Hipermodality and virtual teaching strategies: conceptual reflections
Keywords:
web 2.0, pedagogy, hipermodality, teaching materials, e-learningAbstract
This piece of work recovers and continues previous research on educational hypermedia and its enactment in relation to the tools and the meaning of Web 2.0. Specifically, we formed a test device that includes the interaction of three core pedagogical components of an experience teaching postgraduate level of Quilmes Virtual University Program: Educational platform that provides the design of collaborative workspaces; the implementation of teaching strategies that promote comprehension activities, the deep analysis of "communities of practice" (Wenger, 2001); and the design of a didactic material called "educational hypermedia". In the confluence of these elements during the course, it is reconfigured a new, open teaching material which is dialogic, in process and "extended". The analysis of the setting in action of these elements allows to observe how these aspects can be read from the three levels of meaning presented in all multimodal texts proposed by Lemke (2002): Presentational meanings; guiding meanings that refer to recipients; and organizational meanings having to do with the structural units and differential functions of the text or image, and the way they are organized and willing to create senses.References
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