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

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


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.


Connectivism; multimodality; task-based approach

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