Traditionally, the most common tendency in tertiary classes in Morocco has focused on the exploitation of texts (related to various disciplines) to deliver information. This text-centered approach has been basically premised on the fact that prior generations of students were more familiar with paper and print and were content with taking shorthand notes from lectures on the subject matter. However, with the fast Technology advancement that is shaping our culture in various ways, Contemporary Students referred to as Millennials need a different learning experience since they are not loyal to paper and print like were their predecessors (Hofer & Swan, 2005). The implication this has on learning indicates that the logic of speech through which comprehension was achieved is no longer valid if it is not tailored to what kress has coined the logic of image (Kress, 2003). Thus, revisiting the traditional classroom setting appears to be a matter of urgency especially after the outbreak of the Covid pandemic. 

To this end, I have introduced the use of videos and animated clips in my ESP classroom to study the impact of new modes of cognitive involvement made possible by digital online communications on learner motivation and performance. The study  was conducted on a video making practice carried out by under-graduate students at the Faculty of Sciences in Morocco to explore the impact both the use of interactive technology and reliance on multimedia resources have on ESP learning and learner motivation. The results revealed that video assignments can foster learner motivation as well as enhance a natural and flexible language learning process. On the basis of these findings, The paper argues for a multimodal pedagogical practice to promote sustainability in higher education.  

Keywords: post-covid classroom, video assignments, Multimodal Pedagogy, motivation, sustainability, digital online communications

References: 

1. Hofer, Mark J. and Owings Swan, Kathleen, "Digital Moviemaking—The Harmonization of Technology, Pedagogy and Content" (2005). Articles. 39. 

2. Kress, Gunther, 2003. Literacy in the New Media Age. Routledge, London