Meaning making through e-learning

Different approaches have been proposed to add more educational value to e-Learning. One of these views proposes modern pedagogical models that better fit the nature of the unique features of technology. A related approach is to embed modern learning and instructional design theory into new communication and interaction channels provided by information and communication technologies such as the Internet. This study presents a model for e-Learning illustrated with a specific case study of in-service teacher training in learning with digital media. After presenting the model we describe the design, implementation, and evaluation of an e-Learning program for school teachers that uses our model. We highlight the way teachers construct meaning by reflecting on teaching and learning. Intact e-communities were developed through interaction and communication by using Internet services to share meaning, views, and understanding. Thus meaning was constructed from teachers to be used during everyday school pedagogical practices.Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

Meaning making through e-learning

Different approaches have been proposed to add more educational value to e-Learning. One of these views proposes modern pedagogical models that better fit the nature of the unique features of technology. A related approach is to embed modern learning and instructional design theory into new communication and interaction channels provided by information and communication technologies such as the Internet. This study presents a model for e-Learning illustrated with a specific case study of in-service teacher training in learning with digital media. After presenting the model we describe the design, implementation, and evaluation of an e-Learning program for school teachers that uses our model. We highlight the way teachers construct meaning by reflecting on teaching and learning. Intact e-communities were developed through interaction and communication by using Internet services to share meaning, views, and understanding. Thus meaning was constructed from teachers to be used during everyday school pedagogical practices.Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

Sensory literacies, the body, and digital media

This chapter suggests that what is needed in current understandings of literacy practices is systematic attention to the role of the full sensorium evoked in the process of meaning making. Of particular interest is the hitherto neglected realm of the nonvisual senses and their role in children's literacy learning. The chapter demonstrates how the sensorial engagement of the body is intertwined in meaning making with different material presentations of digital and print copies of a picture book and in handwriting and process drama lessons. The e-book version of the Heart and the Bottle and process drama activities that draw on Beware of the Bears invite the reader to participate with the body in sense-making through haptic affordances that open up a rich set of possibilities for vicarious sensory engagement with the feelings and perspectives of the characters

Sensory literacies, the body, and digital media

This chapter suggests that what is needed in current understandings of literacy practices is systematic attention to the role of the full sensorium evoked in the process of meaning making. Of particular interest is the hitherto neglected realm of the nonvisual senses and their role in children's literacy learning. The chapter demonstrates how the sensorial engagement of the body is intertwined in meaning making with different material presentations of digital and print copies of a picture book and in handwriting and process drama lessons. The e-book version of the Heart and the Bottle and process drama activities that draw on Beware of the Bears invite the reader to participate with the body in sense-making through haptic affordances that open up a rich set of possibilities for vicarious sensory engagement with the feelings and perspectives of the characters

Comunicação e cognição no ensino de línguas a distância: das tecnologias multimedia à criação de ambientes de aprendizagem

I Congresso sobre Comunicação, Cognição e Media, realizado na Universidade Católica, em Braga de 23-25 de Setembro 2009Learning Management Systems (LMS) build spaces where communication and cognition may cross the teaching methodologies and learning processes and present peculiar challenges concerning a second language acquisition (SLA) in distance education. Research on SLA reveals diverse linguistic development patterns on students output through the language learning processes and studies on the input, i.e., the kind of language students are exposed, show the importance of interaction and negotiation of meaning. Task-Based Language Teaching (TBLT) approach allows and emphasizes the language use through communicative activities in context of daily situations, i.e., tasks. In order to develop language learning in distance education, it is necessary to build an environment that can develop an interface among students and learning context, making possible an interrelationship among communicative situations with native speakers, daily document selection, exercises and a diversity of activities together with different levels of sequence and complexity. At the same time, it is essential to articulate all of these elements inside an optimal psycholinguistic environment for language learning at a distance

Reader Response Theory: Students’ Encounter and Challenges with E- Literature

This paper investigated the overall experience of learners with e-literature (e-lit). E-lit as a new form of economy in the field of literature and humanities prompted authors and scholars to create newborn sites of learning — videograph fiction, kinetic poetry, text tula (hyperpoem), and hyperfiction. Thus, the digitization of resource materials in literature led the researchers to investigate the outer circle of some of these new born sites by focusing on the following: readers and their experiences on understanding and learning through e-lit; textual which is concerned with performance and complexities of using this new form of literature; and cultural that deals with the racial impact and sense of belongingness of learners through the e-lit. As for method, the study did not use any sophisticated sampling method but followed a simple procedure: viewing some sample text tula or hyperpoem and interviewing participants to collect needed information. Hence, the following results were obtained: (1) text tula made the participants feel more at ease in making meaning as opposed to kinetic poetry; (2) text tula and kinetic poetry help the participants in deciphering the meaning of a word; and (3) participants felt the importance of merging literature teaching and technology to preserve the traditional or basic forms of literature. Thus, we can say that in teaching the new forms and emerging versions of literature we must first understand the complexities it can bring inside our classrooms and work on these complexities so that skills of students ranging from traditional art forms to animation can be maximized

Young L2-learners' meaning-making in engaging in computer-assisted language learning

[EN] This study explores how newly arrived young students created meaning, communicated, and expressed themselves using digital technology in the subject of Swedish as a second language (SSL).  The qualitative case study presented in this article focuses on how the orchestration of teaching contributed to opportunities for digital meaning-making in the SSL subject in four classrooms at three schools in a city in Sweden. The notion of language as being fluid, which involves a critical approach to languages as separable entities, considers linguistic and embodied meaning-making, including digital technology, in social processes. This approach recognizes the roles of technology and digital meaning-making in young students’ second language acquisition. Moreover, technological innovations facilitate immediate and accessible communication.  In today’s language studies, ethnicity only is not considered an adequate focus of analysis. Furthermore, the meaning-making practices of newly arrived primary school-aged students remain under-investigated. In the present study, data collected in classroom observations and teacher interviews revealed three themes regarding the students’ utilization of digital technology to develop their multilingual skills. One insight was that the newly arrived students used digital technology strategically when they engaged in meaning-making activities with peers and teachers. When the students took the initiative in computer-assisted language learning, they displayed agency in meaning-making by being their own architects. The findings of this research provided insights into how the orchestration of teaching in Swedish as a second language to newly arrived students affects their opportunities to use multilingualism in meaning-making while employing digital technology.Hell, A.; Godhe, A.; Wennås Brante, E. (2021). 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Modern Language Journal, 94(2), 254-277. https://doi.org/10.1111/j.1540-4781.2010.01020.xMigrationsverket. (2016). Applications for asylum received, 2015. Retrieved from https://www.migrationsverket.se/download/18.7c00d8e6143101d166d1aab/1485556214938/Inkomna ansökningar om asyl 2015 - Applications for asylum received 2015.pdfO'Mara, B. & Harris, A. (2016). Intercultural crossings in a digital age: ICT pathways with migrant and refugee-background youth. Race Ethnicity and Education, 19(3), 639-658. https://doi.org/10.1080/13613324.2014.885418Pacheco, M. B. & Miller, M. E. (2016). Making Meaning Through Translanguaging in the Literacy Classroom. Reading Teacher, 69(5). https://doi.org/10.1002/trtr.1390Pacheco, M. B. & Smith, B. E. (2015). Across Languages, Modes, and Identities: Bilingual Adolescents' Multimodal Codemeshing in the Literacy Classroom. Bilingual Research Journal, 38(3), 292-312. https://doi.org/10.1080/15235882.2015.1091051Phiri, L., Meinel, C. & Suleman, H. (2016). 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O aprender : significações construidas por criança de classes populares

O objetivo deste trabalho é o de compreender as significações acerca do aprender, construídas por crianças de classes populares, nas séries iniciais, além de possibilitar a essas crianças a tomada de consciência dos seus significados sobre o aprender, para que entendam, com mais autoria: seu próprio processo de aprendizagem. O tema das significações, a tomada de consciência e os dados desta pesquisa, são analisados, predominantemente, à luz das teorias de Piaget e Freire. Realiza-se uma pesquisa qualitativa do tipo etnográfico, discutindo-se duas grandes categorias de significações: as instituintes e as instituídas. As significações instituídas revelam saberes necessários ao aprender perpassados de geração em geração como naturais, como uma tradição no contexto escolar. As significações instituintes: por sua vez, sinalizam novos caminhos em direção a uma nova vivência e consequentemente a uma nova conceituação do aprender. Conclui-se mostrando a necessidade de "desnaturalizar" os fenômenos dados como naturais: no desenvolvimento da aprendizagem através do distanciamento e re-significação do aprender, re-construindo seu lugar - o que implica a re-invenção da escola.The aim of tais paper is to comprehend the meanings surrounding the learning, built by children of popular social classes, in the elementary grades, as well as making it possible for these children to develop the self consciousness of their own meaning about learning, so that they understand with more assertiveness their learning process. The theme of meanings, the consciouness raizing and the data of this research are analysed based predominantly on Piaget and Freire’s theories. A qualitative ethnographic research is done, discussing two great meaning categories: the traditional and the modern. The traditional meanings reveal necessarv knowledge for learning perpetuaded from generation to generation, like natural, like natural, like a tradition in the school context. The modern meanings signal new paths in direction to a new living and consequently to a new conceptualization of learning. It is concluded that there is a necessity of making these phenomenons seen as "natural" become "unnatural" in the learning development, through the distancing of learning and renewal of meaning, rebuilding its place, all of which imply in a reinvention of school

TEACHING AND LEARNING SPEAKING THROUGH INSIDE OUTSIDE CIRCLE (IOC) STRATEGY AT THE SECOND SEMESTER OF THE EIGHTH GRADE STUDENTS OF MTs N 2 BANDAR LAMPUNG IN THE ACADEMIC YEAR OF 2015/2016

ABSTRACT TEACHING AND LEARNING SPEAKING THROUGH INSIDE OUTSIDE CIRCLE (IOC) STRATEGY AT THE SECOND SEMESTER OF THE EIGHTH GRADE STUDENTS OF MTs N 2 BANDAR LAMPUNG IN THE ACADEMIC YEAR OF 2015/2016 By MARICHA DWI FITRI Speaking is an interactive process of constructing meaning that can involve producing and receiving and processing information. It means that speaking is productive skill that is very important in our daily life as a connector for each other. The research was about teaching and learning speaking through inside outside circle (IOC) strategy at the second semester of the eighth grade students of MTs N 2 Bandar lampung in the academic year of 2015/2016. The objectives of the research are to know the process of teaching and learning speaking through inside outside circle strategy, to know the students’ problems in learning speaking through inside outside circle strategy and to know the teacher’s problems in teaching speaking through inside outside circle (IOC) strategy. This research used qualitative research method. The researcher used purposive sampling technique to determine the sample. The researcher chose VIII E class as sample which consisted of 38 students. In collecting the data, researcher used three kinds of instruments, they were; observation, interview, and questionnaire. The researcher used three major phases of data analysis, they were; data reduction, data display and conclusion drawing/ verification. The researcher conducted the observation in two meetings. After analyzing the data, there were three points of the results. The first, the process of teaching and learning speaking through inside outside circle (IOC) strategy at MTs N 2 Bandar lampung did not run well because the teacher did not apply the procedure of using inside outside circle strategy based on Kagan’s theory. The second, the teacher got difficulties in managing the students because the class was too crowded. The third, the students got some problems, they were; inhibition (fearful of criticism when making mistakes in speaking English and felt shy of friends’ attention) nothing to say, mother-tongue use, low in grammar ability, lazy to practice and lack of fluency. Key words : Descriptive Qualitative Research, Inside Outside Circle (IOC) Strategy, Teaching, Learning, Speaking

Enfrentando os desafios do design de textos multimodais para promover a pedagogia das multiliteracias

This article aims to add to the understanding of the challenges involved in designing digital texts to promote multiliteracies pedagogy. A multiliteracies approach calls for multimodal meaning-making and cultural diversity to be integrated into new school curriculum content, and accordingly, we analyse an interactive children’s story app, named Mobeybou in Brazil. The re-search question addressed was: what can we learn about the design of multimodal texts aimed at promoting intercultural learning from the design of this story app? The app incorporates tangible and digital storytelling materials to promote intercultural skills among young children, focusing specifically on Brazil. Mobeybou in Brazil was studied to characterize the design of its multimodal representations of meaning, using categories from the grammar of storytelling and multimodal meaning-making, particularly those concerned with representing the experiential diversity and personal positioning of the app users. The findings provide evidence of the complexity involved in designing multimodal texts to meet the challenges of promoting multiliteracies pedagogy, highlighting the urgent need to narrow the interface between research undertaken in education, semiotics, and digital media design. The article concludes by identifying the study’s limitations and some future developments.Este artigo pretende contribuir para a compreensão dos desafios colocados pelo design de textos digitais especificamente destinados a promover a pedagogia das multiliteracias. Esta abordagem pedagógica defende que a compreensão e produção de significados multimodais e a diversidade cultural são conteúdos incontornáveis no novo currículo escolar. Apresentamos o estudo de uma story app multimodal interativa, intitulada Mobeybou no Brasil, desenvolvida para dar resposta à seguinte questão de investigação: o que se pode aprender sobre o design de textos multimodais destinados a promover a aprendizagem intercultural a partir do design desta story app? Na nossa análise, utilizamos categorias da gramática da narrativa e da representação multi-modal incidentes na representação da diversidade experiencial e do posicionamento pessoal dos utilizadores. Os resultados sugerem a complexidade envolvida no design de textos multimodais que respondem aos desafios da pedagogia das multiliteracias, salientando a necessidade urgen-te do estreitamento da colaboração entre a investigação realizada nas áreas da educação, da se-miótica e do design de média digitais. Por fim, identificamos as limitações do estudo, apontando alguns desenvolvimentos futuros.This research is funded by the FCT within the scope of the project PTDC/CEDEDG/ 0736/2021, by CIEd – Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT, and by the LARSyS - FCT Plurianual funding 2020-202