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Designing synchronous online learning experiences with social media as semiotic technologies
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Type
Book chapter
Citation
Lim, F. V. (2023). Designing synchronous online learning experiences with social media as semiotic technologies. In I. Pineda & R. Bosso (Eds.), Virtual English as a lingua franca (pp. 195–214). Routledge. https://doi.org/10.4324/9781003342922-12
Abstract
With the COVID-19 pandemic and the advancements made in digital technology, there is a growing interest amongst educators in how to design online learning experiences for students. This chapter introduces the role of teachers as designers of learning and discusses the importance of their use of semiotic technologies for the representation of knowledge, enactment of pedagogic relations, and the organization of students’ learning. It also explores how students make meaning using words and other multimodal resources during online learning. In particular, the chapter focuses on the use of semiotic technologies of social media, using the example of Edmodo, for the design of synchronous online learning experiences in higher education. Based on reflections on the design and implementation of the lessons, the chapter reports on how synchronous learning experiences with social media can encourage collaborative knowledge-building amongst students and offer opportunities for their digital multimodal composing to learn and to express their learning. This understanding can inform researchers on the extent to which the digital medium enables and limits ways of meaning-making. The chapter presents a case for how the affordances of digital tools, such as the popular social media platforms, can be harnessed in the design of meaningful learning experiences.
Date Issued
2023
ISBN
9781003342922 (online)
Publisher
Routledge
DOI
10.4324/9781003342922-12