Abstract
We present the first round of results from an ongoing Swedish research project,
Teachers' meta-knowledge, and assessment practices in digital, multimodal
learning environments, running from 2022-2024 (DiMLA) that addresses authentic
educational, challenges such as curricular demands, teachers' digital
competencies, and what is valued as learning, that teachers encounter when they
teach about and assess pupils' digital multimodal representations. The project
draws on Design Based Research (DBR) (Anderson & Shattuck, 2012), and is
informed by multimodal social semiotics (Kress, 2010) and didactic design
theoretical perspective (Selander, 2022).
This presentation highlights features in teachers’ design for learning and students’
design in learning, in year 3 and 6, captured by data material as observations of
teaching sequences in class and collection of students’ digital representations. In
the first intervention (of three) a didactic design theoretical perspective was used
in a workshop with teachers to emphasize the teacher's role as a designer. The
focus was on teachers’ design for learning, i.e. the teachers' choices of content,
resources and why these were chosen, concerning aims and objectives as well as
what was recognised as learning (Sofkova Hashemi & Spante, 2016).
Preliminary findings show an enhanced focus on multimodal aspects of texts where
technology is a focus of experiment and a tool for teaching, demonstrating a
discrepancy between content and form and a lack of recognition of students' digital
competence. This result is supported by the students’ digital representations
dominated by verbal writing, seemingly random choice of visual text parts (year 6),
and paper and pen practices combined with digital writing and voice recording
(year 3).
The preliminary findings confirm the need for continued work to address the
challenges identified in the projects initial survey: 1) alignment in teaching and
assessing students’ digital multimodal meaning-making, 2) teachers’ genre
knowledge and preparedness for use of digital tools.
Teachers' meta-knowledge, and assessment practices in digital, multimodal
learning environments, running from 2022-2024 (DiMLA) that addresses authentic
educational, challenges such as curricular demands, teachers' digital
competencies, and what is valued as learning, that teachers encounter when they
teach about and assess pupils' digital multimodal representations. The project
draws on Design Based Research (DBR) (Anderson & Shattuck, 2012), and is
informed by multimodal social semiotics (Kress, 2010) and didactic design
theoretical perspective (Selander, 2022).
This presentation highlights features in teachers’ design for learning and students’
design in learning, in year 3 and 6, captured by data material as observations of
teaching sequences in class and collection of students’ digital representations. In
the first intervention (of three) a didactic design theoretical perspective was used
in a workshop with teachers to emphasize the teacher's role as a designer. The
focus was on teachers’ design for learning, i.e. the teachers' choices of content,
resources and why these were chosen, concerning aims and objectives as well as
what was recognised as learning (Sofkova Hashemi & Spante, 2016).
Preliminary findings show an enhanced focus on multimodal aspects of texts where
technology is a focus of experiment and a tool for teaching, demonstrating a
discrepancy between content and form and a lack of recognition of students' digital
competence. This result is supported by the students’ digital representations
dominated by verbal writing, seemingly random choice of visual text parts (year 6),
and paper and pen practices combined with digital writing and voice recording
(year 3).
The preliminary findings confirm the need for continued work to address the
challenges identified in the projects initial survey: 1) alignment in teaching and
assessing students’ digital multimodal meaning-making, 2) teachers’ genre
knowledge and preparedness for use of digital tools.
| Original language | English |
|---|---|
| Publication status | Published - 2023-Sept-27 |
| Event | 11th International Conference on Multimodality: Designing futures - UCL, Institute of Education in London, London, United Kingdom Duration: 2023-Sept-27 → 2023-Oct-29 Conference number: 11 https://internationalconferencemultimodality11.wordpress.com/home/ |
Conference
| Conference | 11th International Conference on Multimodality |
|---|---|
| Country/Territory | United Kingdom |
| City | London |
| Period | 23-09-27 → 23-10-29 |
| Internet address |
Swedish Standard Keywords
- Educational Sciences (503)