This article outlines a research-informed approach to the development of storytelling materials and activities created by means of digital resources. Drawing primarily upon research on Emergency Remote Teaching (ERT) carried out at the University of Verona, the presentation will consider ways in which digital resources afford opportunities to explore the multiple layers of meaning found in narratives. Our aim was to investigate ways in which the subjective experience of each learner could be brought to the surface through integrated skills work and critical thinking. In responding to a key consideration expressed by both teachers and learners in our study, we will exemplify how such materials can give rise to meaningful classroom interactions. We view materials as being elements of what may be termed as learning design, acting as unique building blocks to each learning experience. This may be fostered, on the one hand, through the process of constructing and deconstructing stories, enabling learners to exploit the generative power of ready-made materials, in a personal act of recreation. On the other hand, we also consider learner-generated materials where the students themselves are the storytellers and their very own content can be used for further extension of their learning.

A PIlot Study of Visual Thinking Strategies in EFL Written Production: Putting the Learner at the Heart of the Process

Sharon Hartle
;
Giorgia Andreolli
2021-01-01

Abstract

This article outlines a research-informed approach to the development of storytelling materials and activities created by means of digital resources. Drawing primarily upon research on Emergency Remote Teaching (ERT) carried out at the University of Verona, the presentation will consider ways in which digital resources afford opportunities to explore the multiple layers of meaning found in narratives. Our aim was to investigate ways in which the subjective experience of each learner could be brought to the surface through integrated skills work and critical thinking. In responding to a key consideration expressed by both teachers and learners in our study, we will exemplify how such materials can give rise to meaningful classroom interactions. We view materials as being elements of what may be termed as learning design, acting as unique building blocks to each learning experience. This may be fostered, on the one hand, through the process of constructing and deconstructing stories, enabling learners to exploit the generative power of ready-made materials, in a personal act of recreation. On the other hand, we also consider learner-generated materials where the students themselves are the storytellers and their very own content can be used for further extension of their learning.
Visual Thinking Strategies, Learning design, English Language Teaching, learner generated materials
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11562/1057955
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