Integrating
project work directly into a new media rhetoric curriculum
means that a number of important and persistent questions
immediately arise:
• Can new media development
work truly find
a home as part of an English department when the
course and the students deal with such a wide range
of theoretical concerns and with such a wide range of
technological practices?
• Do students always need
to complete their
work? And how does one define "completion"
in an interactive, new media design process?
• How do you assess
the quality and level of success or failure for
the projects that students create, especially when you’re
asking students to create something completely new and
highly experimental? What do you use as a guide for
assessment that makes sense to you as instructor and
to your students?
|
