Σχεδίαση εκπαιδευτικού υλικού υπερμεσικών κόμικς από μαθητές με βάση τις μαθησιακές τους προτιμήσεις
Βασιλικοπούλου, Μαριάνθη Ι.
In the new century teaching through comics becomes rather popular. However, the existing didactic approaches either promote reading of comics or student-made comics created conventionally (with paper and pencil) in the context of informal literacy. The core philosophy of the proposed didactic approach is that students could create hypermedia comics using well - designed educational activities (structured activities, self - assessment or peer - assessment by rubrics), taking advantage of New Media. Thus, students will not be passive receivers or simply readers of printed comics but active learners when designing collaboratively their own hypermedia comics based upon their personal and cultural experiences. The evaluation of the proposed didactic approach was conducted via six case studies: one case study of 76 students in an informal school literacy context; two case studies in a semi - formal literacy context (complementary to curriculum): 25 students of 3rd grade of Greek High school on the subject of the Equality of Two Sexes and 28 students of 1st grade of Greek High School on the subject of the Intra-school Violence; two case studies in a formal literacy context (curriculum- based): 26 students of 1st grade of Greek High school on the subject of Alimentary Habits and Diet (Modern Greek Language) and 28 students of 2nd grade of Greek High school on the subject of the adaptation of scenes of Iliad (Translated Ancient Greek Literature). An additional case study of 15 teachers sample was also conducted. The results of the research evaluation indicated that the proposed didactic approach is effective in learning and it could enrich the traditional school practices with regards to the learning goals of helping students acquire narrative and multiliteracy skills, understand curriculum subject and effectively use language and their creative potential. Student-made comics were imaginative, original and diverse, based upon preferences and experiences of students. Additionally, the learning atmosphere was entertaining, engaging and motivated all students to participate enthusiastically in teaching process. The proposed teaching strategy has also been applied in several other countries apart from Greece (Italy, England, Spain, Cyprus, UK, Czech Republic).