Some freewriting on the subject of multimodal feedback

One of the most interesting and valuable exercises within the Academic Writing Summer School that i participated in during June and July was the idea of freewriting. The underpinning rationale of this approach is to throw off the shackles of expectation and to just write. Don't worry about the reader or the technical quality of what you put on the page, just put something on the page. The perceived (and in my case, experienced benefit) is that rather than being concerned with polished sentences, an energy or momentum can develop from which original ideas might emerge. Or maybe that was my interpretation of it and in actuality is was meant to be more of about breaking writer's block than acting as a cognitive exercise? Or maybe it was both. It doesn't matter, the point is that I'm going to take this approach to get some down on the scree about the potential for a multimodal approach to online feedback. And as this is freewriting, I reserve the right to ignore, edit of even delete what follows, at a later stage! 

What are the potential benefits off taking a more multimodal approach to online feedback?
I'm going to work with the understanding that 'multimodal feedback' means that tutors have a range of modes within their power through which they can communicate with their students. Or to put in more real, practical terms, tutors have a range of tools they can use to provide feedback.

• Tutors can select the mode (or modes) most to reflect the nature of the work that has been submitted Is there something incongruous that a video or audio assignment should receive textual feedback? Not sure about this idea. 
• Tutors could make use of the range of modes to overcome logistical including technological barriers Hmmm. Not sure about this. Isn't it the case that textual feedback would be the most reliable and least likely to suffer from technological problems?
• Tutors can align the mode (or modes) to best suit the student's needs or circumstances Could students request how they want feedback? Would students more likely to request and use feedback if they had some influence over the form that it might take?
• A potential benefit when working with students who have disabilities Is there an argument that students with disabilities might be better served if tutors could more readily put different modes to use? For instance, rather than a student with a visual disability relying on software to convert textual feedback into spoken word, couldn't the feedback be aural in the first instance? Equipped with a range of tools, 
• Tutors could select modes that are most time effective With a range of modes at their disposal, tutors might be able to select the tools that will enable them to reply most effectively. With pressure on staff time, such time savings could be much valued. And if feedback can be provided more quickly, there's the potential that a greater proportion of feedback could be 'in time' i.e. given to students when it still matters. It would be interesting to explore whether staff find text-based time consuming. Would tutors see oral feedback (as an example) as being quicker and easier?

All-in-all, this is pretty unconvincing. Some ideas are better than others. The freewriting hasn't come up with any answers, however perhaps it has been valuable in steering me away from some weak ideas. The more I think about this multimodal feedback idea, the weaker it becomes. Maybe I'm trying to take too broad an approach.