|Published online: October 31, 2014||$US5.00|
Today’s emerging technological achievements seem to be moving towards the realization of ubiquitous learning as described by Mark Weiser. Nevertheless ubiquitous learning does not exist as preconceived or ‘a priori’; the possibilities offered by such learning can only happen if breakthrough strategies and practices are implemented to recapture and rebuild the content, processes and human relationships of teaching and learning.
Speaking from the educators’ view, it is becoming more and more apparent the need to become a facilitator rather than an authority figure, and to be flexible and more knowledgeable than ever before while embracing students’ individual voices, their interests and different levels of experience, knowledge, ways of thinking and ways of seeing. These all should take place in authentic, real life situations which acknowledge the multiple and variant modes of meaning making that the digital has made possible.
Bearing the previous in mind, the core of this presentation is to report on the findings from a doctoral thesis on pupils’ learning experiences of and through museum-based multiliteracies. Drawing from the literature, analysis and evaluation of the qualitative research methodology this presentation will address: How does engagement with an online educational tool such as web quests impacts pupils’ multiliteracies learning experiences? What sort of “multiliteracies pedagogy” approach would empower ubiquitous learning?
To facilitate understanding we will briefly elaborate on the theory and practice of multiliteracies pedagogy while exploring the notions of multimodality, intertextuality and interdisciplinarity. Following this, a model developed for the purposes of an intervention, the “Museum Multiliteracies Dynamic Learning Approach” (MMDLA) will be explained and an example of a case study with a group of pupils in Cyprus will be used to outline implementation practices.
The intrinsic characteristics of ubiquitous learning could be served by the affordances of multiliteracies pedagogy. For students to navigate the cyclone of information and emerging technological advances that may lead to ubiquitous learning requires them to be truly multiliterate individuals that have developed a metacognitive understanding and our premise is to indicate ways of making this possible.
|Keywords:||Theme: Pedagogies, Pedagogy, Learner Diversity, Multiliteracies|
Ubiquitous Learning: An International Journal, Volume 6, Issue 3, November 2014, pp.15-33. Article: Print (Spiral Bound). Published online: October 31, 2014 (Article: Electronic (PDF File; 574.787KB)).
Research Assistant, Department of Multimedia and Graphic Arts, Cyprus University of Technology, Limassol, Cyprus
Assistant Professor, Department of Multimedia and Graphic Arts, Cyprus University of Technology, Cyprus