This course introduces innovative approaches to learning and teaching, with a focus on the use of e-learning and social web technologies.
Multimodal Literacies: Communication and Learning in the Era of Digital Media
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Multimodal Literacies: Communication and Learning in the Era of Digital Media
Université de l'Illinois à Urbana-Champaign
À propos de ce cours
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Approx. 16 heures pour terminer
Anglais
Sous-titres : Anglais
Programme du cours : ce que vous apprendrez dans ce cours
4 heures pour terminer
Module 1: Course Orientation + Multimodal Meaning and Synesthesia
This module introduces the key ideas of the course: communication, representation (or making meanings for oneself as an aid to thinking), and the design of meaning. Today, our tools for communication and representation have been widely expanded by digital tools. For these reasons, we need to extend our literacy pedagogy to encompass literacies in the plural, including a wider range of modes of meaning than alphabetic text alone.
4 heures pour terminer
4 vidéos (Total 31 min), 8 lectures, 2 quiz
4 vidéos
8.2 Design and Multimodality8 min
8.3 A Grammar of Multimodal Meaning11 min
8.4 Synesthesia or Mode Switching3 min
8 lectures
Syllabus10 min
Task Overview - How to Pass This Course10 min
About the Discussion Forums10 min
Take this Course as a Stepping Stone for a University of Illinois Certificate, Masters, or Doctorate - Fully Online!10 min
Updating Your Profile10 min
Social Media10 min
"Regimes of Literacy," Kalantzis and Cope10 min
Related Readings10 min
1 exercice pour s'entraîner
Orientation Quiz12 min
9 heures pour terminer
Module 2: Making Meaning by Reading + Making Meaning by Writing + Making Visual Meaning
This module begins with an overview of the conventional focus of literacy pedagogy – reading and writing. In its second half, the module applies a parallel set of tools to analysis of visual meanings.
9 heures pour terminer
16 vidéos (Total 122 min), 3 lectures, 3 quiz
16 vidéos
9.2 Learning to Read: Reading for Meaning8 min
10.1 The Nature of Writing10 min
10.2 Traditional Grammar and Its Impossibilities11 min
10.3 Chomsky’s Grammar5 min
10.4 Halliday’s Grammar2 min
10.5 A Grammar of Multiliteracies6 min
10.6 The Writing Process14 min
11.1 The Contemporary Significance of Visual Meanings6 min
11.2 Designs of Visual Meanings8 min
11.3 Perceptual Images and Mental Images7 min
11.4 A Grammar of the Visual7 min
11.5 Deconstructing Images5 min
11.6 Image Making as Design6 min
11.7 Parsing Images7 min
11.8 Multimodal Pedagogy in Practice3 min
3 lectures
Related Readings10 min
Related Readings10 min
Related Readings10 min
9 heures pour terminer
Module 3: Making Spatial, Tactile, and Gestural Meanings + Making Audio and Oral Meanings + Literacies to Think and to Learn
In this third module of the course, we examine spatial, tactile, gestural, audio, and oral meanings – all today part of a wider repertoire of teaching and learning that we call "literacies" in the plural, or "multiliteracies." In the final section of the module, we explore how we use literacies to think in characteristically "academic" ways. In this sense, literacies play a critical supportive role in the learning process.
9 heures pour terminer
13 vidéos (Total 126 min), 3 lectures, 3 quiz
13 vidéos
12.2 A Grammar of Spatial Meaning7 min
12.3 Tactile Meanings7 min
12.4 A Grammar of Tactile Meaning7 min
12.5 Gestural Meanings9 min
12.6 A Grammar of Gestural Meanings7 min
13.1 Making Audio Meanings7 min
13.2 Making Meanings Using Oral Language10 min
13.3 Synesthesia and Mode Shifting Between Oral and Written Meanings10 min
13.4 Classroom Discussion in Speech and Writing16 min
14.1 Literacies to Think and to Learn10 min
14.2 On Human Meaning Systems9 min
14.3 Academic Literacies as Ways of Thinking10 min
3 lectures
Related Readings10 min
Related Readings10 min
Related Readings10 min
13 heures pour terminer
Module 4: Literacies and Learner Differences + Literacies Standards and Assessment
The final module of the course examines the question of learner differences – including literacies learning at different age levels and second language learning. We also explore strategies for differentiated instruction. Finally, we investigate the range of assessment strategies that can be used to diagnose learner needs, offer feedback during the learning process, and evaluate learning outcomes.
13 heures pour terminer
13 vidéos (Total 127 min), 2 lectures, 5 quiz
13 vidéos
15.2 The Effects of Learner Differences16 min
15.3 Literacies Learning and Development9 min
15.4 Recognizing Learner Differences in Literacies Pedagogy6 min
15.5 Complexities of Learner Differences9 min
15.6 Differentiated Literacies Instruction11 min
16.1 Approaches to Literacy Standards and Assessment6 min
16.2 Standardized and Norm-referenced Assessment5 min
16.3 Criterion Referenced Assessment6 min
16.4 Progress Assessment3 min
16.5 Select and Supply Response Assessments12 min
16.6 Rubric-Based Peer and Formative Assessment9 min
16.7 Big Data and the Future of Assessment18 min
2 lectures
Related Readings10 min
Related Readings10 min
Avis
4.9
Meilleurs avis pour MULTIMODAL LITERACIES: COMMUNICATION AND LEARNING IN THE ERA OF DIGITAL MEDIA
par NNNov 16, 2016
Taking the class provides me with an important perspective for my exploration of the ability of teachers at my home country.
À propos de Université de l'Illinois à Urbana-Champaign
The University of Illinois at Urbana-Champaign is a world leader in research, teaching and public engagement, distinguished by the breadth of its programs, broad academic excellence, and internationally renowned faculty and alumni. Illinois serves the world by creating knowledge, preparing students for lives of impact, and finding solutions to critical societal needs.
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