TY - JOUR

T1 - Multiliteracies and active learning in CLIL-the development of LearnWeb2.0

AU - Marenzi, Ivana

AU - Zerr, Sergej

N1 - Funding Information: The authors wish to thank Professor Rita Kupetz (Leibniz University of Hannover) as well as Professor Anthony Baldry and Deirdre Kantz (University of Pavia) for their support. This work was supported in part by a grant from the EU Network of Excellence STELLAR.

PY - 2012

Y1 - 2012

N2 - This paper discusses the development of LearnWeb2.0, a search and collaboration environment for supporting searching, organizing, and sharing distributed resources, and our pedagogical setup based on the multiliteracies approach. In LearnWeb2.0, collaborative and active learning is supported through project-focused search and aggregation, with discussion and comments directly linked to the resources. We are developing the LearnWeb2.0 platform through an iterative evaluation-driven design-based research approach-this paper describes the first iteration and part of the second one. In the first iteration, we developed LearnWeb2.0 and evaluated it in two Content and Language Integrated Learning (CLIL) courses We followed the multiliteracies approach, using authentic content from a variety of sources and contexts to provide important input for CLIL. We present evaluation design and results for both courses, and discuss how the differences in both scenarios influenced student performance and satisfaction. In the second iteration, we improved LearnWeb2.0 based on these experiences-we describe improvements as well as problems addressed. Finally, we sketch the evaluation planned for the second cycle, and close with a reflection of our experiences with the design-based research approach for developing a collaborative learning environment, and on multiliteracies as a suitable approach for CLIL.

AB - This paper discusses the development of LearnWeb2.0, a search and collaboration environment for supporting searching, organizing, and sharing distributed resources, and our pedagogical setup based on the multiliteracies approach. In LearnWeb2.0, collaborative and active learning is supported through project-focused search and aggregation, with discussion and comments directly linked to the resources. We are developing the LearnWeb2.0 platform through an iterative evaluation-driven design-based research approach-this paper describes the first iteration and part of the second one. In the first iteration, we developed LearnWeb2.0 and evaluated it in two Content and Language Integrated Learning (CLIL) courses We followed the multiliteracies approach, using authentic content from a variety of sources and contexts to provide important input for CLIL. We present evaluation design and results for both courses, and discuss how the differences in both scenarios influenced student performance and satisfaction. In the second iteration, we improved LearnWeb2.0 based on these experiences-we describe improvements as well as problems addressed. Finally, we sketch the evaluation planned for the second cycle, and close with a reflection of our experiences with the design-based research approach for developing a collaborative learning environment, and on multiliteracies as a suitable approach for CLIL.

KW - collaborative search

KW - Content and language integrated learning

KW - design-based research

KW - multiliteracies

UR - http://www.scopus.com/inward/record.url?scp=84871011395&partnerID=8YFLogxK

U2 - 10.1109/TLT.2012.14

DO - 10.1109/TLT.2012.14

M3 - Article

AN - SCOPUS:84871011395

VL - 5

SP - 336

EP - 348

JO - IEEE Transactions on Learning Technologies

JF - IEEE Transactions on Learning Technologies

SN - 1939-1382

IS - 4

M1 - 6226349

ER -