This course introduces innovative approaches to learning and teaching, with a focus on the use of e-learning and social web technologies.
伊利诺伊大学香槟分校
教学大纲 - 您将从这门课程中学到什么
周
1完成时间为 4 小时
Module 1: Course Orientation + Multimodal Meaning and Synesthesia
This module introduces the key ideas of the course: communication, representation (or making meanings for oneself as an aid to thinking), and the design of meaning. Today, our tools for communication and representation have been widely expanded by digital tools. For these reasons, we need to extend our literacy pedagogy to encompass literacies in the plural, including a wider range of modes of meaning than alphabetic text alone.
4 个视频 （总计 31 分钟）, 8 个阅读材料, 2 个测验
4 个视频
8.2 Design and Multimodality8分钟
8.3 A Grammar of Multimodal Meaning11分钟
8.4 Synesthesia or Mode Switching3分钟
8 个阅读材料
Syllabus10分钟
Task Overview - How to Pass This Course10分钟
About the Discussion Forums10分钟
Take this Course as a Stepping Stone for a University of Illinois Certificate, Masters, or Doctorate - Fully Online!10分钟
Updating Your Profile10分钟
Social Media10分钟
"Regimes of Literacy," Kalantzis and Cope10分钟
Related Readings10分钟
1 个练习
Orientation Quiz12分钟
周
2完成时间为 9 小时
Module 2: Making Meaning by Reading + Making Meaning by Writing + Making Visual Meaning
This module begins with an overview of the conventional focus of literacy pedagogy – reading and writing. In its second half, the module applies a parallel set of tools to analysis of visual meanings.
16 个视频 （总计 122 分钟）, 3 个阅读材料, 3 个测验
16 个视频
9.2 Learning to Read: Reading for Meaning8分钟
10.1 The Nature of Writing10分钟
10.2 Traditional Grammar and Its Impossibilities11分钟
10.3 Chomsky’s Grammar5分钟
10.4 Halliday’s Grammar2分钟
10.5 A Grammar of Multiliteracies6分钟
10.6 The Writing Process14分钟
11.1 The Contemporary Significance of Visual Meanings6分钟
11.2 Designs of Visual Meanings8分钟
11.3 Perceptual Images and Mental Images7分钟
11.4 A Grammar of the Visual7分钟
11.5 Deconstructing Images5分钟
11.6 Image Making as Design6分钟
11.7 Parsing Images7分钟
11.8 Multimodal Pedagogy in Practice3分钟
3 个阅读材料
Related Readings10分钟
Related Readings10分钟
Related Readings10分钟
周
3完成时间为 9 小时
Module 3: Making Spatial, Tactile, and Gestural Meanings + Making Audio and Oral Meanings + Literacies to Think and to Learn
In this third module of the course, we examine spatial, tactile, gestural, audio, and oral meanings – all today part of a wider repertoire of teaching and learning that we call "literacies" in the plural, or "multiliteracies." In the final section of the module, we explore how we use literacies to think in characteristically "academic" ways. In this sense, literacies play a critical supportive role in the learning process.
13 个视频 （总计 126 分钟）, 3 个阅读材料, 3 个测验
13 个视频
12.2 A Grammar of Spatial Meaning7分钟
12.3 Tactile Meanings7分钟
12.4 A Grammar of Tactile Meaning7分钟
12.5 Gestural Meanings9分钟
12.6 A Grammar of Gestural Meanings7分钟
13.1 Making Audio Meanings7分钟
13.2 Making Meanings Using Oral Language10分钟
13.3 Synesthesia and Mode Shifting Between Oral and Written Meanings10分钟
13.4 Classroom Discussion in Speech and Writing16分钟
14.1 Literacies to Think and to Learn10分钟
14.2 On Human Meaning Systems9分钟
14.3 Academic Literacies as Ways of Thinking10分钟
3 个阅读材料
Related Readings10分钟
Related Readings10分钟
Related Readings10分钟
周
4完成时间为 13 小时
Module 4: Literacies and Learner Differences + Literacies Standards and Assessment
The final module of the course examines the question of learner differences – including literacies learning at different age levels and second language learning. We also explore strategies for differentiated instruction. Finally, we investigate the range of assessment strategies that can be used to diagnose learner needs, offer feedback during the learning process, and evaluate learning outcomes.
13 个视频 （总计 127 分钟）, 2 个阅读材料, 5 个测验
13 个视频
15.2 The Effects of Learner Differences16分钟
15.3 Literacies Learning and Development9分钟
15.4 Recognizing Learner Differences in Literacies Pedagogy6分钟
15.5 Complexities of Learner Differences9分钟
15.6 Differentiated Literacies Instruction11分钟
16.1 Approaches to Literacy Standards and Assessment6分钟
16.2 Standardized and Norm-referenced Assessment5分钟
16.3 Criterion Referenced Assessment6分钟
16.4 Progress Assessment3分钟
16.5 Select and Supply Response Assessments12分钟
16.6 Rubric-Based Peer and Formative Assessment9分钟
16.7 Big Data and the Future of Assessment18分钟
2 个阅读材料
Related Readings10分钟
Related Readings10分钟
讲师
Dr William Cope
ProfessorDepartment of Education Policy, Organization & Leadership, College of Education
Dr Mary Kalantzis
ProfessorCollege of Education
关于 伊利诺伊大学香槟分校
The University of Illinois at Urbana-Champaign is a world leader in research, teaching and public engagement, distinguished by the breadth of its programs, broad academic excellence, and internationally renowned faculty and alumni. Illinois serves the world by creating knowledge, preparing students for lives of impact, and finding solutions to critical societal needs.
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