DIGITAL EDUCATION. MULTIMODALITY. LEARNING SPACES
I’m in Odense today (8 Oct 2018) and am glad to be visiting the University of Southern Denmark as a guest of Nina Nørgaard and her colleagues in the Centre for Multimodal Communication. I have been talking about the relationship between multimodal assessment and feedback. These are my slides and references:
Using multimodal artefacts created by students on the MSc in Digital Education, alongside my own experiences as a tutor, I argued that we should pay greater attention to the potential of multimodal feedback around assessment, for instance as a way of demonstrating the representational possibilities and academic validity of assignments crafted in multimodal form. Some of the ideas I talked about featured in my recent article in Multimodal Technologies and Interaction where I argued that multimodally-rich dialogue between teacher and learner can embolden students to be simultaneously adventurous, creative and scholarly in the assessment setting.
Considering the co-constituting nature of assessment and feedback it is surprising that there has been little critical interest in the relationship between multimodality and feedback, although work by Hung (2016) highlighted the potentialities of video feedback amongst students, while Campbell & Feldman (2017) are among those who have suggested that digital multimodal feedback might be an efficient way of engaging with large cohorts of learners.
On previous occasions when I have had the opportunity to present my ideas to colleagues researching multimodality at University College London and University of Leeds I have come away with new ideas and ways of thinking about the subject. Today was no different. In the discussion that followed my presentation we talked about the way that multimodality often becomes confused with multimediality, and also what is potentially lost around what I'm going to call 'knowledge apprenticeship', when digital technologies are seen as a short cut to the acquisition of information and the production of multimodal artefacts.
I am an ESRC-funded Doctoral student in the Centre for Research in Digital Education at The University of Edinburgh.