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LLE 5 - Literacy and Multimodality in 21C (5.3 Learning by Design (4…
LLE 5 - Literacy and Multimodality in 21C
5.1 Multiliteracies
Definition
Design
Pedagogy - SOCT
Overt Instruction
systematic , analytic and conscious understanding of designs of meaning and design processes. In the case of ML, this requires the introduction
Critical framing
interpreting the social and cultural context of particular designs of meaning.This involves the students' standing back from they are studying and viewing it critically in relation to its context.
Situated practice
immersion in experience and the utilisation of available designs of meaning, including those from the students' lifeworlds and simultations of the relationships to be found in workplaces and public spaces
Transformed Practice
transfer in meaning-making practice, which puts the transformed meaning (the redesigned) to work in other contexts or cultural sites
5.2 Multimodal Meaning Making
Linguistic designs
Designs for other modes of meaning
Audio design
Gestural design
Visual design
spatial design
5.3 Learning by Design
Important
CULTURAL
Considerations
Belonging
Transformation
Formal vs Informal Learning
4 Knowledge processes - AACE
Analysing
Conceptualising
Applying
Experiencing
Characteristics of LbD
Learning elements
LbD tools include templates which
function - for planning and documentation as 3 levels
Learning framework
documenting curriculum in the form of one or more alternative learning pathways across a number of learning elements
Learning Community
documenting the programmes and organisational arrangements of an institution of learning
Learning elements
to document pedagogy in the form of a teacher/ learner oriented text
function - for personal use, for sharing or public communication
to collaborate with colleagues to produce innovative learning experience
to reflect on choices made to enable learning
to document and manage lesson plans and teaching programmes
to develop school based learning materials + other forms of documentation of the learning community such as policies and overall programmes
similarities between LbD and ML