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Multiliteracies and e-learning2.0


Ivana Marenzi

This work, concerned with the significance of literacy and multiliteracies in the 21st century, examines pedagogy from the perspective of Web 2.0 tools and the potential of social networks to improve the quality of learning. Drawing on five years research in German and Italian universities, the author investigates different scenarios in which technology can support the learning process. The focus is on online interaction and collaboration from the standpoint of Educational Technology. With this approach, key pedagogical issues are analysed in relation to theoretical models as well as to the specific learning context. The resulting LearnWeb2.0 Design Framework provides a systematic and up-to-date reference and guide for teachers, researchers and developers when discussing course design and learning supports.
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6 Second evaluation cycle: users requirements and customisation


“…individuals differ in their general skills, attitudes, and preferences for processing information, constructing meaning from it, and applying it to new situations (Jonassen & Grabowski, 1993)”. Quoted in Gouli et al. (2006, p. 179).

During the first evaluation cycle, the idea of adopting LearnWeb2.0 as a system for collaborative searching and sharing of multimedia resources in a CLIL context responded so well to the calls for support received from colleagues, in particular those concerned directly or indirectly with CLIL and/or teacher training, that the decision to redevelop and to adapt the system specifically for this target audience was made. Using LearnWeb2.0 in a specific CLIL setting helped the researcher understand the system’s shortcomings and enabled the developers to build a second version which inherited most of the initial ideas and functional­ities, but re-arranged them in a more integrated and user-friendly way. Constant feedback and insights from the teachers and students provided the researcher with a better understanding of how to support end-users in designing their courses.

Armed with these initial appraisals of the second release of the LearnWeb2.0 system, the researcher started a second evaluation cycle which focused less on the design and usability of the system, and more on collecting the users’ requirements and customising the system to support different scenarios and learning goals. In order to define the main framework and the functionalities to be implemented to support various virtual communities, the following activities were carried out:

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