1st Edition
Designing Learning with Digital Technologies Perspectives from Multimodality in Education
This book offers a multimodal perspective on how to design meaningful learning experiences with digital technologies.
Digital education is of increasing importance in today’s 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.
PART I DESIGNING LEARNING 1. Learning with technologies in the digital age: Now and the future, FEI VICTOR LIM AND MERCEDES QUEROL-JULIÁN 2. Designs for learning in the digital age: Towards a new understanding of knowledge representations and cultures of recognition in digitised learning environments, STAFFAN SELANDER PART II DIGITAL LEARNING DESIGNS 3. The multimodal community of inquiry: A framework for evaluating online learning environments in higher education, STAFFORD LUMSDEN, EMILIA DJONOV, AND HELEN SLATYER 4. Reflections on the design of heutagogical learning in online higher education modules, FRANK RENNIE AND KEITH SMYTH 5. Designing learning with tools for monitoring metasemiotic awareness, NICKOLAS KOMNINOS PART III DIGITAL LEARNING WITH EMBODIED TEACHING 6. The repurposing of gaze in video-mediated spaces: Implications for designing learning, MARIA GRAZIA SINDONI 7. Genre, pedagogy, and the multimodal design of online teaching videos: The case of English language teaching micro-lectures, JIE BAO AND DEZHENG (WILLIAM) FENG 8. A multimodal analysis of phrasal verbs in OpenCourseWare lecture video clips: Insights for listening comprehension in English language teaching, BELINDA CRAWFORD CAMICIOTTOLI PART IV DIGITAL LEARNING INTERACTIONS 9. Asynchronous video discussions in online communities: A new perspective from multimodality in FL learning, ALEXANDRA SANTAMARÍA URBIETA 10. Designing multimodal learning for developing multilingual undergraduate students’ communication competences in English: A case study, OANA MARIA CARCIU AND LAURA-MIHAELA MURESAN 11. Designing for collaborative critical reading online with WiREAD+, ELIZABETH KOH, FEI VICTOR LIM, AND CHRISTIN JONATHAN PART V DIGITAL MULTIMODAL LITERACIES 12. Exploring the multimodal genre of online video game reviews: Research and pedagogical implications for ESP, VICENT BELTRÁN-PALANQUES 13. Developing a pedagogic metalanguage for primary students’ learning and engagement with hypermedia, STYLIANI KARATZA AND FEI VICTOR LIM 14. Tracing semiotic choices in "new writing": The role of guidance in students’ work with semiotic technologies, ØYSTEIN GILJE
Biography
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.
