Designing Learning with Digital Technologies
Perspectives from Multimodality in Education
Herausgeber: Lim, Fei Victor; Querol-Julian, Mercedes
Designing Learning with Digital Technologies
Perspectives from Multimodality in Education
Herausgeber: Lim, Fei Victor; Querol-Julian, Mercedes
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This book draws out the educational implications of digital technologies in teaching and learning through a discussion of their multimodal features and a reflection on the ways they can be used in the designs for learning.
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This book draws out the educational implications of digital technologies in teaching and learning through a discussion of their multimodal features and a reflection on the ways they can be used in the designs for learning.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 290
- Erscheinungstermin: 26. Juni 2024
- Englisch
- Abmessung: 234mm x 156mm
- Gewicht: 453g
- ISBN-13: 9781032416939
- ISBN-10: 1032416939
- Artikelnr.: 70146755
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 290
- Erscheinungstermin: 26. Juni 2024
- Englisch
- Abmessung: 234mm x 156mm
- Gewicht: 453g
- ISBN-13: 9781032416939
- ISBN-10: 1032416939
- Artikelnr.: 70146755
Fei Victor Lim is an Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore. He is interested in how and what we should teach learners in today's digital age. He researches and teaches on multiliteracies, multimodal discourse analyses, and digital learning. He is an editor of Multimodality and Society and an associate editor of Computers & Composition and Designs for Learning. He is also author of the book, Designing Learning with Embodied Teaching: Perspectives from Multimodality, and lead author of the book, Designing Learning for Multimodal Literacy: Teaching Viewing and Representing, both published in the Routledge Studies in Multimodality. Mercedes Querol-Julián is an Associate Professor at Universidad Internacional de La Rioja (Spain) in the Department of English teaching where she leads the research group PRODIGI (Personal and Professional Development through Digital Genres). Her research interests include multimodal literacy, multimodal analysis, digital interaction, digital teaching, EMI, and teacher professional development. She has published in leading international journals including English for Specific Purposes, English for Academic Purposes or System.
PART I DESIGNING LEARNING 1. Learning with technologies in the digital age:
Now and the future 2. Designs for learning in the digital age: Towards a
new understanding of knowledge representations and cultures of recognition
in digitised learning environments PART II DIGITAL LEARNING DESIGNS 3. The
multimodal community of inquiry: A framework for evaluating online learning
environments in higher education 4. Reflections on the design of
heutagogical learning in online higher education modules 5. Designing
learning with tools for monitoring metasemiotic awareness PART III DIGITAL
LEARNING WITH EMBODIED TEACHING 6. The repurposing of gaze in
video-mediated spaces: Implications for designing learning 7. Genre,
pedagogy, and the multimodal design of online teaching videos: The case of
English language teaching micro-lectures 8. A multimodal analysis of
phrasal verbs in OpenCourseWare lecture video clips: Insights for listening
comprehension in English language teaching PART IV DIGITAL LEARNING
INTERACTIONS 9. Asynchronous video discussions in online communities: A new
perspective from multimodality in FL learning 10. Designing multimodal
learning for developing multilingual undergraduate students' communication
competences in English: A case study 11. Designing for collaborative
critical reading online with WiREAD+ PART IV DIGITAL MULTIMODAL LITERACIES
12. Exploring the multimodal genre of online video game reviews: Research
and pedagogical implications for ESP 13. Developing a pedagogic
metalanguage for primary students' learning and engagement with hypermedia
14. Tracing semiotic choices in 'new writing' - the role of guidance in
students' work with semiotic technologies
Now and the future 2. Designs for learning in the digital age: Towards a
new understanding of knowledge representations and cultures of recognition
in digitised learning environments PART II DIGITAL LEARNING DESIGNS 3. The
multimodal community of inquiry: A framework for evaluating online learning
environments in higher education 4. Reflections on the design of
heutagogical learning in online higher education modules 5. Designing
learning with tools for monitoring metasemiotic awareness PART III DIGITAL
LEARNING WITH EMBODIED TEACHING 6. The repurposing of gaze in
video-mediated spaces: Implications for designing learning 7. Genre,
pedagogy, and the multimodal design of online teaching videos: The case of
English language teaching micro-lectures 8. A multimodal analysis of
phrasal verbs in OpenCourseWare lecture video clips: Insights for listening
comprehension in English language teaching PART IV DIGITAL LEARNING
INTERACTIONS 9. Asynchronous video discussions in online communities: A new
perspective from multimodality in FL learning 10. Designing multimodal
learning for developing multilingual undergraduate students' communication
competences in English: A case study 11. Designing for collaborative
critical reading online with WiREAD+ PART IV DIGITAL MULTIMODAL LITERACIES
12. Exploring the multimodal genre of online video game reviews: Research
and pedagogical implications for ESP 13. Developing a pedagogic
metalanguage for primary students' learning and engagement with hypermedia
14. Tracing semiotic choices in 'new writing' - the role of guidance in
students' work with semiotic technologies
PART I DESIGNING LEARNING 1. Learning with technologies in the digital age:
Now and the future 2. Designs for learning in the digital age: Towards a
new understanding of knowledge representations and cultures of recognition
in digitised learning environments PART II DIGITAL LEARNING DESIGNS 3. The
multimodal community of inquiry: A framework for evaluating online learning
environments in higher education 4. Reflections on the design of
heutagogical learning in online higher education modules 5. Designing
learning with tools for monitoring metasemiotic awareness PART III DIGITAL
LEARNING WITH EMBODIED TEACHING 6. The repurposing of gaze in
video-mediated spaces: Implications for designing learning 7. Genre,
pedagogy, and the multimodal design of online teaching videos: The case of
English language teaching micro-lectures 8. A multimodal analysis of
phrasal verbs in OpenCourseWare lecture video clips: Insights for listening
comprehension in English language teaching PART IV DIGITAL LEARNING
INTERACTIONS 9. Asynchronous video discussions in online communities: A new
perspective from multimodality in FL learning 10. Designing multimodal
learning for developing multilingual undergraduate students' communication
competences in English: A case study 11. Designing for collaborative
critical reading online with WiREAD+ PART IV DIGITAL MULTIMODAL LITERACIES
12. Exploring the multimodal genre of online video game reviews: Research
and pedagogical implications for ESP 13. Developing a pedagogic
metalanguage for primary students' learning and engagement with hypermedia
14. Tracing semiotic choices in 'new writing' - the role of guidance in
students' work with semiotic technologies
Now and the future 2. Designs for learning in the digital age: Towards a
new understanding of knowledge representations and cultures of recognition
in digitised learning environments PART II DIGITAL LEARNING DESIGNS 3. The
multimodal community of inquiry: A framework for evaluating online learning
environments in higher education 4. Reflections on the design of
heutagogical learning in online higher education modules 5. Designing
learning with tools for monitoring metasemiotic awareness PART III DIGITAL
LEARNING WITH EMBODIED TEACHING 6. The repurposing of gaze in
video-mediated spaces: Implications for designing learning 7. Genre,
pedagogy, and the multimodal design of online teaching videos: The case of
English language teaching micro-lectures 8. A multimodal analysis of
phrasal verbs in OpenCourseWare lecture video clips: Insights for listening
comprehension in English language teaching PART IV DIGITAL LEARNING
INTERACTIONS 9. Asynchronous video discussions in online communities: A new
perspective from multimodality in FL learning 10. Designing multimodal
learning for developing multilingual undergraduate students' communication
competences in English: A case study 11. Designing for collaborative
critical reading online with WiREAD+ PART IV DIGITAL MULTIMODAL LITERACIES
12. Exploring the multimodal genre of online video game reviews: Research
and pedagogical implications for ESP 13. Developing a pedagogic
metalanguage for primary students' learning and engagement with hypermedia
14. Tracing semiotic choices in 'new writing' - the role of guidance in
students' work with semiotic technologies