The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Multiliteracies Performance Assessment Zones (MPAZ): A New Tool to Explore Multimodal Interactions for Virtual Learning
Author(s): Stefania Savva (Cyprus University of Technology, Cyprus)
Copyright: 2019
Pages: 34
EISBN13: 9781522599548
Purchase
View Sample PDF
Abstract
Recognition of the dramatically changing nature of what it means to be literate in the so-called “information age” has resulted in an increasing interest among the educational research community around the importance of students developing “multiliteracy” skills and engaging in multimodal learning. Nevertheless, for such learning to be meaningful, requires to reconceptualize delivery strategies and assessment of multimodally mediated experiences. The aim of this chapter is dual: First to introduce an alternative framework for formative assessment of multimodal interactions for learning. Secondly, the intention is to uncover the story of culturally and linguistically diverse students' multimodal experiences, resulting from engagement in the creation of a student-generated virtual museum during a design-based research implementation. Drawing from the literature, analysis, and evaluation using the framework explained, it is evident that virtual museum-based multiliteracies engagement, benefits pupils' multimodal awareness, meaning making, and development as active designers of their learning.
Related Content
|
Jeremy Gibberd.
© 2020.
29 pages.
|
|
Mayara Mari Murata, Josemeyre Bonifacio da Silva Marques, Luiz Rodrigo Ito Morioka, Hélio Hiroshi Suguimoto.
© 2023.
31 pages.
|
|
Alexandre Beraldi Santos, Ana Carolina Sanches Zeferino, Ilma Rodrigues de Souza Fausto, Sandra Maria do Amaral Chaves, Saulo Cabral Bourguignon.
© 2023.
21 pages.
|
|
Vasundhara Sen, Ashish Kulkarni.
© 2020.
35 pages.
|
|
Bruna Samara dos Santos Rekowsky, Matheus Carvalho Freire de Oliveira, Uiara Moreira Paim, José Givanildo da Silva, Marion Pereira da Costa.
© 2023.
30 pages.
|
|
|