Σχεδίαση εκπαιδευτικού υλικού υπερμεσικών κόμικς από μαθητές με βάση τις μαθησιακές τους προτιμήσεις
Students as designers of educational material in the form of hypermedia comics based upon their learning preferences
Βασιλικοπούλου, Μαριάνθη Ιωάννης
The application of multiliteracies in school practice, as a necessity of modern education, involves students in viewing, creating and critiquing multimodal texts, which may include spoken, written, visual, aural and interactive elements. The present thesis proposes a new didactic approach, mainly in Language Arts in an interdisciplinary approach, complementary to traditional practices for the promotion of school children’s acquisition of technologically - based literacies or multiliteracies via the process of hypermedia comics’ creation. This approach has two parameters. First, comics are created by students themselves, based upon their learning preferences and experiences in order to achieve the objectives of a given lesson. Then, student-made comics are hypermedia, created with digital tools. So, students as script writers and illustrators by using their narrative knowledge design and present a learning product, multimodal narrative in hypermedia comics’ format meaningful to them via a guided process in conditions of authentic communication. They also aim to solve a real-world problem based upon their cultural experience, following well - designed educational activities (structured activities, worksheets, plot diagram, assessment rubrics for self - and peer - assessment) and taking advantage of New Media by using digital tools as CoSy_ComicStripCreator and ComicLab which allow input of hyperlinks to more text, sound and video files. After completing their comics, students self- and peer- assess their products, using grading rubrics and post them on school website. The proposed didactic approach was tested and evaluated both qualitatively and quantitatively in three authentic school environments via six case studies: one case study in an informal school literacy context; two case studies in a semi - formal literacy context (complementary to curriculum) on the subject of the Equality of Two Sexes and Intra-school Violence (Modern Greek Language, Informatics); two case studies in a formal literacy context (curriculum-based): on the subject of Alimentary Habits and Diet (Modern Greek Language) and 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. Furthermore, a teachers’ guide (with proposed learning scenarios, worksheets, assessment rubrics, and questionnaire) was also created. The results of the research evaluation indicated that the proposed teaching 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, effectively use language and their creative potential. Student-made comics had originality, imagination and diversity based on students’ preferences and experiences. Additionally, the learning atmosphere was entertaining, engaging and motivated all students to participate enthusiastically in the teaching process.