Informações sobre o curso
4.9
13 classificações
2 avaliações

100% online

Comece imediatamente e aprenda em seu próprio cronograma.

Prazos flexíveis

Redefinir os prazos de acordo com sua programação.

Aprox. 16 horas para completar

Sugerido: 5 hours/week...

Inglês

Legendas: Inglês

100% online

Comece imediatamente e aprenda em seu próprio cronograma.

Prazos flexíveis

Redefinir os prazos de acordo com sua programação.

Aprox. 16 horas para completar

Sugerido: 5 hours/week...

Inglês

Legendas: Inglês

Programa - O que você aprenderá com este curso

Semana
1
4 horas para concluir

Module 1: Course Orientation + Multimodal Meaning and Synesthesia

This module introduces the key ideas of the course: communication, representation (or making meanings for oneself as an aid to thinking), and the design of meaning. Today, our tools for communication and representation have been widely expanded by digital tools. For these reasons, we need to extend our literacy pedagogy to encompass literacies in the plural, including a wider range of modes of meaning than alphabetic text alone....
4 vídeos (total de (Total 31 mín.) min), 8 leituras, 2 testes
4 videos
8.2 Design and Multimodality8min
8.3 A Grammar of Multimodal Meaning11min
8.4 Synesthesia or Mode Switching3min
8 leituras
Syllabus10min
Task Overview - How to Pass This Course10min
About the Discussion Forums10min
Take this Course as a Stepping Stone for a University of Illinois Certificate, Masters, or Doctorate - Fully Online!10min
Updating Your Profile10min
Social Media10min
"Regimes of Literacy," Kalantzis and Cope10min
Related Readings10min
1 exercício prático
Orientation Quiz12min
Semana
2
9 horas para concluir

Module 2: Making Meaning by Reading + Making Meaning by Writing + Making Visual Meaning

This module begins with an overview of the conventional focus of literacy pedagogy – reading and writing. In its second half, the module applies a parallel set of tools to analysis of visual meanings....
16 vídeos (total de (Total 122 mín.) min), 3 leituras, 3 testes
16 videos
9.2 Learning to Read: Reading for Meaning8min
10.1 The Nature of Writing10min
10.2 Traditional Grammar and Its Impossibilities11min
10.3 Chomsky’s Grammar5min
10.4 Halliday’s Grammar2min
10.5 A Grammar of Multiliteracies6min
10.6 The Writing Process14min
11.1 The Contemporary Significance of Visual Meanings6min
11.2 Designs of Visual Meanings8min
11.3 Perceptual Images and Mental Images7min
11.4 A Grammar of the Visual7min
11.5 Deconstructing Images5min
11.6 Image Making as Design6min
11.7 Parsing Images7min
11.8 Multimodal Pedagogy in Practice3min
3 leituras
Related Readings10min
Related Readings10min
Related Readings10min
Semana
3
9 horas para concluir

Module 3: Making Spatial, Tactile, and Gestural Meanings + Making Audio and Oral Meanings + Literacies to Think and to Learn

In this third module of the course, we examine spatial, tactile, gestural, audio, and oral meanings – all today part of a wider repertoire of teaching and learning that we call "literacies" in the plural, or "multiliteracies." In the final section of the module, we explore how we use literacies to think in characteristically "academic" ways. In this sense, literacies play a critical supportive role in the learning process....
13 vídeos (total de (Total 126 mín.) min), 3 leituras, 3 testes
13 videos
12.2 A Grammar of Spatial Meaning7min
12.3 Tactile Meanings7min
12.4 A Grammar of Tactile Meaning7min
12.5 Gestural Meanings9min
12.6 A Grammar of Gestural Meanings7min
13.1 Making Audio Meanings7min
13.2 Making Meanings Using Oral Language10min
13.3 Synesthesia and Mode Shifting Between Oral and Written Meanings10min
13.4 Classroom Discussion in Speech and Writing16min
14.1 Literacies to Think and to Learn10min
14.2 On Human Meaning Systems9min
14.3 Academic Literacies as Ways of Thinking10min
3 leituras
Related Readings10min
Related Readings10min
Related Readings10min
Semana
4
13 horas para concluir

Module 4: Literacies and Learner Differences + Literacies Standards and Assessment

The final module of the course examines the question of learner differences – including literacies learning at different age levels and second language learning. We also explore strategies for differentiated instruction. Finally, we investigate the range of assessment strategies that can be used to diagnose learner needs, offer feedback during the learning process, and evaluate learning outcomes....
13 vídeos (total de (Total 127 mín.) min), 2 leituras, 5 testes
13 videos
15.2 The Effects of Learner Differences16min
15.3 Literacies Learning and Development9min
15.4 Recognizing Learner Differences in Literacies Pedagogy6min
15.5 Complexities of Learner Differences9min
15.6 Differentiated Literacies Instruction11min
16.1 Approaches to Literacy Standards and Assessment6min
16.2 Standardized and Norm-referenced Assessment5min
16.3 Criterion Referenced Assessment6min
16.4 Progress Assessment3min
16.5 Select and Supply Response Assessments12min
16.6 Rubric-Based Peer and Formative Assessment9min
16.7 Big Data and the Future of Assessment18min
2 leituras
Related Readings10min
Related Readings10min

Instrutores

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Dr William Cope

Professor
Department of Education Policy, Organization & Leadership, College of Education
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Dr Mary Kalantzis

Professor
College of Education

Sobre Universidade de Illinois em Urbana-ChampaignUniversidade de Illinois em Urbana-Champaign

The University of Illinois at Urbana-Champaign is a world leader in research, teaching and public engagement, distinguished by the breadth of its programs, broad academic excellence, and internationally renowned faculty and alumni. Illinois serves the world by creating knowledge, preparing students for lives of impact, and finding solutions to critical societal needs. ...

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