ABSTRACT
In a post-pandemic normal, digital technologies are present in the design of learning in most educational contexts. Digital learning occurs in online or blending spaces that afford teacher–student and student–student interactions. In this chapter, we advance two premises which are that technologies are no longer supporters of learning but facilitators, and teachers' pedagogies should be given priority over the technology itself. Our central argument is that this understanding of the role and place of digital technology in the design of learning is a predictor of effective teaching. The teacher, as a designer of learning, plays a crucial role in shaping students' academic growth and development. This chapter explores the ins and outs of five main areas of interest to pedagogies aided by digital technologies: designing learning, digital learning designs, digital learning with embodied teaching, digital learning interactions, and digital literacies. The effectiveness of teaching, that is, of successfully learning from different perspectives of multimodality lies at the core of these five critical fields in education. We provide an overview of the most recent approaches to these areas underpinned by robust theoretical and analytical frameworks that adopt a multimodal perspective. The chapter ends with a proposed roadmap for researchers and practitioners to jointly advance in the design of effective learning with digital technologies.
