This study aims to determine the improvement of student learning outcomes of class XII sciene semester 2 totaling 32 students by applying the Inquiry model to the voltaic cell material. The research method used is Classroom Action Research which consists of four stages, namely planning, action, observation, and reflection. This classroom action research was conducted in two cycles, the first cycle on the Cell Potential sub-concept, while the second cycle on the Voltaic Cell sub-concept. Data collection techniques were carried out by tests, observation sheets, and student response questionnaires to the learning process. The data analysis technique was qualitatively based on descriptive analysis of the results of the average calculation of the cognitive test results. Before the application of the inquiry model, the students' cognitive average value was 52.81 and after the application of the learning model with the inquiry model it became 67.41 with 44.00% classical completeness in the first cycle, then increased to 81,00 with 81,25% classical completeness in the second cycle. Most of the students' attitudes were positive towards learning with the Inquiry model and students were also more active in the learning process.
{"title":"PENERAPAN MODEL INKUIRI MENGGUNAKAN MEDIA BAHAN ALAM UNTUK MENINGKATKAN HASIL BELAJAR SEL VOLTA","authors":"Maya Mutiasari","doi":"10.33830/jlt.v1i2.4409","DOIUrl":"https://doi.org/10.33830/jlt.v1i2.4409","url":null,"abstract":"This study aims to determine the improvement of student learning outcomes of class XII sciene semester 2 totaling 32 students by applying the Inquiry model to the voltaic cell material. The research method used is Classroom Action Research which consists of four stages, namely planning, action, observation, and reflection. This classroom action research was conducted in two cycles, the first cycle on the Cell Potential sub-concept, while the second cycle on the Voltaic Cell sub-concept. Data collection techniques were carried out by tests, observation sheets, and student response questionnaires to the learning process. The data analysis technique was qualitatively based on descriptive analysis of the results of the average calculation of the cognitive test results. Before the application of the inquiry model, the students' cognitive average value was 52.81 and after the application of the learning model with the inquiry model it became 67.41 with 44.00% classical completeness in the first cycle, then increased to 81,00 with 81,25% classical completeness in the second cycle. Most of the students' attitudes were positive towards learning with the Inquiry model and students were also more active in the learning process.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"245 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77296958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to identify the use of Smart Digital Learning (SDL) as an alternative to web-based learning management systems (WLMS), web-based presentations, and web-based modules. The research approach used in this study is the Research and Development method. The data analysis technique uses a descriptive calculation of proportions derived from student response data, expert tests and media tests on the products produced. A total of 72 students from three different classes were included as research respondents. The results of this study found that SDL can facilitate independent learning, arouse student interest in learning, present multimodal texts, can be designed based on learning needs, can be used as a website portfolio, interaction between users must be increased, and requires a stable internet connection.
{"title":"SMART DIGITAL LEARNING: A SNAPSHOT OF WEB-BASED LEARNING MANAGEMENT SYSTEM","authors":"Bejo Sutrisno, Audi Yundayani, F. Alghadari","doi":"10.33830/jlt.v1i2.4179","DOIUrl":"https://doi.org/10.33830/jlt.v1i2.4179","url":null,"abstract":"This study aims to identify the use of Smart Digital Learning (SDL) as an alternative to web-based learning management systems (WLMS), web-based presentations, and web-based modules. The research approach used in this study is the Research and Development method. The data analysis technique uses a descriptive calculation of proportions derived from student response data, expert tests and media tests on the products produced. A total of 72 students from three different classes were included as research respondents. The results of this study found that SDL can facilitate independent learning, arouse student interest in learning, present multimodal texts, can be designed based on learning needs, can be used as a website portfolio, interaction between users must be increased, and requires a stable internet connection.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79615457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses an innovation of facilities and infrastructure to support the quality of education in Indonesia. Difficulties in the distribution and outreach of facilities and infrastructure such as textbooks to schools that are far from the center of government are also an obstacle. This causes the problem of uneven distribution of education in Indonesia. For this reason, innovation is needed so that students access the information they should get easily and affordable throughout the archipelago. The purpose of writing this article is to explain the effect of using technology media, namely electronic books or ebooks for schools. This research is a literature study. This article discusses the use of electronic books or ebooks as supporting educational facilities and infrastructure after the Covid-19 pandemic.
{"title":"E-BOOK SEBAGAI INOVASI DALAM PEMENUHAN SARANA DAN PRASARANA PENDIDIKAN BERBASIS TEKNOLOGI DI ERA DIGITAL PASCA PANDEMI COVID-19","authors":"Raihani Afifah, Petra Kristi Mulyani","doi":"10.33830/jlt.v1i2.4178","DOIUrl":"https://doi.org/10.33830/jlt.v1i2.4178","url":null,"abstract":"This article discusses an innovation of facilities and infrastructure to support the quality of education in Indonesia. Difficulties in the distribution and outreach of facilities and infrastructure such as textbooks to schools that are far from the center of government are also an obstacle. This causes the problem of uneven distribution of education in Indonesia. For this reason, innovation is needed so that students access the information they should get easily and affordable throughout the archipelago. The purpose of writing this article is to explain the effect of using technology media, namely electronic books or ebooks for schools. This research is a literature study. This article discusses the use of electronic books or ebooks as supporting educational facilities and infrastructure after the Covid-19 pandemic.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91242800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There has been increasing interest in the use of Fourth Industrial Revolution technologies such as artificial intelligence to help achieve the Sustainable Development Goals. Recently, multilateral organizations have sponsored initiatives to make countries aware of the benefits of using artificial intelligence for sustainable development and to educate citizens to improve quality of life. This paper explores aspects of employing artificial intelligence for sustainable development, with a focus on lifelong learning, and inclusive and equitable quality education. Data are drawn from a thematic review of 32 academic peer-reviewed journal articles and interviews with six international experts. Findings include examples of benefits and challenges of artificial intelligence to address sustainable development and education.
{"title":"Artificial Intelligence in the Fourth Industrial Revolution to Educate for Sustainable Development","authors":"M. Ally, Kirk Perris","doi":"10.21432/cjlt28287","DOIUrl":"https://doi.org/10.21432/cjlt28287","url":null,"abstract":"There has been increasing interest in the use of Fourth Industrial Revolution technologies such as artificial intelligence to help achieve the Sustainable Development Goals. Recently, multilateral organizations have sponsored initiatives to make countries aware of the benefits of using artificial intelligence for sustainable development and to educate citizens to improve quality of life. This paper explores aspects of employing artificial intelligence for sustainable development, with a focus on lifelong learning, and inclusive and equitable quality education. Data are drawn from a thematic review of 32 academic peer-reviewed journal articles and interviews with six international experts. Findings include examples of benefits and challenges of artificial intelligence to address sustainable development and education.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"361 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90294723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Self-paced online learning provides great flexibility for learning, yet it brings some inherent learning barriers because of the nature of this educational paradigm. This review paper suggests some corresponding strategies to address these barriers in order to create a more supportive self-paced online learning environment. These strategies include a) increasing students’ self-awareness of learning, b) identifying struggling students, and c) facilitating mastery learning.Focusing on Science, Technology, Engineering, and Mathematics (STEM) disciplines’ delivery of self-paced online learning, this paper reviewed the role of formative assessment for learning. It is proposed that systematically designing and embedding adaptive practicing in STEM courses would be an effective learning design solution to implement these strategies. By examining the goals and context of adaptive practicing requested in this study, the feature requirements are depicted for such an adaptive practicing model. The models and techniques that can be used for adaptive assessment were then reviewed. Based on the review results, this paper argues that a reinforcement learning-based adaptive practicing model would be the best option to meet those feature requirements. Finally, we point out a research gap in this field and suggest a future research direction for ourselves and other researchers.
{"title":"Removing Learning Barriers in Self-paced Online STEM Education","authors":"Hongxin Yan, Dr. Fuhua Lin, Dr. Kinshuk","doi":"10.21432/cjlt28264","DOIUrl":"https://doi.org/10.21432/cjlt28264","url":null,"abstract":"Self-paced online learning provides great flexibility for learning, yet it brings some inherent learning barriers because of the nature of this educational paradigm. This review paper suggests some corresponding strategies to address these barriers in order to create a more supportive self-paced online learning environment. These strategies include a) increasing students’ self-awareness of learning, b) identifying struggling students, and c) facilitating mastery learning.Focusing on Science, Technology, Engineering, and Mathematics (STEM) disciplines’ delivery of self-paced online learning, this paper reviewed the role of formative assessment for learning. It is proposed that systematically designing and embedding adaptive practicing in STEM courses would be an effective learning design solution to implement these strategies. By examining the goals and context of adaptive practicing requested in this study, the feature requirements are depicted for such an adaptive practicing model. The models and techniques that can be used for adaptive assessment were then reviewed. Based on the review results, this paper argues that a reinforcement learning-based adaptive practicing model would be the best option to meet those feature requirements. Finally, we point out a research gap in this field and suggest a future research direction for ourselves and other researchers.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"183 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74641728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Time seems to be moving at lightning speed with busyness unsustainably being “celebrated” and not allowing for sufficiently deep interaction with learning content, others, and the experience of which we are part, including our interactions in videoconferencing sessions. One benefit of videoconferencing is that it can address time and distance boundaries. With this advantage also comes a challenge - the pressures of time and time not being used purposefully often negatively impact the online learning experience and the digital wellness of its participants. Considering that, the reported study inquired: what are the videoconferencing guidelines in relation to temporal space to support digital wellness in online learning in higher education? Drawing on a systematic review of the relevant literature of the last decade, temporal guidelines have been distilled to promote the design of videoconferencing-based learning that is conducive to successful learning while maintaining digital well-being. The article organizes the literature review findings according to the categories identified through the secondary data analysis of its three preceding studies. Based upon 42 articles that met the inclusion and exclusion criteria in the first phase of the research design, we negotiated and determined thirteen temporal guideline themes described as time management, essentialism, purposefulness, agility, social presence, attention, inclusion, cooperation, respect, technology preparedness, creativity, evaluation, and safety. Further research is recommended to explore the various aspects of design in more depth and tackle the less frequently addressed themes of creativity, evaluation, and safety, focusing on pedagogy and human-centred approaches.
{"title":"It’s Happy Hour Somewhere: Videoconferencing Guidelines for Traversing Time and Space","authors":"A. Palalas, Rebecca E. Heiser, Ashley Gollert","doi":"10.21432/cjlt28267","DOIUrl":"https://doi.org/10.21432/cjlt28267","url":null,"abstract":"Time seems to be moving at lightning speed with busyness unsustainably being “celebrated” and not allowing for sufficiently deep interaction with learning content, others, and the experience of which we are part, including our interactions in videoconferencing sessions. One benefit of videoconferencing is that it can address time and distance boundaries. With this advantage also comes a challenge - the pressures of time and time not being used purposefully often negatively impact the online learning experience and the digital wellness of its participants. Considering that, the reported study inquired: what are the videoconferencing guidelines in relation to temporal space to support digital wellness in online learning in higher education? Drawing on a systematic review of the relevant literature of the last decade, temporal guidelines have been distilled to promote the design of videoconferencing-based learning that is conducive to successful learning while maintaining digital well-being. The article organizes the literature review findings according to the categories identified through the secondary data analysis of its three preceding studies. Based upon 42 articles that met the inclusion and exclusion criteria in the first phase of the research design, we negotiated and determined thirteen temporal guideline themes described as time management, essentialism, purposefulness, agility, social presence, attention, inclusion, cooperation, respect, technology preparedness, creativity, evaluation, and safety. Further research is recommended to explore the various aspects of design in more depth and tackle the less frequently addressed themes of creativity, evaluation, and safety, focusing on pedagogy and human-centred approaches.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"119 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79410024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vivekanandan S. Kumar, M. Ally, A. Tsinakos, H. Norman
Over the past decade, opportunities for online learning have dramatically increased. Learners around the world now have digital access to a wide array of corporate trainings, certifications, comprehensive academic degree programs, and other educational and training options. Some organizations are blending traditional instruction methods with online technologies. Blended learning generates large volumes of data about both the content (quality and usage) and the learners (study habits and learning outcomes). Correspondingly, the need to properly process voluminous, continuous, and often disparate data has prompted the advent of cognification. Cognification techniques design complex data analytic models that allow natural intelligence to engage artificial smartness in ways that can enhance the learning experience. Cognification is the approach to make something increasingly, ethically, and regulatably smarter. This article highlights how emerging trends in cognification could disrupt online education.
{"title":"Cognification in Learning, Teaching, and Training","authors":"Vivekanandan S. Kumar, M. Ally, A. Tsinakos, H. Norman","doi":"10.21432/cjlt28261","DOIUrl":"https://doi.org/10.21432/cjlt28261","url":null,"abstract":"Over the past decade, opportunities for online learning have dramatically increased. Learners around the world now have digital access to a wide array of corporate trainings, certifications, comprehensive academic degree programs, and other educational and training options. Some organizations are blending traditional instruction methods with online technologies. Blended learning generates large volumes of data about both the content (quality and usage) and the learners (study habits and learning outcomes). Correspondingly, the need to properly process voluminous, continuous, and often disparate data has prompted the advent of cognification. Cognification techniques design complex data analytic models that allow natural intelligence to engage artificial smartness in ways that can enhance the learning experience. Cognification is the approach to make something increasingly, ethically, and regulatably smarter. This article highlights how emerging trends in cognification could disrupt online education.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"60 1-2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85448201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Construction detail (CD) knowledge is one of the leading learning components in architectural technology (AT) study. The traditional pedagogical method adopts a series of two-dimensional drawings to explain three-dimensional objects. The interactive and immersive features of virtual reality (VR) technology attract attention from the educational sector. While architectural design education has begun exploring integrating VR tools in the classroom, especially in the early design stage, AT is one of the very few subjects that have experimented with VR. This research, undertaken from within a larger, ongoing project, aimed to explore if VR could assist in teaching AT knowledge, especially CD. The project has two phases: phase 1 created several VR lessons that explained specific AT knowledge, using a VR technology currently available for educational purposes; phase 2 adopted a mixed method approach to investigate learners’ experience with the VR lessons created. This paper focuses on the experience in building up a VR learning environment in phase 1. The initial findings after phase 1 showed that the VR technology adopted in this project was not a perfect tool in creating a VR experience in the CD field but could still offer students degrees of virtual reality learning experience.
{"title":"Teaching Architectural Technology Knowledge Using Virtual Reality Technology","authors":"Yilong Lu","doi":"10.21432/cjlt28253","DOIUrl":"https://doi.org/10.21432/cjlt28253","url":null,"abstract":"Construction detail (CD) knowledge is one of the leading learning components in architectural technology (AT) study. The traditional pedagogical method adopts a series of two-dimensional drawings to explain three-dimensional objects. The interactive and immersive features of virtual reality (VR) technology attract attention from the educational sector. While architectural design education has begun exploring integrating VR tools in the classroom, especially in the early design stage, AT is one of the very few subjects that have experimented with VR. This research, undertaken from within a larger, ongoing project, aimed to explore if VR could assist in teaching AT knowledge, especially CD. The project has two phases: phase 1 created several VR lessons that explained specific AT knowledge, using a VR technology currently available for educational purposes; phase 2 adopted a mixed method approach to investigate learners’ experience with the VR lessons created. This paper focuses on the experience in building up a VR learning environment in phase 1. The initial findings after phase 1 showed that the VR technology adopted in this project was not a perfect tool in creating a VR experience in the CD field but could still offer students degrees of virtual reality learning experience.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87415136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Industry 4.0 advancements in technology are creating a dynamic and fast changing world that affects how we live and work. Educators need to rethink existing teaching approaches to better prepare learners for future careers that Industry 4.0 will create. The World Economic Forum defined a new education model, called Education 4.0, which contains eight major changes to redefine learning in the new economy. Heutagogy, or self-determined learning, is an approach that promotes critical thinking, social-emotional skills, and life-long learning. These skills are necessary for Education 4.0. The purpose of this paper is to recommend the principles of heutagogy as an effective teaching and learning approach to meet the needs of Education 4.0. The approach of the study examines existing literature on Education 4.0 and heutagogy. A conceptual model that interconnects heutagogy to the four learning principles of Education 4.0 will be offered as a key finding to answer the research question: How does heutagogy in higher online education meet the needs of Education 4.0? The paper provides a base for further research and discussion into how heutagogy and other approaches can support the needs of Education 4.0 to prepare learners for a changing world.
{"title":"The Interconnectivity of Heutagogy and Education 4.0 in Higher Online Education","authors":"Jea-Won Kim","doi":"10.21432/cjlt28257","DOIUrl":"https://doi.org/10.21432/cjlt28257","url":null,"abstract":"Industry 4.0 advancements in technology are creating a dynamic and fast changing world that affects how we live and work. Educators need to rethink existing teaching approaches to better prepare learners for future careers that Industry 4.0 will create. The World Economic Forum defined a new education model, called Education 4.0, which contains eight major changes to redefine learning in the new economy. Heutagogy, or self-determined learning, is an approach that promotes critical thinking, social-emotional skills, and life-long learning. These skills are necessary for Education 4.0. The purpose of this paper is to recommend the principles of heutagogy as an effective teaching and learning approach to meet the needs of Education 4.0. The approach of the study examines existing literature on Education 4.0 and heutagogy. A conceptual model that interconnects heutagogy to the four learning principles of Education 4.0 will be offered as a key finding to answer the research question: How does heutagogy in higher online education meet the needs of Education 4.0? The paper provides a base for further research and discussion into how heutagogy and other approaches can support the needs of Education 4.0 to prepare learners for a changing world.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84729640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Online learning has gained increasing attention during the COVID-19 pandemic. Teachers face social exigencies to design ways of knowledge dissemination in online instruction. We posit that understanding how knowledge can be represented in successful online academic genres can inform teachers on how they can design students’ online learning experiences. This study examined how scientific knowledge is disseminated in one of the most widespread academic genres, TED Talks, which share discoursal similarities with other academic genres such as online lectures. This study adopted a systemic functional multimodal discourse analysis approach to explore how a presenter used speech, images, and gestures to disseminate knowledge. The analysis shows that a presenter orchestrates speech, images, and gestures strategically to clarify the scientific ideas and engage the audience. Based on understanding how the three semiotic modes are used to disseminate scientific knowledge in accessible and engaging ways, this paper discusses how insights on multimodal orchestration can function as a heuristic tool to inform design in online learning.
{"title":"Designing Knowledge Dissemination in a Digital Era – Analysing TED Talk’s Multimodal Orchestration","authors":"Jingxin Jiang, Fei Victor Lim","doi":"10.21432/cjlt28263","DOIUrl":"https://doi.org/10.21432/cjlt28263","url":null,"abstract":"Online learning has gained increasing attention during the COVID-19 pandemic. Teachers face social exigencies to design ways of knowledge dissemination in online instruction. We posit that understanding how knowledge can be represented in successful online academic genres can inform teachers on how they can design students’ online learning experiences. This study examined how scientific knowledge is disseminated in one of the most widespread academic genres, TED Talks, which share discoursal similarities with other academic genres such as online lectures. This study adopted a systemic functional multimodal discourse analysis approach to explore how a presenter used speech, images, and gestures to disseminate knowledge. The analysis shows that a presenter orchestrates speech, images, and gestures strategically to clarify the scientific ideas and engage the audience. Based on understanding how the three semiotic modes are used to disseminate scientific knowledge in accessible and engaging ways, this paper discusses how insights on multimodal orchestration can function as a heuristic tool to inform design in online learning.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77845009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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