Multimodal Learning Environments

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Multimodal Learning Environments Presentation for Think About It Conference 17 June 2005 Dr Maureen Walsh Australian Catholic University m.walsh@mary.acu.edu.au

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" The youngster who watches computerized TV, downloads MP3 music onto an individual player, checks email on an individual coordinator and sends symbolized messages to a cell phone of a companion won't be happy with a 500-word update manage for [HSC] material science." Abbot, 2003

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Researchers battle… [e.g.Kress (2003); Bearne (2003); Unsworth (2001); Callow & Zammitt (2002)] Language-based teaching method is no more drawn out adequate for proficiency hones required. Understudies require 'various proficiency practices' or 'multiliteracies'. Speculations of perusing have been drawn from the perusing of monomodal or print-based writings.

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Heath (2000) Neurobiological changes are happening as an aftereffect of new methods of correspondence. " Better speculations of learning are implanted in computer games than numerous kids in essential and optional schools ever involvement in the classroom." (Gee, 2003) " … urge kids to be more basic, useful & intelligent ." "PC diversions require fixation, forward arranging, horizontal deduction & supported critical thinking" (Johnson) .

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Theory of Multimodality … (Kress & Van Leeuwen, 2001; Kress et al, 2001; Kress, 2003) rose up out of endeavors to conceptualize changed learning & education hones [visual proficiency, technoliteracy, e-proficiency, advanced/silicon education, multiliteracies.] correspondence happens through various however synchronous modes: dialect, print, pictures, design, development, motion, surface, music, sound.

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READING Picture books and data writings Talking books CDRom accounts and accurate writings E-books Web-destinations, web look, web journeys, book raps Games, DVDs Emails, exchange sheets. Delivering Emails, dialog sheets Slide indicates [KidPix/control point] Digital photographs Digital recordings, i-films Video altering E-books Web locales/landing page SMS informing Multimodal writings - at least 2 modes

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Multimodal Learning Environments Incorporate a scope of undertakings that require a consistent exchange with others and with writings utilizing the methods of discourse, print, picture, development, motion and sound.

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'Multimodal Learning and Literacy Project' 2004 – ACU, CEO Sydney & CEO Parramatta Purpose: to look at how understudies read and communicate with visual and multimodal messages in various educational programs zones, and to analyze what sorts of realizing or potentially proficiency are clear in understudies' cooperations with such messages.

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14 Teachers built up a scope of assignments with multimodal writings, K-8 Students [majority ESL] worked in little gatherings Used at least one multimodal content [web website, CD Rom, picture book, data content, DVD] Tasks incorporated diverse educational programs territories Sequence of undertakings were created more than a few lessons. These as often as possible brought about a …

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Multimodal Learning Environment

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1) Year 2 – Picture Book and CD Rom Chn listened to the "words"/print of the story " Grandma and Me' Drew their own particular delineations of the story. Perused the CD Rom adaptation. Played the CD Rom diversion. Examined with educator the contrasts between the print/CDRom story. Video cut

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2) What were these youngsters realizing? Expectation, representation, translating, making meaning - imparted converse with instructor – delivered possess visual content Read & reacted to CD Rom – shared together – sound-related/visual/gestural/kinaesthetic reactions Compared components of book with CD Rom – metatextual mindfulness/metacognition

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3) Yr 3 – Web Quest & Power Point Pairs of Ss finished web journey on Gallipoli & Anzac Day – questions from T as guide. Gathered discoveries into a data report then into Power Point. Displayed to entire class. Addressed inquiries/remarks from class individuals about their learning/handle. Video cut

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What were these youngsters realizing? Understanding the recorded and land occasions of Gallipoli. Bits of knowledge into the way of life of Anzac Day. Seek aptitudes, perusing & translating questions, taking after connections, finding & incorporating data. Creating power point – sorting out data in claim words, specialized & generation aptitudes Oral presentation abilities & reactions, peer bolster

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4) Yrs 3-4 – Visual proficiency Ts utilized Gorilla, to create Ss foundation information of visual codes, Groups connected to scope of picture books [e.g. An Ordinary Day], Advertisements from nearby paper, 1 st Harry Potter film. Ss utilized advanced cameras to form photographs applying visual codes. Ss took an interest in Book Raps with different schools – exercises e.g. performance, photographs, p/point, study, diary reactions

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What were these youngsters realizing? Visual codes [angles, confining, shading, requests/offers/remarkable quality etc] – how they build meaning. + metalanguage. Application & enunciation of this learning to different writings/items. Peer joint effort, intelligent learning, imaginative engagement, basic mindfulness, basic proficiency – profound learning obvious. Online correspondence & learning.

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5) Yr 4 – Scaffolded Web Quest Ss in blended capacity bunches inquire about 2 Aust creatures utilizing sites/data books Whole class recovery diagram gave as framework – Ss recorded data. Ts gave ceaseless platform of learning, aptitudes & dialect. Ss analyzed & differentiated 2 creatures from diagram. Incorporated into idea outline. Delivered data give an account of powerpoint. Video cut

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What were these youngsters realizing? Science content re creatures, content vocabulary & dialect. Innovation abilities of looking/exploring – finding, fathoming, integrating & recording fundamental actualities. S talking was to process learning – peer bolster. Oral – composed learning: from sites to recovery outline to powerpoint - created through T. framework

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Other cases Year 8 Secondary understudies assessed web journeys and created home pages. [For facilitate Secondary egs see Beavis 2002] Year 6 class – advanced videoing, i-motion pictures and video altering with Secondary young men. Year 6 – created liveliness in ads Year 6 – created items utilizing Inspiration programming.

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Findings – Literacy Decoding not an evident issue – at times Ss read out loud to help each other. [ Coding hone ] Comprehension created as Ss were roused to discover data – worked together. [ Semantic practice ] – Many discovered recording data 'in claim words' the most troublesome. Just a few cases of basic practice. Metalanguage of visual linguistic use/computerized codes helped Ss proficiency & learning. Education implanted inside incorporated, deliberate assignments.

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Findings - Learning Talking upgraded Ss learning as they talked through the procedure of the errands and their comprehension of the writings and educational programs content. Peer bolster and synergistic learning happened. Proof of critical thinking, intelligent considering, metacognition, profound learning, imaginative considering. Ss' enunciation of their learning-uncovering.

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Implications Multimodal learning situations can give empowering engagement in learning and education when… errands are painstakingly arranged in a sensible, cognizant grouping, incorporated with educational modules substance and aptitudes, and Ss can react to and utilize diverse methods of correspondence.

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"What's our kids' workplace going to resemble later on? Will it resemble their gaming life, where they're checking 5 messages while having a discussion, while traveling through these virtual universes, or is it going to look like perusing a book? In case we're going to prepare kids for that future, we presumably require situations that are going to reflect what it's truly going to resemble". (Johnson, in SMH 3 June 2005)

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Survey of 350 understudies Majority read books, especially books – did not discover perusing troublesome or exhausting. Bigger nos of understudies either sat in front of the TV, played advanced recreations than read 'in their extra time'. Greater part appreciated utilizing the web as a part of their extra time and "never" thought that it was exhausting - remarked that they didn't experience difficulty exploring it and did not require assistance from more seasoned individuals. Bigger no of understudies said they thought that it was less demanding to peruse on a screen than printed page. Web utilize was reliant on access at home. More seasoned understudies utilized messages more much of the time than more youthful understudies.

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