Applying Connectivist Principles and the Task-Based Approach to the Design of a Multimodal Didactic Unit

Main Article Content

Yeraldine Aldana Gutiérrez
Mauro Jordan Baquero Rodríguez
Gustavo Adolfo Rivero Ortiz
Dora Cenaida Romero García

Abstract

This article describes the pedagogical intervention developed in a public school as part of the research “Exploring Communications Practices through Facebook as a Mediatic Device”, framed within the computer mediated communications field. Twelve ninth graders’ communications practices were explored and addressed by means of multimodal technological resources and tasks based on the connectivist learning view. As a result, a didactic unit was designed in the form of the digital book Diverface. This one in turn displayed information through different media channels and semiotic elements to support its multimodal features. Teachers and students might thus need to reconstruct an alternative multimodal literacy so that they can produce and interpret texts of the same nature in online environments.

Article Details

How to Cite
Aldana Gutiérrez, Y., Baquero Rodríguez, M. J., Rivero Ortiz, G. A., & Romero García, D. C. (2012). Applying Connectivist Principles and the Task-Based Approach to the Design of a Multimodal Didactic Unit. HOW Journal, 19(1), 93-122. Retrieved from https://howjournalcolombia.org/index.php/how/article/view/40
Section
Research Reports
Author Biographies

Yeraldine Aldana Gutiérrez, Universidad Distrital Francisco José de Caldas, Bogotá

Yeraldine Aldana Gutiérrez holds a B.Ed. in English language teaching from Universidad Distrital. She has participated in academic meetings, such as the ASOCOPI conferences, the Symposium on Applied Linguistics and Investicom. Additionally, she has a publication in ASOCOPI Newsletters.

Mauro Jordan Baquero Rodríguez, Universidad Distrital Francisco José de Caldas, Bogotá

Mauro Jordan Baquero Rodríguez has a Bachelor’s degree in English language teaching from Universidad Distrital. He currently teaches English as a Foreign Language at I.E. Compartir Tintal in Bogotá and his current research interests include ICTs and Social networks.

Gustavo Adolfo Rivero Ortiz, Universidad Distrital Francisco José de Caldas, Bogotá

Gustavo Adolfo Rivero Ortiz studies in the B.Ed. in language teaching (English) program at Universidad Distrital Francisco José de Caldas. Additionally, his academic interests include areas such as the Mass media influence on education and syllabus design.

Dora Cenaida Romero García, Universidad Panamericana, Bogotá

Dora Cenaida Romero García has a Bachelor’s degree in Early Childhood Education from Fundación Universitaria Panamericana. She also teaches at a kindergarten in Bogotá. Furthermore, she is interested in materials design and the effectiveness of educational interventions.

References

Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste (Translated by R. Nice). Cambridge, MA: Harvard University Press.

Chickering, A., & Ehrmann, S. (1996). Implementing the seven principles: Technology as lever. Retrieved from: http://www.tltgroup.org/programs/seven.html

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. London, UK: Cambridge University Press.

Education Queensland. (2005). Professional standards for teachers: Guidelines for Professional Practice. Queensland Government, Department of Education. Retrieved from:
http://education.qld.gov.au/staff/development/pdfs/profstandards.pdf

Jordan, R. (2006). English for academic purposes: A guide and resource book for teachers. Cambridge, UK: Cambridge University Press.

Nunan, D. (2004). Task-based language teaching. New York, NY: Cambridge University Press.

Nuñez, A., & Vanegas, N. (2004). Teenagers new generation. Workbook for grade 9. Bogotá, CO: Editorial Norma.

O’Halloran, K. (2004). Multimodal discourse analysis: Systemic-functional perspectives. New York, NY: Continuum.

Schegloff, E. A. (2007). Sequence organization in interaction: A primer in conversation analysis, volume 1. Cambridge, UK: Cambridge University Press.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from: http://www.elearnspace.org/Articles/connectivism.htm

Siemens, G. (2005). Connectivism: Learning as network-creation. Retrieved from: http://www.elearnspace.org/Articles/networks.htm

Van Leeuwen, T. (2005). Introducing social semiotics. London, UK: Routledge

Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.

Willis, J. (1996). A framework for task-based learning. Edinburgh, UK: Longman.