Van Gogh

Van Gogh

Tuesday, September 21, 2004

Multiliteracies & Colaborative Learning

A summary of what I saw:
I have to admit that this is the first time I see the different "programs" (are these software programs?) that allow learning with such technological tools. In the title of the lecture, Good announces that these tools are (1)synchronous, (2) collaborative and (3) academic. As they are synchronous and collaborative, they must offer text chat, voice, presence (we have to be able to see when others are online and when if they're available), instant messaging, and they should have the capacity to invite more than two people at a time. As they are academic, they should also offer file sharing and signaling. Goods also mentions some criteria to evaluate these technological tools before buying: rapid response, cross-platform, customer support, price and try-outs.


Now, what is multiliteracies in Collaborative Learning Environments?
I think multiliteracies in these kinds of environment is being aware that these technological tools exist, identiying their features and taking the most advantage while using them. This just means to use them effectively. So if a program offers, for example, the capacity to take notes while in a lecture, the multiliterate person would then take notes.

How do I think multiliteracies might apply to collaborative learning environments? The tools indeed offer people the opportunity to interact and construct meaning together. Learners can exchange ideas through, for example, text or voice chat.

A thought:
After looking at the prices of the different examples, my worries about multiliteracy increasing the gap between the wealthy and the poor grow.

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