PROMOTING LEARNER AUTONOMY THROUGH MULTILITERACY SKILLS DEVELOPMENT IN CROSS-INSTITUTIONAL EXCHANGES
PROMOTING LEARNER AUTONOMY THROUGH MULTILITERACY SKILLS DEVELOPMENT IN CROSS-INSTITUTIONAL EXCHANGES
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通过跨机构交流中的多元技能发展促进学习者的自主性
DOI：
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发表时间：
2012
影响因子：
3.8
通讯作者：
Andreas Müller
中科院分区：
文献类型：
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作者：
Carolin Fuchs;Andreas Müller
本文介绍了两个实证案例研究的结果，这些案例遵循基于任务的远程协作学习格式。参与者包括来自德国、波兰、英国和美国的学院/大学的学生教师实习生、导师和语言学习者。这些项目旨在通过提高对在线模式和意义的认识以及基于对网络资源和社交网络工具的实际分析的多识字技能发展来促进学习者的自主性。
人们希望这种意识能够培养教师在虚拟学习环境中的自主性，并使他们能够设计任务，从而促进学习者的自主性，正如 Palfreyman (2006) 所理解的那样：在上下文中明智地使用一系列交互资源。我们认为，这种意识反映在增强的多模式交际能力上，即“理解各种意义创造模式的综合潜力的能力”（Royce，2002，第92页）和多元读写能力，后者使教师和学习者能够认识到混合和仅在线设置用于语言习得的潜力。理想情况下，学习者在逐渐熟悉多模态和多读写能力的同时，还可以在在线工作时接管更多的控制权并自我指导自己的学习（Benson，2001），这也是自主的特征。
This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools.
It was hoped that this awareness would foster the teachers' own autonomy in virtual learning environments and enable them to design tasks which—in turn—would promote learner autonomy as understood by Palfreyman (2006): the informed use of a range of interacting resources in context. We argue that this awareness is reflected in enhanced multimodal communicative competence, i.e., “the ability to understand the combined potential of various modes for making meaning” (Royce, 2002, p. 92), and multiliteracy, with the latter allowing teachers and learners to realize the potential of blended and online only settings for language acquisition purposes. Ideally then, while becoming gradually more versed in multimodality and multiliteracy, learners can also take over more control and self-direct their own learning when working online (Benson, 2001) which are also characteristics of autonomy.