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Professional Development

Master of Arts in English First sem. 22-23


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Module 1: Course Orientation + Multimodal Meaning and Synesthesia

 4 hours to complete
This module introduces the key ideas of the course: communication, representation (or making meanings for oneself as an aid to thinking), and the design of meaning. Today, our tools for communication and representation have been widely expanded by digital tools. For these reasons, we need to extend our literacy pedagogy to encompass literacies in the plural, including a wider range of modes of meaning than alphabetic text alone.
4 videos
8.1 Introduction - Representation, Communication and Design7m
8.2 Design and Multimodality8m
8.3 A Grammar of Multimodal Meaning11m
8.4 Synesthesia or Mode Switching3m

8 readings

Syllabus10m
Task Overview - How to Pass This Course10m
About the Discussion Forums10m
Updating Your Profile10m
Social Media10m
"Regimes of Literacy," Kalantzis and Cope10m
Related Readings10m

1 practice exercise

Orientation Quiz12m

Module 2: Making Meaning by Reading + Making Meaning by Writing + Making Visual Meaning

 9 hours to complete

This module begins with an overview of the conventional focus of literacy pedagogy – reading and writing. In its second half, the module applies a parallel set of tools to analysis of visual meanings.
16 videos
9.1 Learning to Read: Phonics8m
9.2 Learning to Read: Reading for Meaning8m
10.1 The Nature of Writing10m
10.2 Traditional Grammar and Its Impossibilities11m
10.3 Chomsky’s Grammar5m
10.4 Halliday’s Grammar2m
10.5 A Grammar of Multiliteracies6m
10.6 The Writing Process14m
11.1 The Contemporary Significance of Visual Meanings6m
11.2 Designs of Visual Meanings8m
11.3 Perceptual Images and Mental Images7m
11.4 A Grammar of the Visual7m
11.5 Deconstructing Images5m
11.6 Image Making as Design6m
11.7 Parsing Images7m
11.8 Multimodal Pedagogy in Practice3m
3 readings
Related Readings10m
Related Readings10m
Related Readings10m

Module 3: Making Spatial, Tactile, and Gestural Meanings + Making Audio and Oral Meanings + Literacies to Think and to Learn

 9 hours to complete
In this third module of the course, we examine spatial, tactile, gestural, audio, and oral meanings – all today part of a wider repertoire of teaching and learning that we call "literacies" in the plural, or "multiliteracies." In the final section of the module, we explore how we use literacies to think in characteristically "academic" ways. In this sense, literacies play a critical supportive role in the learning process.
13 videos
12.1 Spatial, Tactile, and Gestural Meanings10m
12.2 A Grammar of Spatial Meaning7m
12.3 Tactile Meanings7m
12.4 A Grammar of Tactile Meaning7m
12.5 Gestural Meanings9m
12.6 A Grammar of Gestural Meanings7m
13.1 Making Audio Meanings7m
13.2 Making Meanings Using Oral Language10m
13.3 Synesthesia and Mode Shifting Between Oral and Written Meanings10m
13.4 Classroom Discussion in Speech and Writing16m
14.1 Literacies to Think and to Learn10m
14.2 On Human Meaning Systems9m
14.3 Academic Literacies as Ways of Thinking10m
3 readings
Related Readings10m
Related Readings10m
Related Readings10m

Module 4: Literacies and Learner Differences + Literacies Standards and Assessment

 13 hours to complete
The final module of the course examines the question of learner differences – including literacies learning at different age levels and second language learning. We also explore strategies for differentiated instruction. Finally, we investigate the range of assessment strategies that can be used to diagnose learner needs, offer feedback during the learning process, and evaluate learning outcomes.
13 videos
15.1 Literacies and Learner Differences11m
15.2 The Effects of Learner Differences16m
15.3 Literacies Learning and Development9m
15.4 Recognizing Learner Differences in Literacies Pedagogy6m
15.5 Complexities of Learner Differences9m
15.6 Differentiated Literacies Instruction11m
16.1 Approaches to Literacy Standards and Assessment6m
16.2 Standardized and Norm-referenced Assessment5m
16.3 Criterion Referenced Assessment6m
16.4 Progress Assessment3m
16.5 Select and Supply Response Assessments12m
16.6 Rubric-Based Peer and Formative Assessment9m
16.7 Big Data and the Future of Assessment18m
2 readings
Related Readings10m
Related Readings10m

Here is the class outline:

1. COUSERA for Sophomore

Aug 13

This should be taken by students with more than 12 units taken

2. COURSERA for JUNIORS

Aug 13

This should be taken by students with more than 30 units taken

3. Synthesis/Research

Sep 5

This lesson will provide opportunities to students and faculty to synthesize teaching and learning experiences this semester using the PROBE model. Students are expected to present their research report and provide other feedback about the mode of education delivery used.

4. Webinars

Sep 12