Two (or three) cards for learning: a Moodle interface for 21st century pedagogies
Interface is key to transforming the user into an engaged learner. The learner is not just as a consumer of digital objects but is a cognitively and socially connected individual; hence the digital objects must convey coherence and connectedness within and beyond the module itself.
The interface was built around two or three dialogically related/connected cards.
Moodle is used as a dynamic and productive repository – an analogy would be the difference between a dormant bank account and a high yield investment account.
From the learner’s point of view:
- The [language] learner must become a [language] user (Common European Framework of Reference for Languages); the process inverts the interface concept articulated above; hence, technology becomes a means of transforming learners into active [language] users;
- informal and formal learning should be clearly reconciled and encouraged;
- connections between the variety of modules on learners’ programmes should be promoted.
From the practitioner’s point of view:
- second language acquisition theories can inform the development of online learning theories for learning in general.
- Novel arguments for language learning are likely to emerge.
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