Integrating Technology in low-tech classes through the 7 digital affordances
Learning Module
- Creator(s):
Welcome to Eco-Multimobi Course!
This online course is designed for teachers of English as a Foreign language who (EFL) want to implement a more sophisticated contemporary approach in low-tech classrooms.
The term '7 Eco-Multimobi' refers to the main approaches we will go through this course:
What are the course goals?
EFL teachers will be able to:
- understand basic notions involved in 2 concepts: multiliteracies and the ‘seven affordances’ of the digital, by Dr. Bill Cope and Dr. Mary Kalantzis;
- inter-relate these concepts to an innovative pedagogical practice for later use with their students, considering the own contexts.
Understanding the course structure:
This online course will take 12 weeks and every two weeks the meetings will be synchronous through Zoom platform and the asynchronous weeks will take place on WhatsApp app:
Week 1 - Zoom - Getting to know Generation P students
Week 2 - Asynchronous on WhatsApp - Multiliteracies
Week 3 - Zoom - Affordance 1: Ubiquitous Learning
Week 4 - Asynchronous on WhatsApp - Affordance 2: Active Knowledge Making
Week 5 - Zoom - Affordance: 3 Multimodality
Week 6 - Asynchronous on WhatsApp - Review concepts
Week 7 - Zoom - Affordance 4: Recursive feedback
Week 8 - Asynchronous on WhatsApp - Affordance 5: Collaborative intelligence
Week 9 - Asynchronous - Producing the first draft of your lesson plan
Week 10 - Asynchronous - Peer Review
Week 11 - Zoom - Affordances 6 Metacognition and 7 Differentiated Learning
Week 12 - Asynchronous - Self review + Producing the final version of your lesson plan
Besides the pedagogical content you will also be exposed to some apps for mobile devices. During Week 2 you will be using Canva to make more multimodal representations of what you have learned about Multiliteracies. Canva is a free app that allows you to design any kind of text in minutes with thousands of multimodal templates and images. You can also save drafts.Once you are done you can save it as pdf or png (image) on your phone or computer.
You will be posting some activities on WhatsApp, and everytime you do so, please identify the task, for example: Activity 1 - Week 1.
During Week 7, you will be reflecting on Kahoot and Plickers. You will also be requested to find other examples of apps that encompasses some of the affordances of the digital during Weeks 4 and 7.
Final Project: Designing a Lesson plan
At the end of the course, you will design a multimodal lesson plan integrating the concepts learned, try it in your classes for the next 2 months and report back simultaneously. You will have more details about it on Week 8.
Welcome to Eco-Multimobi Course!
It is important that the instructor explain what the course is about in a very clear way.
Why designing this course?
During 2017 and 2018 I participated in two projects for teaching professional development at my university in Brazil, Universidade Federal de Minas Gerais (UFMG). The discussions we had during the meetings were focused on the use of technologies and mobile devices for low-tech classrooms. The EFL teachers expressed great interest in starting integrating mobile devices and the theory we studied, multiliteracies, in their classes. Then, some teachers emailed me for further guidance on how to use them in their classes. Most of the public schools in Brazil do not have Wi-Fi connection,
In this sense, I realized the need to conduct a formal research involving and accompanying public school teachers during a school semester and analyze the contributions of this implementation in their classes. So, for this learning module I decided to integrate concepts from multiliteracies and the seven affordances of the digital.
Over the next few weeks, you will be learning about 2 concepts to implement in your classes: 'multiliteracies' and the ‘seven affordances’ of the digital by Dr. Bill Cope and Dr. Mary Kalantzis. So, you will be able to inter-relate them to an innovative pedagogical practice to use with your students, considering the own contexts.
So, for this update we're simply going to understand and list the characteristics of Generation P students.
Let's get started!
Experiencing the known
1. Reflect and discuss in groups: How are your students? What do they like to do? What are their favorite activities in the English classes? Then share some answers with classmates.
2. Watch an excerpt from the movie “Ferris Bueller's Day Off”. In this passage, the teacher asks several questions to his students about the content they are studying, but they do not respond and act as if they are very bored during class.
Most boring lesson EVER!! anyone? (November 24, 2019). Retrieved from: https://www.youtube.com/watch?v=yUjhSBjxuXA&t=57s
Oral discussion on Zoom: What similarities do your students have to those from the movie? What makes them behave similarly to the students from the movie?
Experiencing the new
Take a look at these pictures and say: what can they tell about today's students in comparison with the ones from previous generations?
1
Radio (December 5, 2019). Retrieved from: https://en.wikipedia.org/wiki/File:Radio.svg
2
Video Game. (December 5, 2019). Retrieved from: https://thenextweb.com/evergreen/2017/09/24/parents-guide-picking-right-video-game-party/
3
A blog (December 5, 2019). Retrieved from: https://www.webnode.com/blog/2016/10/we-launched-a-new-function-start-blogging/
4
A television. (December 5, 2019). Retrieved from: https://pixabay.com/vectors/television-tv-recreation-23936/
5
(December 5, 2019). Retrieved from: https://www.flaticon.com/free-icon/encyclopedia_1080978
Critically analyzing
Oral discussion on Zoom: What aspects of this generation cited by the authors do you identify in your students and what sets them apart from previous generations? What is your position: Do they assume a more critical voice and a more intense agency in knowledge building? Yes or no? Justify with examples.
Survey: I will post a survey for you to take. Please take a moment to fill it out:
https://docs.google.com/document/d/1K44lJRA_IRXUpiNSzrnZ8rFJL-sgc5dwSHiScoDpZJM/edit?usp=sharing
The object of this first class is to understand and list the characteristics of Generation P students.
During this class, the teachers will reflect on their students behavior and compare them with those of previous generations, from then on, understand the term Generation P developed by Kalantzis and Cope (2012). It is important that teachers comprehend today's students profile, so that they will see what kinds of activities will better suit for them.
First week: A survey will be posted for the participants in the beginning of course. The objective is to identify if they use technology and how it is used in their classes. The goal is also to know the their smartphones styles, so instructor will know what activities through apps will be possible to assign. This will help the instructor in the presentation of the materials.
Survey: https://docs.google.com/document/d/1K44lJRA_IRXUpiNSzrnZ8rFJL-sgc5dwSHiScoDpZJM/edit?usp=sharing
Experiencing the new
To enrich their answers the instructor should add the following information corresponding to each picture from Literacies book by Kalantzis and Cope (2012) about Generation P and from this video:
(e-Learning Affordance 2d: Active Knowledge Making, November 21, 2019). Retrieved from: https://www.youtube.com/watch?v=y3IlRFIpbk0&feature=emb_logo
1: A radio - An early generation used to listen to the “top 40” songs from playlists selected by a radio station. Generation P makes their own playlists for their mobile players.
2: a video game - Previous generation students were more accustomed to being passive storytellers in video games; Generation P ones, however, are active characters in video game stories where they play important roles during the games.
3: a Blog page - An earlier generation expanded their literacy habits by reading in their spare time, and more so than they did by writing. For Generation P, on the other hand, reading and writing are fused as integrated practices in social networking sites, blogging and text messaging.
4: a television - Earlier generations passively watched TV programming that others considered good for them, tuning in to a handful of available channels. Generation P “channel surf” hundreds of channels, or millions of videos that are on the web, or make their own videos - on their cameras or their phones - and upload them on the web.
5: an encyclopedia - One of the greatest sources of research from previous generations was the encyclopedias. Today, there is a variety of online libraries and fast access tools like Google. In addition, they create collaborative content on sites such as Wikipedia.
For this update you will learn about the term multiliteracies and recognize the difference between didatic pedagogy and multiliteracies pedagogy. According to Dr. Mary Kalantzis, Multiliteracies is a Theory about a more appropriate approach to understanding and teaching about meaning making and text production in the 21st Century – in preparing learners, workers and citizens. It has three components that is proposes make a difference to the outcomes of learners:
We will also see the differences between two pedagogies: Didactic and Reflexive.
So, let's get started!
Experiencing the new / Conceptualizing with theory
Activity 1: Watch the following videos:
- video with an animation produced by me on multiliteracies based on the Book Literacies. Link:
https://www.powtoon.com/online-presentation/gkcmqFiekCm/untitled-5/?mode=movie
Please, take a moment to read these infographics to understand the differences between didactic pedagogy and reflexive pedagogy.
Applying Appropriately:
Activity 2: Download the App Canva on your smartphone. Then, create a representation on Canva showing what you understood by Multiliteracies and the pedagogies and how these concepts are connected to your teaching practices. Your representation can be an infographic, a poster, you can choose any template on the app to represent what you have learned. Post it in the group and please interact by commenting on 2 or 3 colleagues' posts.
Here is a tutorial to help you guys to use Canva.
How To Use Canva 2.0 [ CANVA TUTORIALS 2019 Update]:
How to use Canva. (November 21, 2019). Retrieved from https://www.youtube.com/watch?v=tEIVy7-Z5pA
Objective: Learn about the term multiliteracies and recognize the difference between didactic pedagogy and multiliteracies pedagogy.
It is really important that participants understand these concepts to reflect on their own teaching practices. Most of them will realize they are still doing many activities from didactic pedagogy and that Generation P do not learn with this pedagogy anymore. Instructor need to emphasize the need for a new pedagogy, a reflexive and multiliteracies pedagogy.
"Multiliteracies approach attempts to explain what still matters in traditional approaches to reading and writing, and to supplement this with knowledge of what is new and distinctive about the ways in which people make meanings in the contemporary communications environment" (Cope & Kalantzis, 2012).
Analysing Functionally
Before we get started, let's take the first 20 minutes to discuss what you guy have learned about multiliteracies and your reflections about both pedagogies.
Conceptualising by naming
From now on, we are going to learn about seven affordances, which are seven range of possibilities to use in education. These affordances are what technology offers to us for twenty-first century learning (Cope & Kalantzis, 2017). Also, we will focus and reflect on learning technologies and technology implementations for EFL low-tech classrooms.
Here are the 7 affordances of the digital: 1) Ubiquitous Learning; 2) Active Knowledge Making; 3) Multimodal Meaning; 4) Recursive Feedback; 5) Collaborative Intelligence; 6) Metacognition; and 7) Differentiated Learning.
Now let's understand the first affordance, Ubiquitous Learning, and on one of its concepts Mobile Learning:
1) Ubiquitous Learning or U-Learning
"Ubiquitous Learning—so that learning extends beyond the walls of the classroom and the cells of the timetable. Learning that breaks out of these spatial and temporal confinements, should be as good as, or even better than, the best traditional classroom learning. It should also produce habits of mind appropriate to our times, producing lifelong learners, able to learn and to share knowledge throughout their lives, in all contexts, and grounded in those contexts" (Cope and Kalantzis, 2017). U-learning can happen anywhere anytime. It doesn’t necessarily need to be digital, but the digital has a lot of affordances to make it more possible.
1.1 Mobile Learning or M-Learning
Watch this video: Prof. Mark Pegrum – The What, Why and How of Mobile Literacy
(November, 23, 2019). Retrieved from: https://vimeo.com/162334819
So, Dr. Pegrum (2014) talks about 3 levels of mobility:
Analysing functionally
Questions to discuss:
Think about your teaching actions, what kind of mobility are you in? What do you understand by learning anywhere at anytime?
What changes can you make in your classes to implement the principles of ubiquitous Learning?
How was your experience using Canva? How can you use it with your students? How can you use Canva including the idea of ubiquitous learning?
Activity: Find an example of an educational online tool that can be used with the concept of ubiquitous Learning (learning anywhere at anytime). Be prepared to talk about it in our next zoom meeting.
It is important that the instructor read this book 'e-Learning Ecologies' to fully understand the concepts and to discuss with participants the aspects involving in the 7 affordances. You can find the book in the References.
Conceptualising by naming
For this update we are going to learn about the second affordance, Active Knowledge Making.
2) Active Knowledge Making
Learners become more active knowledge producers and less knowledge consumers (for example in the ‘transmission’ pedagogies of traditional textbook learning). According to Kalantzis and Cope (2019, CG Scholar) "active knowledge making practices underpin contemporary emphases on innovation, creativity and problem solving" and it includes many concepts such as: Project-based learning, Inquiry learning, Gamification, Participatory learning, New learning/transformative learning, Learning for innovation/creativity, and so on. Educators need to consider that in active knowledge making (Kalantzis & Cope, 2014a):
- anyone in the space can bring something to the learning experience. No one is left out.
- without interrupting or annoying everybody else, the learner can be an investigator, a design, a creator simultaneously as everybody else in that group (a class, or other group).
- instead of students study chapter 7 about volcanoes and remember the information for the final test as consumers, they will produce chapter 7. They will be producers of the content. They can build something unique based on the available resources.
Analysing functionally
Activities: Please post them on the WhatsApp group:
1. Reflect and answer: How can you make your students more active knowledge producers?
2. Find an example of a digital technology that can make your students become more active knowledge producers. Please comment on 2 or 3 posts. Be prepared to talk about them next Zoom meeting.
The instructor must watch this video to have a better understanding of active knowledge making:
Kalantzis, M.& Cope, W. (2014a). e-Learning Affordance 2a: Active Knowledge Making. Retrieved on November 24, 2019 from: https://www.youtube.com/watch?v=K1oJd86UzJA&feature=emb_logo
Experiencing the known
Let's get started by sharing some examples of educational online tools for ubiquitous Learning (learning anywhere at anytime) that you guys found.
Now, for this update you will learn about the term multimodality, the third affordance of the digital and one of aspects of multiliteracies. You will also be able to identify the semiotic resources around you.
Before we start, please share orally what do you know about multimodality.
Experiencing the new
Now let's take a moment and watch this video and read the infographic below. After that we will discuss some questions together.
Multimodal Texts Video. (November 24, 2019). Retrieved from: https://www.youtube.com/watch?v=se3G8LV40gg(
- Read the infographic with an excerpt from Castro's dissertation (2015) on multimodality.
Analising Critically
Let's discuss together:
The objective of this update is that teachers understand the term multimodality and identify the semiotic resources around the.
Conceptualising with Theory
For week 6, you are going to review all the concepts you had difficulty. Post all questions you might have on WhatsApp group. Also, if there is any late activity, please post them here on the app.
At this point, I think is important to have a break. From my previous experience there is always a moment during the course we need to speed up. Sometimes there are holidays, teachers travel or they get very busy at work and do not have much time to do the activities. So, flexibility is really important when designing a course.
For this update we will learn about the fourth affordance of the digital: Recursive feedback.
Experiencing the known
Reflection Question 1: How do you provide feedback to your students? Do you usually give feedback during learning process or just at the end with the test?
Conceptualising with theory
Let's read these remarks based on (Kalantzis & Cope, 2014b) and then reflect together on our classes.
This is all about the power of feedback! “Feedback enables us to document the way in which a learner has changed and grown and progressed. If it is produced just at the end through a test, where somebody says whether the answers are right or wrong, it means we have missed an extraordinary learning opportunity in the process of making that knowledge”. “Multiple sources of feedback are even better than just one”. Feedback from multiple sources and perspectives. For example, feedback from peers, self, teacher, parents, invited experts etc. It is important that feedback comes when we are producing that knowledge. Feedback is best when it comes when learners need it. For example, in a class of 30 students is really hard for the teachers to give individual feedback in a timely way. The digital ecologies allow the teachers to set up systems to provide feedback as required. We need to know that we are transforming the learners, that at the end of an instructional process students will be different in some powerful kind of way. We will know by the feedback they provided that we documented and understand. Self-assessment is very important. At the end everybody needs to be able to assess themselves. (Online)
Analysing critically
Reflection Question 2: How recursive feedback technologies can contribute to your classes? Do you know any digital tool that helps teachers provide effective feedback?
Take a moment to check these online tools:
Kahoot - It is a game-based learning platform that enables educators to create, share and play learning games or quizzes. It is a free formative assessment tool through interactive quizzes for teachers and students from around the world for any subject and language, for all ages. The tool also provides 'instant feedback'.
Kahoot. (November 24, 2019). Retrieved from: https://www.youtube.com/watch?time_continue=23&v=yZvikyjgA1U
Plickers - "Plickers is a powerfully simple tool that lets teachers collect real-time formative assessment data without the need for student devices" (Plickers).
Badge Stories. (November 24, 2019). Retrieved from: https://www.youtube.com/watch?time_continue=1&v=-uxhlEkQpwY&feature=emb_logo
60-Second Strategy: TAG Feedback - This quick exercise scaffolds peer critique for elementary students from Concourse Village Elementary School.
60-Second Strategy. (November 24, 2019). Retrieved from: https://www.youtube.com/watch?time_continue=31&v=HM5dp50HWXQ&feature=emb_title
Reflection Questions 3:
Do you think that these tools are educational "reform"? Do they have a progressive or a regressive role towards recursive feedback?
How can we use them in ways that students can get meaningful feedback?
Task: Find an example of an online tool that can contribute to feedback and that it is possible to to use with your students in low-tech classes and share it on WhatsApp.
Additional Resources:
75 Digital Tools and Apps Teachers Can Use to Support Formative Assessment in the Classroom
20 Formative Assessment Tools for Your Classroom
https://shakeuplearning.com/blog/20-formative-assessment-tools-for-your-classroom/
The instructor should watch this video about Recursive Feedback to have better understanding of the concept. Also the term formative assessment should be addressed.
It is important that teachers understand the purpose of feedback during the learning process from multiple sources and peers. They need to realize that kahoot's focus are on correct answers, and what they think is not important nor the knowledge representations they can make. In fact, software such as Kahoot “produce grades containing a general exhortation (‘well done!’ or, ‘try harder!’) but are not actionable. They position a student in a cohort without giving meaningful feedback about their own progress (because the progress of the whole norms away individual progress)” (Cope & Kalantzis, 2015, p. 361). So, on kahoot, the instant feedback is just right or wrong, and there is no space for the teacher add an effective comment on the tool to enrich students knowledge about the content. So, we move from a print quiz to a kahoot quiz on a mobile device. However it can work well of teachers add their own feedback at the moment they are playing kahoot and require comments from students as well.
Conceptualising by naming
This update is about one more affordance: Collaborative intelligence.
Before we get started, please take a moment to read this excerpt on Collaborative intelligence:
The opposite of it is individual intelligence. “There are a lot of evidence that testifies that learners working together are able to solve problems and be much more creative with any particular set of tasks than someone working on their own. If we bring people with different orientations to the very same kind of problem there will have a much richer learning experience in a more condensed period of time. This is what we call Collaborative Intelligence, learners offer structured feedback to each other, available knowledge resources are diverse and open, and the contributions of peers and sources to knowledge formation are documented and transparent. It focuses on learning as social activity rather than learning as individual memory. Collaborative work produces collaborative intelligence. Unlike the traditional classroom, in the digital ecology space we can have people working, talking and contributing together all the time. Also in the digital ecology space the audience is not one. In the classroom the individual working on their own tasks, which the teacher will be the recipient of the task and the teacher will assess it. It requires discipline and order for the students. And the motivation was limited to the test. In the digital ecology space an intrinsic motivation to make a contribution to add to the knowledge to create something that can be published to a real audience. Some example of collaborative intelligence concepts include Wikis, Blogs, Peer-to-peer learning, Communities of practice.
(Kalantzis & Cope, 2014, online)
Here is an example of Collaborative Reading:
Collaborative Reading: Building Successful Readers Together. (December 6, 2019). Retrieved from: https://www.youtube.com/watch?v=vNV8baJGdWU
Analysing critically
Reflection Questions: Record an audio and send to the WhatsApp group explaining if it is possible to apply this concept in your classes. Why or Why not? How can you adapt the 5 phases from the video to your context?
Applying appropriately
Activity: Create the first draft of your multimodal lesson plan to be applied with your students at the end of this course. Please include the concepts studied so far. Submit your first draft to my email vccingles@gmail.com or to my WhatsApp number. Peer review will be next week. We will also discuss the drafts together next Zoom meeting. Suggestion: you can use Canva, Microsoft Word or other text editors to design your lesson plan.
Important Reminder: You will try your multimodal lesson plan in your classes for 2 months after the end of this course and report back simultaneously.
Deadline: Please complete your first draft two weeks from today.
When designing your lesson plan please make sure you add multimodal resources, apps and details such as:
The instructor should watch this video to truly understand the concept:
Applying appropriately
Please take this week to produce your first draft of your lesson plan.
It is really important that teachers have at least two weeks to produce the lesson plans. Public school teachers usually work from two to three shifts in Brazil and they have many classes. So, time flexibility is necessary, especially for them who have limited time.
Hi everyone! This week is peer review. Please choose 2 or 3 lesson plans and review them. Make sure that all lessons plans have feedback.
Below is the rubric that will be used for peer review, self review and for the evaluation of the final project:
https://docs.google.com/document/d/1UAZTfrzyxjU94WXxUOtTXa_AJedEwWCSYEbkRU-vsMs/edit?usp=sharing
Please watch this video for next Zoom meeting:
Differentiated Learning (December 6, 2019). Retrieved from: https://www.youtube.com/watch?time_continue=21&v=lUeW9xuFT5c&feature=emb_logo
For this week, the instructor will receive the lesson plans by email, upload them on Google Docs and share links for teachers do peer review work. The links should be distributed in a way that all participants have their work reviewed. They will also have access to the rubrics.
Below is the rubric that will be used for peer review, self review and for the evaluation of the final project: https://docs.google.com/document/d/1UAZTfrzyxjU94WXxUOtTXa_AJedEwWCSYEbkRU-vsMs/edit?usp=sharing
Experiencing the known
Let's start this meeting by discussing your drafts.
Conceptualising by naming
Now let's get to know about the sixth and the seventh affordance of the digital:
Metacognition is reflect on what you are doing, on the concepts that you are developing, on the way that you are applying any kind of particular knowledge. It is not just about knowing and understanding but thinking about thinking. Thinking about how you have gone about doing something, thinking about how the process you are involved in delivered a particular kind of outcome (Kalantzis & Cope, 2014).
Now please watch this video:
What is metacognition? (December 6, 2019). Retrieved from: https://www.youtube.com/watch?v=HZrUWvfU6VU
For further reading: Thinking about One’s Thinking
Differentiated Learning is a philosophy that values what student know and who they are before they come to the classroom and works with them to achieve what they need to learn. (Haniya & Robert-Lieb, 2017).
Analysing critically
Reflection Questions:
1. According to the video "Differentiated Learning", what are the implications of these aspects to our context:
Every learner does not have to be on the same page at the same time, nor complete a task at the same pace, nor do they even need to do be doing the same task. Equality does not mean sameness, and sameness we will not necessarily produce equality (Cope & Kalantzis, 2014).
2. How can you make these two concepts possible in your classes? How can we use technology to support Metacognition and Differentiated Learning?
Now, take a moment to check these apps and then answer: Which of them is possible to use in your classes aligned to which concepts studied so far?
- HP Reveal:
Teachers: How to use HP Reveal App (December 6, 2019). Retrieved from: https://www.youtube.com/watch?v=lTGpjG_T7z8
Best app for learning languages with music. (December 6, 2019). Retrieved from: https://www.youtube.com/watch?v=de1sF3YRVws
Instructor should watch this video and discuss the main remarks from it:
e-Learning Affordance 6a: Metacognition. (November 24, 2019). Retrieved from: https://www.youtube.com/watch?v=3HsAxep1U8w&feature=emb_logo
Also, remarks from this chapter should be added to the discussion:
Haniya, S., & Robert-Lieb, S (2017). Differentiated Learning: Diversity dimensions of e-learning. In: e-Learning Ecologies: Principles for New Learning and Assessment. ( pp. 218). New York: Routledge.
The chapter is available in this link, in: look inside: https://www.amazon.com/Learning-Ecologies-Bill-Cope/dp/1138193720/ref=asc_df_1138193720/?tag=hyprod-20&linkCode=df0&hvadid=312734536225&hvpos=1o1&hvnetw=g&hvrand=12008964430536910808&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9022185&hvtargid=pla-570395425624&psc=1
For further information on differenciated learning:
What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom by Cathy Weselby.
What Is Differentiated Instruction? By Laura Robb
Self review + Producing the final version of your lesson plan
Now that you received feedback from peers and from me, make the final version of your lesson plan.
important Reminders: Your lesson plan has to involve all the seven affordances discussed during this course. Try it in your class for the next 2 months and simultaneously report back weekly. Please describe results and student reactions.
Here are the 7 affordances of the digital: 1) Ubiquitous Learning; 2) Active Knowledge Making; 3) Multimodal Meaning; 4) Recursive Feedback; 5) Collaborative Intelligence; 6) Metacognition; and 7) Differentiated Learning.
These lesson plans will be made available on the instructor's website so that other teachers may use them to assist them in integrating technology in their classrooms the seven affordances.
It is important that the instructor encourage the participants to do the self-review before submit the final version.
Here is the rubric for self, peer and instructor review: https://docs.google.com/document/d/1K44lJRA_IRXUpiNSzrnZ8rFJL-sgc5dwSHiScoDpZJM/edit?usp=sharing
Cope, W., & Kalantzis, M. (2017). e-Learning Ecologies: Principles for New Learning and Assessment. ( pp. 218). New York: Routledge.
Castro V. C. (2015). Turn on your mobile devices in the english classes: tweets no processo de escritacolaborativa on-line do gênero personal recount. Thesis. Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG, Brazil.
Dias, R. (2012). Gêneros digitais e multimodalidade: oportunidades on-line para a escrita e a produção oral em inglês no contexto da educação básica. In: Dias, R.; Dell'isola, R.L.P. Gêneros Textuais: Teoria e prática de ensino em LE.Campinas: Mercado de Letras. 2012a. p. 295-315.
Kress, G. (2009) Multimodality: a Social Semiotic Approach to Contemporary Communication, London: Routledge.
Haniya, S., & Robert-Lieb, S (2017). Differentiated Learning: Diversity of e-learning. In: e-Learning Ecologies: Principles for New Learning and Assessment. ( pp. 218). New York: Routledge.
Pegrum, M. (2014). How to teach language with mobile devices. In: Pegrum, M. Mobile learning: Languages, literacies and cultures. London: Palgrave Macmillan, p. 88-126. (Cap. 4)
Weselby, C. (2014). What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Retrieved from: https://education.cu-portland.edu/blog/classroom-resources/examples-of-differentiated-instruction/
Media references:
Badge Stories - Ms. Pomroy and Plickers. (November 21, 2019). Retrieved from: https://www.youtube.com/watch?time_continue=1&v=-uxhlEkQpwY&feature=emb_logo
e-Learning Affordance 5b: Collaborative Intelligence. (November 21, 2019). Retrieved from: https://www.youtube.com/watch?v=GKW1R8VW54I
e-Learning Affordance 6a: Metacognition. (November 24, 2019). Retrieved from: https://www.youtube.com/watch?v=3HsAxep1U8w&feature=emb_logo
How to use Canva. (November 21, 2019). Retrieved from: https://www.youtube.com/watch?v=tEIVy7-Z5pA
Kahoot! played around the world. November 21, 2019). Retrieved from: https://www.youtube.com/watch?time_continue=23&v=yZvikyjgA1U
Kalantzis, M.& Cope, W. (2014a). e-Learning Affordance 2a: Active Knowledge Making. Retrieved on Novemver 24, 2019 from: https://www.youtube.com/watch?v=K1oJd86UzJA&feature=emb_logo
Kalantzis, M.& Cope, W. (2014b) e-Learning Affordance 4a: Recursive Feedback (November 24, 2019) e-Learning Affordance 4a: Recursive Feedback https://www.youtube.com/watch?time_continue=3&v=3LOjul-kJyc&feature=emb_logo
Multimodal Texts Video. (Novemver 24, 2019). Retrieved from: https://www.youtube.com/watch?v=se3G8LV40gg(
Prof. Mark Pegrum – The What, Why and How of Mobile Literacy (November, 23, 2019). Retrieved from: https://vimeo.com/162334819
What is metacognition? (December 6, 2019). Retrieved from: https://www.youtube.com/watch?v=HZrUWvfU6VU