Challenges in Using Cloud Technology for Promoting Learner Autonomy in a Spanish Language Course: Reshaping Pedagogical Design
In a digitally networked classroom, the learner connects with peers, instructors, and open resources, be they human experts or online resources in non-linear combinations. As a result, the learner must navigate a complex web of associations and pathways. Thus the teacher practitioner who uses the networked medium as the platform for facilitating language learning has the challenge of developing methodologies, task-based activities, and a selection of tools to frame a learning ground that will provide maximum opportunity for the student to strengthen learning. This chapter will present a case study of a teacher practitioner’s pedagogical design process in an online undergraduate course, “Advanced Grammar and Culture through Social Media.” The main focus of this case study is to identify key challenges for pedagogical design and offer the rhizomatic approach as a model to promote learner autonomy.
Kannan, J., & Munday, P. (2017). Challenges in using cloud technology for promoting learner autonomy in a Spanish language course: Reshaping pedagogical design. In B. Gurung & M. Limbu (Eds.), Integration of cloud technologies in digitally networked classrooms and learning communities (pp. 261-290). IGI Global. Doi: 10.4018/978-1-5225-1650-7.ch016