Paul Chandler | Australian Catholic University (original) (raw)
Multimodal Authoring and Pedagogy by Paul Chandler
This study draws on a survey of 800 upper primary school students concerning their knowledge of c... more This study draws on a survey of 800 upper primary school students concerning their knowledge of certain ‘new media’ applications. The findings concur with other studies in suggesting that students’ relationship with technology is more complex and nuanced than is conveyed by a simple branding of ‘digital native’. Some differential experiences between classes and genders are identified, along with an important minority of students who have much more out-of-school experience with new media than others. The role of the school and teacher in inducting students to new media is presented as central, with important implications for curriculum
leadership and teacher professional development.
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Contemporary approaches to literacy embrace digital and multimodal communication, and this is inc... more Contemporary approaches to literacy embrace digital and multimodal communication, and this is increasingly recognised in the syllabi prescribed by various education authorities across the world. Insufficient attention has been given to the evaluation of multimodal texts in ways which are semiotically grounded, accessible to the teacher and scalable to larger research studies. We present an evaluation instrument that addresses these requirements. The application of this instrument to 81 texts drawn from 17 classes has established the viability of the approach and allowed a subset of ‘high achieving’ classes to be identified. The derivation of the instrument is described in detail, the final form presented, evaluator guidelines elaborated, and the rating scales developed in full. Limitations are discussed along with recommendations for further work and development, but as an evaluation initiative the current work is presented as an important contribution to the continued development of multimodal pedagogy.
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Australian Computers in Education Conference, Oct 2014
This study draws on pre- and post-surveys of 574 upper primary students who engaged in intensive... more This study draws on pre- and post-surveys of 574 upper primary students who engaged in
intensive work over two school terms to produce a multimodal narrative using desktop
animation software. It was thought that factors such as general ability with computers,
interest in composing stories and persistence with long-term projects might be influences of
successful completion or higher quality products. Over the course of the project, there is
evidence of student growth in the ICT-related skills as well as enjoyment and capacity with
story composition. However, concerns remain over the pedagogy of extended project work
and the impact of this on student learning in the affective domain. The impact of these
findings for classroom teaching and the planning of long-term ICT projects are discussed.
Bookmarks Related papers MentionsView impact
Australian Computers in Education Conference, Oct 2012
Over a period of three years, the ‘3D multimodal authoring pedagogy’ research project engaged mid... more Over a period of three years, the ‘3D multimodal authoring pedagogy’ research project engaged middle years students from 48 classes in a structured program introducing them to techniques for effective story-telling (narrative composition) using multimedia software. To enable us to better understand the capabilities of the students as they entered the program, they completed a self-report of their knowledge of multimodal ‘design elements’. An analysis of the results from one year of the study (5 schools, 19 classes and 326 students) indicates that students are relatively uninformed about how to communicate meaning effectively using multimedia software, even amongst classes taught by teachers who are enthusiastic and committed to multimodal authoring. Significant gender and year level differences were identified. These results have important implications for ICT education, which values purposeful communication over a de-contextualised repertoire of skills, along with literacy education which, in the Australian Curriculum, includes the creation of multimodal texts.
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The worlds which students inhabit is increasingly digital, multimedia and online. A pedagogy is u... more The worlds which students inhabit is increasingly digital, multimedia and online. A pedagogy is urgently needed to prepare students to be effective authors and participants in such a world. Over the last three years, 40 upper primary classes and their teachers have been participating in a project to develop students as effective authors of 3D multimodal narrative, and endeavor that embraces both English and ICT. This presentation provides an overview of the curriculum strategies and resources that have been developed.
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The world which students inhabit is increasingly digital, multimedia and online. In order to prep... more The world which students inhabit is increasingly digital, multimedia and online. In order to prepare students to be effective authors in this environment, it is important to enquire as to what students and teachers know about how meaning is constructed in multimodal texts. In the context of a project to introduce middle years teacher and their classes to the composition of multimodal texts, this paper concerns questionnaires designed to gather data related to the knowledge of multimodal grammatical ideas such as genre, setting/location, characterisation, affordances of camera work and point-of-view. In the context of the project, these instruments are be used as both pre-test and post-test. This paper describes the development of the questionnaire, and the results to date (which is the multimodal grammatical knowledge claimed by participants prior to instruction), and the implications for literacy and multimedia education.
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Bookmarks Related papers MentionsView impact
The world which students inhabit is increasingly digital, multimedia and online. A pedagogy is ur... more The world which students inhabit is increasingly digital, multimedia and online. A pedagogy is urgently needed to prepare students to be effective authors and participants in such a world. This paper reports on an on-going study which is seeking to develop a 3D multimodal authoring pedagogy in the middle years of schooling. A case study is used to illustrate developments in renovating pedagogy for the digital multimedia age.
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Digital Pedagogy by Paul Chandler
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The challenge for science teacher educators is to develop pedagogies and employ technologies whic... more The challenge for science teacher educators is to develop pedagogies and employ technologies which embrace “communities of practice” as core to both science practice and teacher learning. In this presentation, we consider early career biology teachers – those who are presumably of the “net generation”, but whose engagement with both online communities and communities of practice in their fields of teaching is surprisingly limited. We present pedagogical practices (and online tools) specifically designed to foster a community of practice and the collaborative creation of a multimodal e-learning resource. These represent our first steps towards reconceptualising ‘method’ studies as a longitudinal community of practice rather than a ‘one shot wonder’.
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Bookmarks Related papers MentionsView impact
3D virtual worlds are with us now. Systems such as Second Life, OpenSim, ActiveWorlds, Open Wonde... more 3D virtual worlds are with us now. Systems such as Second Life, OpenSim, ActiveWorlds, Open Wonderlan and World of Warcraft are known to teachers and students alike. Some schools have established an online 3D presence in one or more of these worlds, and students have been engaged in exciting projects as architects or participants. A major limitation with many of these systems is that you need to need to be online in order to participate. Several offline virtual world environments were made available to upper primary students, and they were given the task of playing and exploring.
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There are a range of educational possibilities for the video subtitling: - students providing add... more There are a range of educational possibilities for the video subtitling:
- students providing additional ideas and material to complement a video
- students creating a summary of the main point of a video as subtitles, which could be a multimodal equivalent to an 'insert subheading' task where students are provided with a slab of text, the headings erased, and need to construct suitable headings and subheadings
- students using subtitles to ask questions about the content, which could be a multimodal equivalent to a 'write on the reading' task where students respond to a piece by 'talking back' to the writer
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Successful Science Education Practices: Exploring What, Why and How They Worked, Nov 2012
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
The Online Classroom K-12 (volume 2), 1998
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The move by the Victorian Ministry of Education to devolve curriculum development to schools has ... more The move by the Victorian Ministry of Education to devolve curriculum development to schools has led to an increased awareness of the need for effective information exchange between teachers, regional centres and central providers of services. Computer bulletin board systems have been set up by the Ministry and by individual schools to help provide this for this need, in anticipation of them fulfilling a major role in information dissemination in the future. Such systems are a recent innovation in education - the literature shows few situations comparable in any way to the Victorian one.
This research defines what is meant by a computer bulletin board system, describes a sample of the Victorian user community's current perceptions of them, and suggests directions for the future. It is a study of 17 teachers who are users of bulletin board systems, using interviews and questionnaires. The development of both of these instruments is described and copies of both are provided.
The study shows that there are some quite profound difficulties with teachers using bulletin boards, the most immediate ones include access to computer facilities, finding time to make use of computer bulletin board systems, the unsatisfactory nature of the information which is available on the systems, and the hardware and software of the bulletin board system itself. It is concluded that the major use of the systems is not as an information dissemination tool, but as a means to learn about bulletin board technology and how it may be incorporated in the working life of teachers. The problems are sufficiently serious to preclude teachers from beginning to make serious efforts to use bulletin boards in information acquisition and dissemination. Suggestions for development of bulletin board systems in educational environments are made, along with suggestions for further research and improvements in the both the interview schedule and the questionnaire.
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Teacher Thinking and Professional Learning by Paul Chandler
As the culmination of an earlier study which investigated the use of computers by teachers who ha... more As the culmination of an earlier study which investigated the use of computers by teachers who had received no formal training therein, the author presented a seven point ‘personal manifesto’ to shape the types of support and engagement desirable when working collegially and collaboratively with such teachers. In the intervening years, the author has engaged in a significant project to introduce teachers and their classes to multimodal authoring. In this reflective piece, the manifesto is re-considered in the light of that experience, concluding with a renewed commitment to the affective domain of teacher learning, interpersonal collaboration, and systematic reflective practice. Along with this discussion, the value of the TPACK framework for shaping some of the discussion and of reconceptualising the role of those who provide technical support are also discussed.
Bookmarks Related papers MentionsView impact
Successful Science Education Practices: Exploring What, Why and How They Worked, Dec 2012
Bookmarks Related papers MentionsView impact
Studies from Australia and elsewhere have consistently found that there are many primary and seco... more Studies from Australia and elsewhere have consistently found that there are many primary and secondary school teachers who have received little or no training in computer use. Also identified are teachers who, in the absence of such training, are willing and able to make use of technology in their teaching. In this study, such teachers are called “self-taught computer-using teachers”, a term which reflects approaches to professional development which are more broadly identified within the literature as occurring within schools. The study is framed within a constructivist epistemology which acknowledges teachers as intelligent and capable professionals who are learning throughout their careers. However, by virtue of being self-taught, teachers’ knowledge about computing and related pedagogy is likely to be ad-hoc, incomplete, possibly inaccurate, and its development is at the teacher’s own initiative.
The literature concerning computers and classroom practice indicates that there are: several modes in which computers can be used as an aid to learning; areas of difficulty and concern which are typically identified by teachers who use computers; and long-held concerns over how effectively computers are being used in schools. In addition, inter-related ‘personal’ factors such as knowledge of computers, pedagogical content knowledge, practical theories of teaching, knowledge of routines, confidence and teaching experience provide a powerful framework for understanding how computers are used (or not used) by teachers.
This study investigates whether, in the situation where teachers begin to use computers in their teaching, it is sufficient to assume that these teachers are capable of making meaning and developing pedagogy and to simply leave them alone in their work for them to do so. This question is explored through an interpretive case study of three school teachers (one primary school teacher and two secondary school teachers) who were mature and experienced, but new to using computers in their teaching and whose knowledge of computers and related pedagogy was self-taught. The classroom practice of these teachers was observed over nine months, and in addition they participated in a series of semi-structured interviews. These data are interpreted by using an inductive approach, using the ‘personal’ factors which are thought to influence teachers’ use of computers as a conceptual framework.
The analysis leads to several findings: self-taught computer-using teachers can deliver purposeful and structured lessons which maximise student use of technology; computer-based lessons were observed to be frequently predictable, uninspiring and not exploitative of the full range of possibilities offered by the software; teachers’ knowledge in all its forms is a powerful influence on the pedagogy of self-taught computer-using teachers; the use of technology did not induce any belief change or reconceptualisation of the subject area; teachers’ knowledge is central to their ability to manage difficulties and concerns which were present in the computer-based classroom; and when left on their own, the teachers did not engage in activities which would promote growth and development in knowledge and pedagogy. Whilst the findings are situationally specific, the essential issues identified transcend apparent differences such as year level or subject taught.
It is concluded that there is no guarantee that the self-taught approach to teacher learning is of itself a sufficient form of professional development for teachers who are in the early stages of learning how to teach with computers. A range of practical implications of the study are identified, and these are addressed to teachers, school-based teacher educators, educational researchers and educational administrators.
Bookmarks Related papers MentionsView impact
This study draws on a survey of 800 upper primary school students concerning their knowledge of c... more This study draws on a survey of 800 upper primary school students concerning their knowledge of certain ‘new media’ applications. The findings concur with other studies in suggesting that students’ relationship with technology is more complex and nuanced than is conveyed by a simple branding of ‘digital native’. Some differential experiences between classes and genders are identified, along with an important minority of students who have much more out-of-school experience with new media than others. The role of the school and teacher in inducting students to new media is presented as central, with important implications for curriculum
leadership and teacher professional development.
Bookmarks Related papers MentionsView impact
Contemporary approaches to literacy embrace digital and multimodal communication, and this is inc... more Contemporary approaches to literacy embrace digital and multimodal communication, and this is increasingly recognised in the syllabi prescribed by various education authorities across the world. Insufficient attention has been given to the evaluation of multimodal texts in ways which are semiotically grounded, accessible to the teacher and scalable to larger research studies. We present an evaluation instrument that addresses these requirements. The application of this instrument to 81 texts drawn from 17 classes has established the viability of the approach and allowed a subset of ‘high achieving’ classes to be identified. The derivation of the instrument is described in detail, the final form presented, evaluator guidelines elaborated, and the rating scales developed in full. Limitations are discussed along with recommendations for further work and development, but as an evaluation initiative the current work is presented as an important contribution to the continued development of multimodal pedagogy.
Bookmarks Related papers MentionsView impact
Australian Computers in Education Conference, Oct 2014
This study draws on pre- and post-surveys of 574 upper primary students who engaged in intensive... more This study draws on pre- and post-surveys of 574 upper primary students who engaged in
intensive work over two school terms to produce a multimodal narrative using desktop
animation software. It was thought that factors such as general ability with computers,
interest in composing stories and persistence with long-term projects might be influences of
successful completion or higher quality products. Over the course of the project, there is
evidence of student growth in the ICT-related skills as well as enjoyment and capacity with
story composition. However, concerns remain over the pedagogy of extended project work
and the impact of this on student learning in the affective domain. The impact of these
findings for classroom teaching and the planning of long-term ICT projects are discussed.
Bookmarks Related papers MentionsView impact
Australian Computers in Education Conference, Oct 2012
Over a period of three years, the ‘3D multimodal authoring pedagogy’ research project engaged mid... more Over a period of three years, the ‘3D multimodal authoring pedagogy’ research project engaged middle years students from 48 classes in a structured program introducing them to techniques for effective story-telling (narrative composition) using multimedia software. To enable us to better understand the capabilities of the students as they entered the program, they completed a self-report of their knowledge of multimodal ‘design elements’. An analysis of the results from one year of the study (5 schools, 19 classes and 326 students) indicates that students are relatively uninformed about how to communicate meaning effectively using multimedia software, even amongst classes taught by teachers who are enthusiastic and committed to multimodal authoring. Significant gender and year level differences were identified. These results have important implications for ICT education, which values purposeful communication over a de-contextualised repertoire of skills, along with literacy education which, in the Australian Curriculum, includes the creation of multimodal texts.
Bookmarks Related papers MentionsView impact
The worlds which students inhabit is increasingly digital, multimedia and online. A pedagogy is u... more The worlds which students inhabit is increasingly digital, multimedia and online. A pedagogy is urgently needed to prepare students to be effective authors and participants in such a world. Over the last three years, 40 upper primary classes and their teachers have been participating in a project to develop students as effective authors of 3D multimodal narrative, and endeavor that embraces both English and ICT. This presentation provides an overview of the curriculum strategies and resources that have been developed.
Bookmarks Related papers MentionsView impact
The world which students inhabit is increasingly digital, multimedia and online. In order to prep... more The world which students inhabit is increasingly digital, multimedia and online. In order to prepare students to be effective authors in this environment, it is important to enquire as to what students and teachers know about how meaning is constructed in multimodal texts. In the context of a project to introduce middle years teacher and their classes to the composition of multimodal texts, this paper concerns questionnaires designed to gather data related to the knowledge of multimodal grammatical ideas such as genre, setting/location, characterisation, affordances of camera work and point-of-view. In the context of the project, these instruments are be used as both pre-test and post-test. This paper describes the development of the questionnaire, and the results to date (which is the multimodal grammatical knowledge claimed by participants prior to instruction), and the implications for literacy and multimedia education.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
The world which students inhabit is increasingly digital, multimedia and online. A pedagogy is ur... more The world which students inhabit is increasingly digital, multimedia and online. A pedagogy is urgently needed to prepare students to be effective authors and participants in such a world. This paper reports on an on-going study which is seeking to develop a 3D multimodal authoring pedagogy in the middle years of schooling. A case study is used to illustrate developments in renovating pedagogy for the digital multimedia age.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
The challenge for science teacher educators is to develop pedagogies and employ technologies whic... more The challenge for science teacher educators is to develop pedagogies and employ technologies which embrace “communities of practice” as core to both science practice and teacher learning. In this presentation, we consider early career biology teachers – those who are presumably of the “net generation”, but whose engagement with both online communities and communities of practice in their fields of teaching is surprisingly limited. We present pedagogical practices (and online tools) specifically designed to foster a community of practice and the collaborative creation of a multimodal e-learning resource. These represent our first steps towards reconceptualising ‘method’ studies as a longitudinal community of practice rather than a ‘one shot wonder’.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
3D virtual worlds are with us now. Systems such as Second Life, OpenSim, ActiveWorlds, Open Wonde... more 3D virtual worlds are with us now. Systems such as Second Life, OpenSim, ActiveWorlds, Open Wonderlan and World of Warcraft are known to teachers and students alike. Some schools have established an online 3D presence in one or more of these worlds, and students have been engaged in exciting projects as architects or participants. A major limitation with many of these systems is that you need to need to be online in order to participate. Several offline virtual world environments were made available to upper primary students, and they were given the task of playing and exploring.
Bookmarks Related papers MentionsView impact
There are a range of educational possibilities for the video subtitling: - students providing add... more There are a range of educational possibilities for the video subtitling:
- students providing additional ideas and material to complement a video
- students creating a summary of the main point of a video as subtitles, which could be a multimodal equivalent to an 'insert subheading' task where students are provided with a slab of text, the headings erased, and need to construct suitable headings and subheadings
- students using subtitles to ask questions about the content, which could be a multimodal equivalent to a 'write on the reading' task where students respond to a piece by 'talking back' to the writer
Bookmarks Related papers MentionsView impact
Successful Science Education Practices: Exploring What, Why and How They Worked, Nov 2012
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
The Online Classroom K-12 (volume 2), 1998
Bookmarks Related papers MentionsView impact
The move by the Victorian Ministry of Education to devolve curriculum development to schools has ... more The move by the Victorian Ministry of Education to devolve curriculum development to schools has led to an increased awareness of the need for effective information exchange between teachers, regional centres and central providers of services. Computer bulletin board systems have been set up by the Ministry and by individual schools to help provide this for this need, in anticipation of them fulfilling a major role in information dissemination in the future. Such systems are a recent innovation in education - the literature shows few situations comparable in any way to the Victorian one.
This research defines what is meant by a computer bulletin board system, describes a sample of the Victorian user community's current perceptions of them, and suggests directions for the future. It is a study of 17 teachers who are users of bulletin board systems, using interviews and questionnaires. The development of both of these instruments is described and copies of both are provided.
The study shows that there are some quite profound difficulties with teachers using bulletin boards, the most immediate ones include access to computer facilities, finding time to make use of computer bulletin board systems, the unsatisfactory nature of the information which is available on the systems, and the hardware and software of the bulletin board system itself. It is concluded that the major use of the systems is not as an information dissemination tool, but as a means to learn about bulletin board technology and how it may be incorporated in the working life of teachers. The problems are sufficiently serious to preclude teachers from beginning to make serious efforts to use bulletin boards in information acquisition and dissemination. Suggestions for development of bulletin board systems in educational environments are made, along with suggestions for further research and improvements in the both the interview schedule and the questionnaire.
Bookmarks Related papers MentionsView impact
As the culmination of an earlier study which investigated the use of computers by teachers who ha... more As the culmination of an earlier study which investigated the use of computers by teachers who had received no formal training therein, the author presented a seven point ‘personal manifesto’ to shape the types of support and engagement desirable when working collegially and collaboratively with such teachers. In the intervening years, the author has engaged in a significant project to introduce teachers and their classes to multimodal authoring. In this reflective piece, the manifesto is re-considered in the light of that experience, concluding with a renewed commitment to the affective domain of teacher learning, interpersonal collaboration, and systematic reflective practice. Along with this discussion, the value of the TPACK framework for shaping some of the discussion and of reconceptualising the role of those who provide technical support are also discussed.
Bookmarks Related papers MentionsView impact
Successful Science Education Practices: Exploring What, Why and How They Worked, Dec 2012
Bookmarks Related papers MentionsView impact
Studies from Australia and elsewhere have consistently found that there are many primary and seco... more Studies from Australia and elsewhere have consistently found that there are many primary and secondary school teachers who have received little or no training in computer use. Also identified are teachers who, in the absence of such training, are willing and able to make use of technology in their teaching. In this study, such teachers are called “self-taught computer-using teachers”, a term which reflects approaches to professional development which are more broadly identified within the literature as occurring within schools. The study is framed within a constructivist epistemology which acknowledges teachers as intelligent and capable professionals who are learning throughout their careers. However, by virtue of being self-taught, teachers’ knowledge about computing and related pedagogy is likely to be ad-hoc, incomplete, possibly inaccurate, and its development is at the teacher’s own initiative.
The literature concerning computers and classroom practice indicates that there are: several modes in which computers can be used as an aid to learning; areas of difficulty and concern which are typically identified by teachers who use computers; and long-held concerns over how effectively computers are being used in schools. In addition, inter-related ‘personal’ factors such as knowledge of computers, pedagogical content knowledge, practical theories of teaching, knowledge of routines, confidence and teaching experience provide a powerful framework for understanding how computers are used (or not used) by teachers.
This study investigates whether, in the situation where teachers begin to use computers in their teaching, it is sufficient to assume that these teachers are capable of making meaning and developing pedagogy and to simply leave them alone in their work for them to do so. This question is explored through an interpretive case study of three school teachers (one primary school teacher and two secondary school teachers) who were mature and experienced, but new to using computers in their teaching and whose knowledge of computers and related pedagogy was self-taught. The classroom practice of these teachers was observed over nine months, and in addition they participated in a series of semi-structured interviews. These data are interpreted by using an inductive approach, using the ‘personal’ factors which are thought to influence teachers’ use of computers as a conceptual framework.
The analysis leads to several findings: self-taught computer-using teachers can deliver purposeful and structured lessons which maximise student use of technology; computer-based lessons were observed to be frequently predictable, uninspiring and not exploitative of the full range of possibilities offered by the software; teachers’ knowledge in all its forms is a powerful influence on the pedagogy of self-taught computer-using teachers; the use of technology did not induce any belief change or reconceptualisation of the subject area; teachers’ knowledge is central to their ability to manage difficulties and concerns which were present in the computer-based classroom; and when left on their own, the teachers did not engage in activities which would promote growth and development in knowledge and pedagogy. Whilst the findings are situationally specific, the essential issues identified transcend apparent differences such as year level or subject taught.
It is concluded that there is no guarantee that the self-taught approach to teacher learning is of itself a sufficient form of professional development for teachers who are in the early stages of learning how to teach with computers. A range of practical implications of the study are identified, and these are addressed to teachers, school-based teacher educators, educational researchers and educational administrators.
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Australian Computers in Education Conference, Oct 2014
The need for computer users to have a conceptual, compared with surface-level, understanding of ... more The need for computer users to have a conceptual, compared with surface-level,
understanding of computers has been argued by various authors over many years.
Conceptual difficulties are not, of course, specific to the computer programming domain,
and indeed are often the focus of Science education practices. This investigation concerns
the understanding of secondary school students who are novice users of the Python
programming language. A series of different tasks were developed to probe their
understandings of relevant programming concepts. As Science education in recent times
has often favoured probes of understanding and student-centred representational
approaches, we argue for creative teaching and learning strategies which make visible and
explicit their understandings, making them open to clarification and elaboration. In short,
we contend that there is opportunity for creative pedagogy by bringing some Science
education practices into ‘Computer Science’, thus helping students resolve misconceptions
and identifying pedagogical approaches which may have unwittingly reinforced such views.
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Bookmarks Related papers MentionsView impact
When you think 'computer science', do you think "bits", "ports", "programming", "cables" and "bus... more When you think 'computer science', do you think "bits", "ports", "programming", "cables" and "busses"? May be role plays, diagrams, simulations or models have more appeal! Computer users (of all ages) need a sound understanding of the technology they use, and we need to develop innovative approaches to help them recognise their present understanding and move to more sophisticated and meaningful ones. This presentation draws on the "representational approach" emergent in Science eduacation to explore innovative and enlivening approaches to do just that.
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aare.edu.au, 2009
The world in which students inhabit is increasingly digital, multimedia and online. A multimedia ... more The world in which students inhabit is increasingly digital, multimedia and online. A multimedia writing pedagogy is urgently needed to prepare students to be effective authors and participants in such a world. This paper draws on a study which has sought answers to questions surrounding the nature of a multimodal narrative authoring pedagogy in the middle years of schooling. In particular, it discusses a range of challenges encountered in both the development of such a pedagogy and in research into it.
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Fifth International Conference on Multimodality (5ICOM). Sydney, Australia. Retrieved from: http://une-au. academia. edu/PaulChandler/Papers/864048/Student _composition_of_digital_animated_multimodal_narratives_the_multimodal_grammatical_knowled ge _of_students_and_teachers, 2010
The world which students inhabit is increasingly digital, multimedia and online. In order to prep... more The world which students inhabit is increasingly digital, multimedia and online. In order to prepare students to be effective authors in this environment, it is important to enquire as to what students and teachers know about how meaning is constructed in multimodal texts. In the context of a project to introduce middle years teacher and their classes to the composition of multimodal texts, this paper concerns questionnaires designed to gather data related to the knowledge of multimodal grammatical ideas such as genre, setting/location, ...
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Bookmarks Related papers MentionsView impact
Australian Educational Computing, 2010
The world which students inhabit is increasingly digital, multimedia and online. A pedagogy is ur... more The world which students inhabit is increasingly digital, multimedia and online. A pedagogy is urgently needed to prepare students to be effective authors and participants in such a world. This paper reports on an on-going study which is seeking to develop a 3D multimodal authoring pedagogy in the middle years of schooling. A case study is used to illustrate developments in renovating pedagogy for the digital multimedia age.
Bookmarks Related papers MentionsView impact