Teaching / Learning through Web Design, Media Production and Mobile Learning
| Title | Εκμάθηση / Διδασκαλία μέσω Σχεδιασμού Ιστοσελίδων, Παραγωγής Οπτικοακουστικών Μέσων και Φορητής Τεχνολογίας / Teaching / Learning through Web Design, Media Production and Mobile Learning |
| Code | ΕΚΠ 512 |
| Faculty | Philosophy |
| School | English Language and Literature |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Common | No |
| Status | Active |
| Course ID | 600004057 |
Programme of Study: PROGRAMMA METAPTYCΗIAKŌN SPOUDŌN 2016-2017
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Glṓssa, Logotechnía kai PSīfiaká Mésa stīn Ekpaídeusī | Elective Courses | Winter/Spring | - | 7.5 |
| Academic Year | 2018 – 2019 |
| Class Period | Winter |
| Weekly Hours | 3 |
| Class ID | 600133288
|
Course Type 2016-2020
- Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600133288
- eLearning (Moodle):
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- English (Instruction, Examination)
Prerequisites
Required Courses
- ΕΚΠ 511 Learning and Teaching with Technology
Learning Outcomes
After completing the course, students will be able to:
1. design digital applications for use in the language classroom
2. develop suitable material to be uploaded to the applications
3. demonstrate how the applications work and how their content can be applied to language teaching
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Generate new research ideas
- Design and manage projects
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The purpose of this course is to demonstrate how ESL/EFL teachers can design websites and other digital applications, such as WebCT and Canvas learning platforms, so as to enhance teaching and learning. The course will also discuss how to write suitable material to be uploaded to the applications, and students will be required to apply the result to teaching a school class.
Keywords
websites, digital applications, WebCT, learning platforms
Educational Material Types
- Notes
- Slide presentations
- Video lectures
- Podcast
- Audio
- Multimedia
- Interactive excersises
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Description
All lectures and notes will be uploaded on the elearning platform; communication with students will take place via emails.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 78 | 2.8 | ✓ | ||
| Written assigments | 128.1 | 4.7 | ✓ | ||
| Total | 206.1 | 7.5 |
Student Assessment
Student Assessment methods
- Written Assignment (Formative, Summative)
- Performance / Staging (Formative, Summative)
Bibliography
Additional bibliography for study
Androutsopoulos, J. (2008) Discourse-centred online ethnography. In Androutsopoulos, Jannis & Michael Beißwenger (eds.) Data and Methods in Computer-Mediated Discourse Analysis. Special Issue, Language@Internet 5 (2008). http://www.languageatinternet.de
Androutsopoulos, J. (2013) Networked multilingualism: Some language practices on Facebook and their implications. International Journal of Bilingualism.
Androutsopoulos, J. (2014) Computer-mediated Communication and Linguistic Landscapes. In J. Holmes & K. Hazen (eds.) Research Methods in Sociolinguistics: A Practical Guide, 74-90. Wiley-Blackwell
D’Arcy, Α. & Young, Τ.Μ. (2012). “Ethics and social media: Implications for sociolinguistics in the networked public. Journal of Sociolinguistics 16/4, 2012. 532-546
Lees, C. (contribution to edited volume in press) ‘Apo ton “ticho” tu Facebook sti scholiki taxi: i chrisi upokoristikon ke megethintikon stis psifiakes glossikes praktikes mathiton/trion gimnasiu kai protasis gia ti didaskalia tus’ [From the Facebook wall to the classroom: the use of diminutives and augmentatives in the digital language practices of secondary school pupils and proposals for their teaching] Kavala: Saita Publications
Lees, C., Politis, P. & Koutsogiannis, D. (forthcoming) “Roman-alphabeted Greek and Transliteration Practices in Social Media: A View from the Language Practices of Greek Secondary School Pupils on Facebook”. Journal of Greek Media and Culture
Leppänen, S. & Peuronen, S. (2012). Multilingualism on the Internet. In M. Martin-Jones, A. Blackledge & A. Creese (eds.), The Routledge Handbook of Multilingualism. 384-402 Abingdon: Routledge
Sharma, B (2012) “Beyond social networking: performing global Englishes in Facebook by college youth in Nepal”. Journal of Sociolinguistics 16/4. 483-509
Soffer, O. (2010) “Silent Orality”: Toward a Conceptualization of the Digital Oral Feautures in CMC and SMS Texts. International Communication Association, Communication Theory 20. 387-404
Tseliga, Τ. (2007). “It’s all Greeklish to Me!” Linguistic and sociocultural perspectives on Roman-Alphabeted Greek in asynchronous computer-Mediated communication. In Danet, B. & Herring, S.C. (eds.), The Multilingual Internet: Language, Culture and Communication Online. 117-141: Oxford University Press.
Last Update
14-04-2016
