Media Creativity in Multimodal Environments Approaching literacy and language learning as situated practice

Transcription

1 Media Creativity in Multimodal Environments Approaching literacy and language learning as situated practice Leena Kuure 1 & Maarit Saarenkunnas 1 & (Leena.Kuure@oulu.fi) (Maarit.Saarenkunnas@oulu.fi) Peppi Taalas 2 & Katriina Vakkila 2 (peppi@cc.jyu.fi) (katriina.vakkila@jyu.fi) 1 University of Oulu, Finland 2 University of Jyväskylä, Finland EUROCALL2003 To start with what the definitions and theories say what we have learned from our studies How this can be used when designing for teaching and learning 1

2 Theoretical perspectives Discourse: the negotiated nature of meaning-making and learning (Potter & Wetherell 1987; Lave & Wenger 1999) Multimodality: meaning-making is multimodal (Kress & van Leeuwen 2001) Situated practice: context as socially constituted, interactively sustained, time-bound phenomenon (Goodwin & Duranti 1992) CSCL as situated practice What is the context of activities from the participant perspective? If there is counter evidence, how should we readjust the questions asked? Which resources do the participants have at their use? Cycles of micro and macro perspectives to data Can we find counterevidence for our interpretations? What kinds of categorisations are used by the participants? How and when are the categorisations used by the participants? Do we have an understanding of how participants produce context for their interaction? Kuure, If Saarenkunnas, yes, what kind Taalas of & implications Vakkila does Media Creativity Multimodal Environments this have for instructional practices? Appli cati on of fi ndi ngs 2

3 Literacy: definitions Literacy is seen as relative rather than absolute There are multiple levels and kinds of literacy no single level of skill or knowledge qualifies someone as literate Better elearning for Europe, European Commission Types of literacies (From Better elearning for Europe, European Commission) Technology literacy The ability to use new media to access and communicate information effectively Information literacy The ability to gather, organise and evaluate information and to form valid opinions based on the results Media creativity The capacity to produce and distribute content to various audiences Global literacy Is about understanding the interdependence among people and nations and having the ability to interact and collaborate across cultures Literacy with responsibility The ability to consider the social consequences of media from the standpoint of safety, privacy and other issues 3

4 Literacy:participant perspective Two cases two viewpoints Case 1 + Case 2 =? Media creativity and literacy become actualised differently in different situations and contexts by different participants SHAPE* study: pedagogical framework O r i e n t a t i o n R e s e a r c h E v a l u a t i o n i n t r o d u c t i o n k e y c o n c e p t s i n f o r m a t i o n s c a n r e s e a r c h w o r k s h o p s g r o u p f o r m a t i o n r e s e a r c h q u e s t i o n s m u l t i m e d i a r e p o r t s w r a p - u p c o n f e r e n c e p r o c e s s e v a l u a t i o n weeks 1-6 weeks 7-11 weeks M e t a l e v e l g u i d a n c e, q u e s t i o n n a i r e s, s u p p o r t for p a r t i c i p a t i o n *)wwwedu.oulu.fi/shape 4

5 Jyväskylä spoken cultures thoughts teaching Local Oulu games 1 u m j? t? Distant Oulu irc roles virtual communi cation d l Channels for interaction KV2003 5

6 WELCOME TO THE FORUM OF COMMUNICATING THOUGHTS! Group members: Ellie Hannah Kirsten Our group is interested in what happens and how when one attempts to communicate his/her thoughts to him/herself or to another person. On these pages, you can read about our project, the aim of which was to explore different aspects of both theories on thinking in connection with learning and practical experiences of working in Optima. All our discussions can be found in the folder Discussion Lists -- in case you want to read more than you find below! In addition, if you want to give us some feedback, you are welcome to do so on the discussion list called Talk Time! Click on images to read about our joint adventure! Organising our work in Optima. Research Questions, the theories we read and discussions on theories. Meta level of our work -- how did it feel? What did we think about working like this? What did we learn: theories and reflections put together. Here's how it all started.. [Back to Top] Pt2003 6

7 Learning through voluntary networks Oskari at home - Interview (60 mins) at the computer 17 irc channels open from morning to night Networks around games, 3D design, arts (comics, drawings, animations etc.) Learns to use graphics tools in order to share his work with others and collaborate peer apprenticeship, open exchange and sharing of products and ideas does not connect this kind of learning and to learning Points to consider Evaluation of the process and learning outcomes Planning for multiple perspectives and diversity of participants E.g visuality, learning difficulties Multiple representations E.g participant intiated pace, interests; shared responsibility; peer learning Learner paths, selection of tools and processes 7

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