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Multimodal meaning-making: a critical engagement with LAMS

Multimodal meaning-making: a critical engagement with LAMS

Chopra, Priti (2011) Multimodal meaning-making: a critical engagement with LAMS. In: Fostering Learner and Teacher Autonomy in Educational Practices: International bilingual conference in English and French, 6 -7 Jan 2011, Ramnarain Ruia College, Mumbai, India. (Submitted)

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Abstract

Learning Activity Management System Version 2.3 (LAMS V2.3) is a learning design resource for managing and delivering online collaborative learning activities. LAMS V2.3 is
currently being used to teach in 80 countries and has been translated into 28 languages.
According to Dalziel (2003) learning design has the potential to revolutionise e-learning by capturing the process of education, rather than simply content. Through the lens of multimodal theory, as a framework for analysis (see Jewitt 2006), this paper interrogates what real difference learning design resources can make for learning on an English for Speakers of Other Languages (ESOL) teacher education course in the UK. This paper draws on data produced through a pilot project with 16 ESOL teacher education course participants. Data was collected through documenting online tasks, discussions and feedback as well as through a structured questionnaire for evaluation. Through an analysis of the experience of learners and the course tutor this paper examines whether
LAMS can:

1) Support the contextualised development and integration of ILT(Information Learning Technology) in ESOL teacher education programmes
2) Support active and reflective online learning practice
3) Encourage reflective thinking and support differentiated, self paced and collaborative online teaching/ learning practice.

The key findings of this paper suggests that LAMS offers different ‘filters’ for critical engagement with learning which interplay with means of representation and communication. The potential to reconfigure teacher/learner subjectivity and agency through ‘learner autonomy’ depends on how teachers/learners (dis)engage with the ways in which they are positioned and position themselves in terms of pedagogic roles and the (de)construction of knowledge.

Item Type: Conference or Conference Paper (Paper)
Uncontrolled Keywords: technology enhanced learning, ESOL teacher education
Subjects: L Education > LB Theory and practice of education
Pre-2014 Departments: School of Education
School of Education > Department of Professional Learning & Development
Related URLs:
Last Modified: 14 Oct 2016 09:12
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/4742

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