Open Science literacy in EAP/The collaborative potential of multimodal online course materials
This page[1] explores the collaborative potential of multimodal online course materials in the student-centred EAP classroom. In doing so, an important distinction between digital and “fully” online course materials is made to effectively discuss the multimodal opportunities and unique advantages offered by the latter. It is argued that – especially in a time where universities increasingly seek to go “paperless” by providing digital course materials via Virtual Learning Environments (VLE) – the limitations of downloadable digital materials must be acknowledged and re-evaluated. Offering a solution to a list of problems brought about by the uploading of digital course materials onto VLEs, concrete examples for multimodal online course materials will be showcased on the applied example of bespoke materials created and shared on the open-education platform Wikiversity. Emphasizing the usefulness and accessibility of multimodal online materials, this presentation exemplifies how learners can actively engage with and co-construct course materials to become active participants in the synthesis of knowledge. Aside from promoting digital literacies and enhancing learner autonomy, this act of co-construction additionally provides ample opportunities for open knowledge sharing, peer collaboration, and formative feedback. This talk therefore offers an innovative re-thinking of online course materials in EAP as multimodal, dynamic, interactive, and collaborative spaces for both instructors and students rather than digital resources which are merely shared by one party and used by the other.
Multimodality vs. multimediality[edit | edit source]
In the fields of language and literature studies, the term multimodality is often used to describe the interplay of different modes of communication. Kress and van Leeuwen’s[2] definition(s) are most widely accepted and used. Modes can be defined as "semiotic resources which allow the simultaneous realization of discourses and types of (inter)action" (Kress & van Leeuwen 2001: 21[2]). Examples for modes might include music, language, or images. Media, on the other hand, can be defined as "material resources being used for the production" (Brandt 2004: 115[3]; see also Kress & van Leeuwen 2001[2]). Examples for media include books, phones, or canvas. Multimodality thus describes the interplay of various modes of expression and communication. For instance, a multimodal webpage might contain audio-visual content as well as written language. A children's picturebook, too, qualifies as a multimodal text, as it contains verbal language as well as visual illustrations. Multimediality is commonly understood as the joint use of various media for one purpose. For instance, a multimedia classroom might make use of physical posters (paper), digital course materials (mobile devices), and online lectures (computer, projector).
Digital vs. fully-online[edit | edit source]
Digital course materials have long been part of most EAP syllabi. Especially in times where universities strive to go paperless in the name of sustainability, virtual learning environments (VLEs) have become an integral part of virtually every EAP course. Example for digital course materials include Word files, Powerpoint slides, PDF files, spreadsheets, ebooks, or digital journal articles. In order for the EAP instructor to share these materials with their students, the materials are most commonly uploaded onto a VLE from which the students can then download them onto their own devices. This means, however, that there is no permanent link between the file uploaded by the EAP instructor and then file which the student has downloaded. If the teacher were to make a change to the file, this would not affect the copy file downloaded by the student. This is why uploaded files should be considered as digital course materials and discerned from fully-online course materials. Fully-online course materials exist on the internet and are not meant to be saved or downloaded as offline copies. When the teacher makes changes to a fully-online resource, this change will immediately be seen by the next time the student accesses said resource. Wikiversity courses are examples for fully-online resources, as they exist as a sort of webpage rather than as an accumulation of download-able files.
| Digital course materials | Fully-online course materials |
|---|---|
| various files uploaded onto VLE | a webpage containing information |
| files downloaded by students | an online site accessed via the internet |
| files organized in folders | different pages accessed via links |
| students edit materials on their own devices (offline) | students edit and co-create individual pages (online) |
A space for collaboration[edit | edit source]
Collaborative page[edit | edit source]
Discover and engage with a fully-online, open, and collaborative space for you to contribute reflections, thoughts, resources, and insights on the topic of fully-online course materials.
Ideas for EAP tasks[edit | edit source]
Explore a range of different ideas for EAP practitioners to incorporate fully-online, multimodal course materials into their syllabi. Whilst not every type of task or assessment will be best suited to an online landscape, there are numerous ways that students can develop their digital literacies, critical thinking abilities, and academic researching and writing skills vby engaging with fully-online course materials. The page "Ideas for EAP tasks" can be expanded on by anyone who may want to contribute new ideas for fellow EAP instructors.
Make your own page[edit | edit source]
Create your own page by giving it a name and typing two square brackets around it: [[Sally's page]]. You can then open the page and click on "Create" in the upper right tab. Start by typing two open square brackets and you name down below.
References[edit | edit source]
- ↑ Reschenhofer, Barbara Katharina. "The collaborative potential of multimodal online course materials." Wikiversity. 2023.
- ↑ 2.0 2.1 2.2 Kress, G., and T. van Leeuwen, Multimodal discourse: The modes and media of contemporary communication. London: Arnold, 2001.
- ↑ Brandt, S. "Reviewed Work(s): Multimodal Discourse: The Modes and Media of Contemporary Communication by Gunther Kress and Theo van Leeuwen." Review. Language in Society 33.1 (2004): 115-118. https://doi.org/10.1017/S0047404504221054.