Designing Learning with Digital Technologies

This book offers a multimodal perspective on how to design meaningful learning experiences with digital technologies. Digital education is of increasing importance in today's digital society and the editors bring together international thought-leaders and well-established academics across geographical regions to explore the topic. The book addresses the need to design learning with digital technologies, especially in a post-pandemic environment where blended learning has become ubiquitous. The book is organised around five themes: designing learning, digital learning designs, digital learning with embodied teaching, digital learning interactions, and digital multimodal literacies. The chapters focus on digital technologies as multimodal semiotic resources and the educational implication of each theme is drawn out from illustrative cases across contexts of learning. Essential reading for researchers and postgraduate students, this book offers state-of-the-art thinking on how educators can design new learning experiences for students through the meaningful and effective use of digital technologies. Chapter 1 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Fei Victor Lim is an Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore. He is interested in how and what we should teach learners in today's digital age. He researches and teaches on multiliteracies, multimodal discourse analyses, and digital learning. He is an editor of Multimodality and Society and an associate editor of Computers & Composition and Designs for Learning. He is also author of the book, Designing Learning with Embodied Teaching: Perspectives from Multimodality, and lead author of the book, Designing Learning for Multimodal Literacy: Teaching Viewing and Representing, both published in the Routledge Studies in Multimodality. Mercedes Querol-Julián is an Associate Professor at Universidad Internacional de La Rioja (Spain) in the Department of English teaching where she leads the research group PRODIGI (Personal and Professional Development through Digital Genres). Her research interests include multimodal literacy, multimodal analysis, digital interaction, digital teaching, EMI, and teacher professional development. She has published in leading international journals including English for Specific Purposes, English for Academic Purposes or System.

PART I DESIGNING LEARNING 1. Learning with technologies in the digital age: Now and the future 2. Designs for learning in the digital age: Towards a new understanding of knowledge representations and cultures of recognition in digitised learning environments PART II DIGITAL LEARNING DESIGNS 3. The multimodal community of inquiry: A framework for evaluating online learning environments in higher education 4. Reflections on the design of heutagogical learning in online higher education modules 5. Designing learning with tools for monitoring metasemiotic awareness PART III DIGITAL LEARNING WITH EMBODIED TEACHING 6. The repurposing of gaze in video-mediated spaces: Implications for designing learning 7. Genre, pedagogy, and the multimodal design of online teaching videos: The case of English language teaching micro-lectures 8. A multimodal analysis of phrasal verbs in OpenCourseWare lecture video clips: Insights for listening comprehension in English language teaching PART IV DIGITAL LEARNING INTERACTIONS 9. Asynchronous video discussions in online communities: A new perspective from multimodality in FL learning 10. Designing multimodal learning for developing multilingual undergraduate students' communication competences in English: A case study 11. Designing for collaborative critical reading online with WiREAD+ PART IV DIGITAL MULTIMODAL LITERACIES 12. Exploring the multimodal genre of online video game reviews: Research and pedagogical implications for ESP 13. Developing a pedagogic metalanguage for primary students' learning and engagement with hypermedia 14. Tracing semiotic choices in 'new writing' - the role of guidance in students' work with semiotic technologies