Applying Connectivist Principles and the Task-Based Approach to the Design of a Multimodal Didactic Unit

Autor/inn/en	Aldana Gutiérrez, Yeraldine; Baquero Rodríguez, Mauro Jordan; Rivero Ortiz, Gustavo Adolfo; Romero García, Dora Cenaida
Titel	Applying Connectivist Principles and the Task-Based Approach to the Design of a Multimodal Didactic Unit
Quelle	In: HOW, 19 (2012) 1, S.93-122 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0120-5927
Schlagwörter	Teaching Methods; Intervention; Social Media; Technology Uses in Education; Educational Technology; Grade 9; Communication Strategies; Learning Theories; Social Networks; Electronic Publishing; Technological Literacy; Student Surveys; Foreign Countries; Learning Activities; English (Second Language); Second Language Instruction; Student Records; Documentation; Interviews; Colombia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Medien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; School year 09; 9. Schuljahr; Schuljahr 09; Kommunikationsstrategie; Learning theory; Lerntheorie; Social network; Soziales Netzwerk; Elektronisches Publizieren; Technisches Wissen; Schülerbefragung; Ausland; Lernaktivität; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülerakte; Dokumentation; Interviewing; Interviewtechnik; Kolumbien
Abstract	This article describes the pedagogical intervention developed in a public school as part of the research "Exploring Communications Practices through Facebook as a Mediatic Device", framed within the computer mediated communications field. Twelve ninth graders' communications practices were explored and addressed by means of multimodal technological resources and tasks based on the connectivist learning view. As a result, a didactic unit was designed in the form of the digital book "Diverface". This one in turn displayed information through different media channels and semiotic elements to support its multimodal features. Teachers and students might thus need to reconstruct an alternative multimodal literacy so that they can produce and interpret texts of the same nature in online environments. (As Provided).
Anmerkungen	ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01