ABSTRACT
The concluding chapter draws coherence across the key ideas in the book and shifts the focus from teaching to learning. The goal of embodied teaching is so that teachers can design learning and design for learning. This chapter argues for the pedagogic shifts needed in response to the changing profile and needs of learners today. A pedagogic shift involves an evolution of the role of the teacher from that of an authority of knowledge to that of a designer of learning. The ideas offered in this book and the implications of these ideas are addressed to three potential groups of readers directly. They are the educational researchers, interested in studying teaching and learning from the multimodal social semiotic lens, the teacher practitioners, and educational administrators and curriculum specialists. The contributions to educational practice, educational semiotic studies, and educational reforms are discussed in light of the ideas offered in this book.
