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.
This book offers a multimodal perspective on how to design meaningful learning experiences with digital technologies.
Digital education is of increasing importance in todays digital society and the editors bring together international thought-leaders and well-established academics across geographical regions to explore the topic. The book addresses the need to design learning with digital technologies, especially in a post-pandemic environment where blended learning has become ubiquitous. The book is organised around five themes: designing learning, digital learning designs, digital learning with embodied teaching, digital learning interactions, and digital multimodal literacies. The chapters focus on digital technologies as multimodal semiotic resources and the educational implication of each theme is drawn out from illustrative cases across contexts of learning.
Essential reading for researchers and postgraduate students, this book offers state-of-the-art thinking on how educators can design new learning experiences for students through the meaningful and effective use of digital technologies.
Recenzijas
Designing Learning with Digital Technologies offers a timely and insightful exploration of the convergence of technology and pedagogy through a lens of multimodality in education. A key strength of the book lies in its global perspective, incorporating insights from scholars and practitioners worldwide to present a comprehensive view of the challenges and opportunities brought about by digital technologies in educational settings. The chapters are meticulously researched, delivering strong theoretical foundations and analytical tools that are not only accessible but also adaptable to diverse educational environments.
Enyao Li, Designing learning with digital technologies: perspectives from multimodality in education, Social Semiotics, DOI: 10.1080/10350330.2024.2396125
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
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 todays 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-Juliįn 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.
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