8 The LearnWeb2.0 design framework – a multi-tier model
“…when the knowledge processes are made more explicit, it ensures that teachers and learners are fluent in their use and this has a profound impact not only on learning outcomes, but also on creating a positive classroom climate and becoming confident about being a lifelong learner”.
(Yelland et al., 2008, p. 203)
The goal of this chapter is to enhance and to integrate the multiliteracies approach and the Learning by Design framework with Web 2.0 features provided by the LearnWeb2.0 collaborative search and sharing system. According to the multiliteracies approach, resources are constructed and dynamically transformed by the users, through a variety of available communication channels and media, into different representations reflecting cultural and linguistic diversity. Such transformation is a result of moving through the four knowledge processes of the multiliteracies pedagogy (Experiencing: Situated Practice, Conceptualising: Overt Instruction, Analysing: Critical Framing and Applying: Transformed Practice). Educational setup and tools should support students in each of these processes.
The following section describes the application of the LearnWeb2.0 Design Framework in the ESP course scenario previously described in Section 5.2, revisited according to the multiliteracies approach. The focus here is not on introducing technology in education, but on the design of the pedagogical setup enabled by technological tools such as LearnWeb2.0, that are better suited to specific learning scenarios. A reflection on the LearnWeb2.0 contribution to multiliteracies education is given in Section 8.3, to explain the motivation of the researcher for connecting it with...
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