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Engaging Learners with Semiotics
Lessons Learned from Reading the Signs
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Semiotics has explained the cognitive mechanisms of a complex, subtle and important phenomenon affecting all human interactions and communications across socio-cultural, socio-economic groups. Semiotics has captured a durable and enriching functionality from multiple disciplines including psychology, anthropology, sociology, philosophy, marketing and their multidisciplinary off-spring, such as, educational psychology, consumer psychology, visual literacy, media studies, etc. Semiotic treatises have explored critical factors affecting the relationship between any intended message and the message recipientâs interpretation. The factors that shape interpretation inherently affect learning and often directly affect learner engagement with the content. Learning environments have been culturally-laden communication experiences which academics, largely segmented by discipline, have described but often cloaked in semiotic jargon.
Each chapter integrates example after example of semiotics in everyday activities and events, such as stories, graphics, movies, games, infographics, and educational strategies. The chapters also present the most salient semiotic features for learning environments. The book describes semiotics as a communications phenomenon with practical implications for educators to enhance courses and programs with semiotic features in any educational environment but especially in mediated e-learning environments.
Semiotics has explained the cognitive mechanisms of a complex, subtle and important phenomenon affecting all human interactions and communications across socio-cultural, socio-economic groups. Semiotics has captured a durable and enriching functionality from multiple disciplines including psychology, anthropology, sociology, philosophy, marketing and their multidisciplinary off-spring, such as, educational psychology, consumer psychology, visual literacy, media studies, etc. Semiotic treatises have explored critical factors affecting the relationship between any intended message and the message recipientâs interpretation. The factors that shape interpretation inherently affect learning and often directly affect learner engagement with the content. Learning environments have been culturally-laden communication experiences which academics, largely segmented by discipline, have described but often cloaked in semiotic jargon.
Each chapter integrates example after example of semiotics in everyday activities and events, such as stories, graphics, movies, games, infographics, and educational strategies. The chapters also present the most salient semiotic features for learning environments. The book describes semiotics as a communications phenomenon with practical implications for educators to enhance courses and programs with semiotic features in any educational environment but especially in mediated e-learning environments.
Ruth Gannon-Cook, EdD, Professor Emerita, DePaul University. She has published What Motivates Faculty to Teach in Distance Education? (University Press, 2009), and also numerous book chapters and journal articles focusing on instructional design, online learning, Â and semiotics.
Kathryn Ley, PhD, Professor Emerita, University of Houston â Clear Lake. Her research and publications have addressed instructional design applications in self-regulation, semiotics, and online learning environments.
Kathryn Ley, PhD, Professor Emerita, University of Houston â Clear Lake. Her research and publications have addressed instructional design applications in self-regulation, semiotics, and online learning environments.
Preface
Acknowledgments
List of Figures and Tables
Introduction
1 Aha Moments ⦠Revealing Hidden Messages
â1 Ancient Teaching Tools Echo through Time and Space
â2 The Invisible Message
â3 Seeing Signs
â4 The Invisible Part
â5 Seeing the Visible and Invisible
â6 Maybe High Tech Is Not High Touch
â7 Communicating through Cultures
2 Echoes of Ancient Teaching Tools: Text, Signs, Metaphors and Implications for Designing Instruction
â1 Seeing beyond Reading
â2 History Supports the Signs
â3 Twenty-First Century Signs and Symbols
â4 More about Semiotics: Semiotics Defijined
â5 Semiotic Tools: Text, Signs, and Metaphors
â6 Semiotics in Daily Life
â7 How Semiotics Afffects Technology
â8 How Semiotics Afffects Learning
â9 Rationale and Implications for Semiotic Instructional Design
3 Could You Just Draw Me a Picture?
â1 Picturing Thoughts
â2 Context Does Not Exist in Isolation
â3 Academic Excavation
â4 Getting the Picture
â5 Picturing Thoughts
4 Tell Me a Story: The Human Connection
â1 From the Cave to the Cyber Realm
â2 Returning to History
â3 Stories from Dreams
â4 Tell Me a Story
â5 Do Fairy Tales Come True?
â6 Still Dragons?
â7 Finding Common Ground
â8 Semiotics in Education
â9 Below the Surface
â10 In Plain Sight
â11 Back to the Human Connection
5 Signs, Symbols, & Systems: Attending to Signs in De-Signing Marketing and Instruction
â1 Signs Everywhere
â2 Marketing Turns to Stories and Cultural Coding
â3 Higher Education Turns to Marketing
â4 Post Matriculation: Sustaining Student Relationships
â5 Marketing Research: Implications for Online Learning
â6 Revealing Cultural Codes: The Greimasâs Semiotic Square
6 Deep Culture and Cybersemiotics
â1 Cultural Ethos and Virtual Contexts
â2 Disrupting Virtual Concepts and Contexts with a Bricolage Approach
â3 Culture-Forms in Training and Instruction
â4 The Invisible Elements of Seeing and Learning
â5 Technological Frames in Virtual Space
â6 Global Perspectives
â7 Back to the Future ⦠Cybersemiotics and Cybersignals
7 Lessons from Gaming Gurus: Metaphoria and Testimonials
â1 Whatâs in a Game?
â2 Lessons from Gaming Gurus
â3 Educational, Professional and Serious Games
â4 Gamifijication and Storytelling
â5 Semiotic Factors Drive Online Gaming Cultures
â6 The Brain and Learning to Read the Signs in Games
â7 Gaming Is a Critical and Ubiquitous Part of Online Culture
â8 Getting the Picture: Games, the Internet, and Metaphoria
â9 Playing with the Past and Future
8 Breaking Down Academic Silos
â1 Introduction
â2 Thoughts and Signifijication
â3 From Enlightenment to Modernity: Sociology as an Academic Discipline
â4 Key Business Tools: Marketing and Advertising
â5 Education and Semiotics
9 The Global Villageâs Message
â1 The World Is Flat for Designers
â2 De Saussureâs Semiology/Semiotics
â3 Structuralism
â4 Peirceâs Semiotics
â5 Do the âTwainsâ Sometimes Meet?
â6 Disruption and Disruptive Technologies
â7 Semiotic Tools to Benefijit Disruptive Innovations and Technologies
â8 More Factors That Afffect and Are Afffected by Semiotics
â9 Where Is Semiotics Going?
â10 Summary Semiotic Thoughts
10 Formulating Semiotic Research: Agenda and Templates
â1 Semiotic Resources
â2 Words and Graphics First
â3 It All Starts with an Idea
â4 Context
â5 De-Signs and Rede-Signs
â6 Semiotic Interface Sign Design and Evaluation Framework
â7 Analysis of Instructional Design Tasks
â8 Instructional, Semiotic, and Systematic De-Signs
â9 Semiotic Web Design Guidelines
â10 Games
â11 Theme Parks and Games
â12 Templates for Models, Blueprints, and Prototypes
â13 Marketing â Again
â14 Greimasâs Square â Again
â15 Research and Marketing Semiotics
â16 Templates
â17 Creating Original Graphics
11 Lessons Learned from Reading the Signs: DeSigns and Vital Signs of Semiotics across Time, Space, and Academia
â1 Introduction
â2 Designing the Future
â3 Autopoietic Social Systems
â4 Semiospheres
â5 The Web as a Rhizome for Constructions and Convergences
â6 Picturing Better Design Interface
â7 More Semiotics? A Growing Variety
â8 Semiotics: The Powerful But Invisible and Undervalued Communications Lynchpin
â9 The Semiotic Past and Future
Glossary of Semiotic Terms
Acknowledgments
List of Figures and Tables
Introduction
1 Aha Moments ⦠Revealing Hidden Messages
â1 Ancient Teaching Tools Echo through Time and Space
â2 The Invisible Message
â3 Seeing Signs
â4 The Invisible Part
â5 Seeing the Visible and Invisible
â6 Maybe High Tech Is Not High Touch
â7 Communicating through Cultures
2 Echoes of Ancient Teaching Tools: Text, Signs, Metaphors and Implications for Designing Instruction
â1 Seeing beyond Reading
â2 History Supports the Signs
â3 Twenty-First Century Signs and Symbols
â4 More about Semiotics: Semiotics Defijined
â5 Semiotic Tools: Text, Signs, and Metaphors
â6 Semiotics in Daily Life
â7 How Semiotics Afffects Technology
â8 How Semiotics Afffects Learning
â9 Rationale and Implications for Semiotic Instructional Design
3 Could You Just Draw Me a Picture?
â1 Picturing Thoughts
â2 Context Does Not Exist in Isolation
â3 Academic Excavation
â4 Getting the Picture
â5 Picturing Thoughts
4 Tell Me a Story: The Human Connection
â1 From the Cave to the Cyber Realm
â2 Returning to History
â3 Stories from Dreams
â4 Tell Me a Story
â5 Do Fairy Tales Come True?
â6 Still Dragons?
â7 Finding Common Ground
â8 Semiotics in Education
â9 Below the Surface
â10 In Plain Sight
â11 Back to the Human Connection
5 Signs, Symbols, & Systems: Attending to Signs in De-Signing Marketing and Instruction
â1 Signs Everywhere
â2 Marketing Turns to Stories and Cultural Coding
â3 Higher Education Turns to Marketing
â4 Post Matriculation: Sustaining Student Relationships
â5 Marketing Research: Implications for Online Learning
â6 Revealing Cultural Codes: The Greimasâs Semiotic Square
6 Deep Culture and Cybersemiotics
â1 Cultural Ethos and Virtual Contexts
â2 Disrupting Virtual Concepts and Contexts with a Bricolage Approach
â3 Culture-Forms in Training and Instruction
â4 The Invisible Elements of Seeing and Learning
â5 Technological Frames in Virtual Space
â6 Global Perspectives
â7 Back to the Future ⦠Cybersemiotics and Cybersignals
7 Lessons from Gaming Gurus: Metaphoria and Testimonials
â1 Whatâs in a Game?
â2 Lessons from Gaming Gurus
â3 Educational, Professional and Serious Games
â4 Gamifijication and Storytelling
â5 Semiotic Factors Drive Online Gaming Cultures
â6 The Brain and Learning to Read the Signs in Games
â7 Gaming Is a Critical and Ubiquitous Part of Online Culture
â8 Getting the Picture: Games, the Internet, and Metaphoria
â9 Playing with the Past and Future
8 Breaking Down Academic Silos
â1 Introduction
â2 Thoughts and Signifijication
â3 From Enlightenment to Modernity: Sociology as an Academic Discipline
â4 Key Business Tools: Marketing and Advertising
â5 Education and Semiotics
9 The Global Villageâs Message
â1 The World Is Flat for Designers
â2 De Saussureâs Semiology/Semiotics
â3 Structuralism
â4 Peirceâs Semiotics
â5 Do the âTwainsâ Sometimes Meet?
â6 Disruption and Disruptive Technologies
â7 Semiotic Tools to Benefijit Disruptive Innovations and Technologies
â8 More Factors That Afffect and Are Afffected by Semiotics
â9 Where Is Semiotics Going?
â10 Summary Semiotic Thoughts
10 Formulating Semiotic Research: Agenda and Templates
â1 Semiotic Resources
â2 Words and Graphics First
â3 It All Starts with an Idea
â4 Context
â5 De-Signs and Rede-Signs
â6 Semiotic Interface Sign Design and Evaluation Framework
â7 Analysis of Instructional Design Tasks
â8 Instructional, Semiotic, and Systematic De-Signs
â9 Semiotic Web Design Guidelines
â10 Games
â11 Theme Parks and Games
â12 Templates for Models, Blueprints, and Prototypes
â13 Marketing â Again
â14 Greimasâs Square â Again
â15 Research and Marketing Semiotics
â16 Templates
â17 Creating Original Graphics
11 Lessons Learned from Reading the Signs: DeSigns and Vital Signs of Semiotics across Time, Space, and Academia
â1 Introduction
â2 Designing the Future
â3 Autopoietic Social Systems
â4 Semiospheres
â5 The Web as a Rhizome for Constructions and Convergences
â6 Picturing Better Design Interface
â7 More Semiotics? A Growing Variety
â8 Semiotics: The Powerful But Invisible and Undervalued Communications Lynchpin
â9 The Semiotic Past and Future
Glossary of Semiotic Terms
Educators working in international, cross-cultural, or multi-cultural education programs with special interest in multi-media/electronic training or formal learning environments in adult, postsecondary, or higher education.