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Enhancing students’ awareness of multimodal affordances and constraints: The case of the construction of a student-generated virtual museum
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, National Institute of Education,Nanyang Technological University, Singapore ; , Fraunhofer IDM@NTU, Nanyang Technological University, Singapore

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper focuses on the construction of a student-generated virtual museum mediated through a specially-designed technological platform within a language curriculum that emphasizes multimodal meaning-making. Findings indicate students’ emergent awareness of multimodal affordances and constraints, and nascent efforts in peer critical evaluation of multimodal engagement elicited from interview transcripts, students’ reflections and feedback drawing on gallery artifact and design examination. Although not widely nor consistently evident across all student groups, encouraging signs of students’ sensitivity to the nature, impact and value of textual, visual, audio, digital and spatial stimuli are evident. Implications for effective integration of multimodal engagement through innovative technologically-mediated learning platforms into the language curriculum to enhance learning are discussed.

Citation

Nelson, M.E. & Sim, F. (2011). Enhancing students’ awareness of multimodal affordances and constraints: The case of the construction of a student-generated virtual museum. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 488-497). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved June 18, 2019 from .

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