The document discusses creating and assessing digital assignments instead of traditional written papers. It provides examples of free and open-source digital tools that can be used for creating animations, videos, visualizations and other media. It also discusses how digital assignments can help students develop important skills like academic literacy, while meeting Common Core writing standards for producing clear writing, developing ideas through revision, using technology, conducting research from multiple sources, and drawing evidence to support analysis. However, it notes digital assignments require developing new approaches for assessment.

1. Pixels, Not Papers?
Creating and Assessing Digital Assignments
October 18, 2013

2. Sean Carton: Center for Digital Communication,
Commerce, and Culture
William Hubbard: UB School of Law
Greg Walsh: Division of Science, Information Arts and
Technolgies

3. http://www.basic.northwestern.edu/primers/techfest.html

4. http://www.basic.northwestern.edu/primers/techfest.html

9. http://dirkriehle.com/publications/2008-2/the-total-growth-of-open-source/

10. http://www.openmovieeditor.org/
http://audacity.sourceforge.net/
http://www.gimp.org

11. http://www.blender.org/
http://gritengine.com
http://www.pencil-animation.org/
https://gephi.org/

16. Why Papers?

17. http://bejlt.brookes.ac.uk/article/written_assignment_types_in_assessment_a_varied_and_healthy_diet/

18. Academic Literacy
Disciplinary and professional knowledge and skills, understanding the epistemology and
‘landscape’ of the discipline, and what it means to think and behave as a member of that
disciplinary and/or professional community of practice. (Strategy for Enhancing the Student
Experience, 2010-2015)

19. http://www.corestandards.org/ELA-Literacy/W/11-12
Text Types and Purposes
•
CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
•
CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
•
CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
Production and Distribution of Writing
•
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3 above.)
•
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12
here.)
•
CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Research to Build and Present Knowledge
•
CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
•
CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths
and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for citation.
•
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

20. •
Does it support claims using valid reasoning and evidence?
•
Does it convey complex ideas, concepts, and information clearly by
selecting, organizing, and analyzing content?
•
Does it tell a good story?
•
Is it appropriate for the task, purpose, and audience?
•
Does it answer a question, solve a problem, narrow/broaden the inquiry,
synthesize multiple sources, and demonstrate understanding of the
subject?
•
Does it gather, assess, and integrate information from a variety of
sources?
•
Does it draw its evidence in order to support analysis, reflection, and
research?

21. http://www.youtube.com/watch?v=WOVEy1tC7nk