- Apr 2018
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www.alea.edu.au www.alea.edu.au
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Rapid changes in digital communication provide facilities for reading and writing to be combined with various and often quite complex aspects of images, music, sound, graphics, photography and film
This source is going to my second go-to for information. I chose this sources because of its ability to give me a larger amount of information strictly pertaining to multi modal literates - ranging from composition of works, to the makeup of classrooms. It focuses on more recent research (2010) and k-12 classrooms. It also points out ways in which students and teachers can use technology, and where teachers can attempt to promote more technology in classrooms
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citejournal.org citejournal.org
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This paper describes my investigation of technology integration in social studies instruction to build an understanding of why technology is being used to teach social studies content. Given the nature of social studies instruction and the need to engagestudents in the learning process, I selected motivational theory as a theoretical frame for this research.
This article focuses on motivational theory as a looking glass into multimodal classroom and literates. Tina Heafner first offers definitions about motivation theory, before digesting her observations and methods commonly used to promote motivation. She then uses her observations to make her professional recommendations.
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quod.lib.umich.edu quod.lib.umich.edu
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Justify
Greatest take-away. Can be used for my future reference. Provides structure in Q&A form about why her and her team decided to take on creating multimodal spaces
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Through this retelling, Knight explores how a design philosophy can be a crucial component of space design. Although focused on one specific case study, the chapter offers advice others can use regarding the development and implementation of a design philosophy.
This piece, though not a scholarly piece, is a nice view at the process that goes into creating multimodal classrooms, but its focus is on classroom design. A vital part of this piece, in using this for mine is the complete beginning of this piece. She defines terms such as classroom design, multi modal functions, etc. She also discusses the philosophy of classroom design and how effective is has been in her teaching experience.
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Our pedagogical values necessitated arguments for small class sizes and studio-type teaching environments. We repeatedly returned to these pedagogical arguments, in reports, in meetings, in conversations, in emails—anytime we needed to advocate for resources that would help us to best teach communication studies in theory and practice. These repeated ideas and approaches became the basis for what we call our design philosophy—our particular ideas about the purpose of built environments and what they should accomplish. Written in plain English with minimal jargon, the statement reflects our shared beliefs and specific objectives regarding teaching spaces. Our design philosophy became a tool to effectively interface with a variety of stakeholders, from administration to facilities to IT. It became a tool to guide our process of production; at times, it served as our creed, or manifesto.
Pedagogy points of emphasis
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This flexible and easily modified space supports Individual student work, Collaborative group work, Small-group discussion, and Large-group seminars and presentations
Align with my way of wanting to teach. Not only in terms of actually creating things, but I believe that creating things on your own is vital to making things stick.
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Build the most effective teaching and learning space possible, Communicate our ideas to a variety of stakeholders, Negotiate our classroom vision from a strong bargaining position, and Effectively solve problems and work within constraints in the process of completing the project.
philosophy of this classroom design
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