DIGITAL EDUCATION, MULTIMODALITY, LEARNING SPACES
To set the scene, we can describe any presentation or public speaking occasion as a multimodal event in the way that it draws on a range of different semiotic resources to communicate meaning. In fact the presentation setting would seem to be a very effective enactment of Carey Jewitt’s description of multimodality when she proposes that:
This is illustrated in the annotated photograph below, capturing one of the project teams pitching their proposed textile range. Each of the stars in the image represents what we might understand to be a mode, all with their own ‘special powers and effects’ (Kress 2005, p 7) when it comes to the communication of meaning. This includes (but is not limited to) gesture, posture, eye contact, language (written and spoken), image and so on. From there we can go on to look at the meaning carrying potential of typeface, colour and layout within the visual realm, before turning an ear to the signifying power of pitch, volume and tone within the oral dimension. That the different modes are represented through stars is in line with the conceptualisation of multimodality as a 'constellation’ of different resources within a single communicational event (see for instance Carpenter (2009), Flewit et al. (2009) and Merchant (2007)).
'About more than language': Textile Design students use a full range of communication resources to convince us to invest in their bespoke flooring.
Looking at the assessment criteria for the presentation exercise, students were encouraged to think about how they could communicate their ideas orally (how they spoke), visually (the content of their PowerPoint slides) and also physically (eye contact and smiling, for instance). Marnie explained to me that the criteria build upon her own professional experience as a textile designer, and recognise the need for her students to "stand up and defend their work in front of clients" in the future. This immediately reminded me of the work of Kimber and Wyatt-Smith (2010) around multimodal assessment, where they emphasise the need for assessment practices to 'authentically' encourage the development of skills that young people will need when they enter the workplace, which includes the ability to think and work creatively.
Of course, multimodality is not simply concerned with documenting the different meaning-making resources that are at play, as my annotated image has started to do. As the latter part of Carey Jewitt's definition highlights, we are also interested in the relationship between these different modes, which in turn shapes how meaning is constructed and conveyed. When a presentation is delivered we are influenced by what is said (the words), but at the same time how it is said (pitch, tone and volume for instance) , the accompanying use of body language, the supporting visual content, what the presenter has chosen to wear and other resources that each carry meaning. As an audience we then interpret our own meaning from the combined effects of all the different resources. Consciously or subconsciously, our interpretation might be shaped by how all the different resources cohere (good!) or collide (probably bad). Therefore within a single communicational act - such as a presentation - the different modes sit in relation to each other, not in isolation. With this in mid, to the earlier constellation diagram we can now add all these different lines of interaction, emphasising how the 'inter-modal synergy' as I'm calling it, generates meaning.
Inter-Modal Synergy or The Celestial Plough meets Tron
To bring this back to the presentations taking place in the Textile Design class, the work I found most convincing was by a team who seemed to have spent time considering how they could convey a message of professionalism through all the different communicational modes stipulated within the assessment criteria. Their oral delivery (spoken 'in character'), the design of their slides (attention to layout, font and white space) and use of physical communication (eye contact with the audience, open body language) seemed to weave together into a single coherent message: "We're serious about this work...now trust us with your money." In contrast, on other occasions the use of spoken language was sometimes out-of-step with the quality of ideas being conveyed within the slides, for instance when a group opened their presentation by asking “Should we introduce ourselves, Marnie?” The spell was broken and I was reminded that I wouldn't, after all, be investing in colour-changing brollies, chic children's clothes or any of the other fabulous ideas that were put forward on the day.
Returning for a final time to Carey Jewitt's articulation of multimodality, it is also a useful way of looking at what was not present within the student presentations. Whilst recognising the limitations of what can be achieved within a timed five-minute presentation, and the need to satisfy the stipulated assessment criteria, none of the groups exploited the space of the room as a resource (which Jewitt has elsewhere pointed to as a modal resource, for instance through the ability of teachers to enact power relations by walking around the classroom). At the same time, the tactile qualities of the different products remained trapped on screen. Even though it wasn't anticipated in the assessment criteria, and was perhaps even deemed surplus to requirements bearing in mind the background of the wider audience, I wonder whether teams might have come over as even more assured if they had stepped away from the computer terminal to hand us examples of the textiles they intend to use. Perhaps, though, this is being saved for the assessed exercise next week when the teams will present their wonderfully colourful, creative and multimodal work 'for real'.
With thanks to Assistant Professor Marnie Collins and her BA Textile Design students.
CARPENTER, R. 2009. Boundary negotiations: electronic environments as interface. Computers and Composition. 26, 138-148.
FLEWIT, R., HAMPEL, R., HAUCK, M. and LANCASTER, L. 2009. What are multimodal data and transcription? In The Routledge Handbook of Multimodal Analysis. Jewit, C. (Ed) (London, Routledge): pp. 40-53.
KIMBER, K. & WYATT-SMITH, C. 2010. Secondary students' online use and creation of knowledge: Refocusing priorities for quality assessment and learning. Australasian Journal of Education Technology, 26, 607-625.
KRESS, G. 2005. Gains and losses: new forms of texts, knowledge and learning. Computers and Composition. 22(1): pp. 5-22.
JEWITT, C. 2009. An introduction to multimodality. In The Routledge Handbook of Multimodal Analysis. Jewit, C. (Ed) (London, Routledge): pp. 14-27.
MERCHANT, G. 2007. Mind the gap(s): discourses and discontinuity in digital literacies, E-
learning, 4 (3), 241-255.
I am an ESRC-funded Doctoral student in the Centre for Research in Digital Education at The University of Edinburgh.