Abstract:

Modern, improved and student-centred education only makes sense if supported by digital tools and web 2.0 applications to be used in the educational process. The digital knowledge-based society today requires teachers to confidently use information society technologies, as well as to use a variety of educational applications actively, creatively and critically. However, the practical application of digital pedagogical methodology represents a major challenge for teachers, as it requires them not only to embrace new ways of teaching but also to rethink and review traditional methodological toolkit. The aim of this qualitative descriptive study was to assess, based on my teaching experience, the application of the platform miro.com in higher education through the methodological processing of contemporary short stories about food to promote collaborative e-learning, while seeking to exploit the gastronomy-related results of applied semiotics (gastrosemiotics). Special attention is given in the paper to gastronomic motifs, in particular the experience and meaning creation due to the effect of food descriptions, as well as the symbolism of memories and food or investigation and food. From a pedagogical viewpoint, constructivist pedagogy and, from the standpoint of literary criticism, reception-oriented literary theories are employed to provide a general framework of orientation. The rethink of the relationships between digitalisation, collaborative learning and forms and methods of organising learning, in particular the investigation into the role of applications and web platforms that can be applied effectively in, inter alia, higher education, played an important role in building the theoretical framework.

Keywords:

Digital pedagogical methodology, miro, com, collaborative e-learning, gastro-semiotics.