Abstract:

In this paper, we will present a methodology for collaborative and cooperative literature review in multimodal and multigenre learning scenarios. This goal is the development of (creative) learning scenarios in distance or hybrid learning contexts, which promote multimodal mapping of syllabuses topics and the improvement of multiliteracies (information literacy, visual literacy, digital literacy).

Two learning scenarios are proposed. In the collaborative learning scenario, students are divided into groups and each group works on a scientific paper/textbook excerpt related to the syllabus topic currently being studied. In the cooperative learning scenario, students are divided into groups and each group is assigned a syllabus topic to work on.

The methodology is divided into the following steps:
1. Creating a virtual wall (Padlet) and choosing the right material, highlighting the characteristics of the genres studied (scientific paper, abstract, literature review);
2. Introducing the mind mapping technique and instructing students to create a mind map of the chosen material, using tools like MindMeister, Coogle, MindMup…;
3. Writing collaboratively a summary of the material with the aid of the mind map previously created;
4. Creating a graphical abstract, using digital tools, like Canva, Genially, Venngage…;
5. Assessing the peers work, using a checklist, and inviting students to record a short summary of a peer's work.

The result is a multimodal literature review in the form of written and graphical abstracts and recorded summaries.

Teachers will learn to create virtual scenarios, develop learning guidelines and apply a methodology for the co-construction of knowledge and its creative communication. This methodology is intended to help students autonomously take ownership of their area of expertise through the creation of digital content. We will present the application of this methodology in the context of a teacher training session.

Keywords:

Learning scenarios, multimodality, cooperative learning, collaborative learning.