaticalization, and a brief discussion of current arguments against grammaticalization theory. Chapter 3 presents my analysis of ‘only’ and ‘just’. I show that ‘only’ has grammaticalized from an adjective to a more grammatical adjective, from an adjective to an adverb, and from an adjective to a complementizer. I then show that ‘just’ has grammaticalized from an adjective to a more grammatical adjective and from an adjective to an adverb. Although some proponents of grammaticalization theory question the grammaticalization pathways leading from adjective to adverb and from adjective to complementizer, I argue that in the cases of ‘only’ and ‘just’ these pathways do indeed exist. I use the Oxford English Dictionary and corpora to support and demonstrate the validity of my argument.
Grammaticalization theory provides a framework for analyzing language change. This thesis uses the concepts relevant to grammaticalization theory in an examination of ‘only’ and ‘just’ to determine how changes in their usage conform to the theory. After an introduction providing a sampling of the myriad ways ‘only’ and ‘just’ are used in Modern English, I provide an overview of grammaticalization theory in Chapter 2. Included in this chapter are a history of the major concepts of grammaticalization theory, an explanation of the commonly-accepted parameters and tools used to test and demonstrate grammaticalization, and a brief discussion of current arguments against grammaticalization theory. Chapter 3 presents my analysis of ‘only’ and ‘just’. I show that ‘only’ has grammaticalized from an adjective to a more grammatical adjective, from an adjective to an adverb, and from an adjective to a complementizer. I then show that ‘just’ has grammaticalized from an adjective to a more grammatical adjective and from an adjective to an adverb. Although some proponents of grammaticalization theory question the grammaticalization pathways leading from adjective to adverb and from adjective to complementizer, I argue that in the cases of ‘only’ and ‘just’ these pathways do indeed exist. I use the Oxford English Dictionary and corpora to support and demonstrate the validity of my argument.
ContributorsBrubaker, Heidi (Author) / Gelderen, Elly van (Thesis advisor) / Adams, Karen (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2015