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Drawings are employed by qualitative researchers in many creative ways, and in many different contexts, and a variety of different terms are used to describe similar techniques. I present here a concise description of two basic approaches to integrating participants’ produced drawings into verbal qualitative research interviews, along with characteristic cases of empirical research demonstrating how these approaches have been applied. I also provide a list of best practices and I discuss ethical issues. It is common for qualitative researchers to mix techniques in order to creatively address real-world research challenges. The proposed categorization, augmented by the list of best practices, can help researchers to effectively integrate drawings and verbal interviews into a multimodal research project.

In this paper, we developed a virtual exposition as a model to visualize and demonstrate the dynamic and non-linear affordances of a learning rhizome. Virtual expositions are non-linear multimodal web installations that facilitate the creation of interconnections through which the research as practice and the practice as research are highlighted and communicated more effectively. Through a specific virtual exposition platform, we created a visual and performative representation of a rhizomatic learning course, allowing visitors to experience the complexity, multiplicity, unpredictability, and multivoicedness of such an approach in an isomorphic way. A complex learning rhizome is a performative confluence of human and non-human actors that engages people, resources, processes, and contextual parameters. As such, it is impossible to be represented in any representational format. The virtual exposition developed here attempts to offer a fair approximative model of rhizomatic learning which is far better than text-only linear representations. This paper offers a new view to rhizomatic learning as an applied practice that can enhance teaching and catalyze learning through complex synergies and dynamics. The originality of this paper lies in its attempt to bridge linear with non-linear academic research formats in order to offer a multimodal and performative model of rhizomatic learning. Theoretical and practical implications for learning and teaching are discussed.

The objective of this paper is to describe the design case of a web-based system that aims to facilitate the collective reflective practice of a learning group in an academic setting. The technical infrastructure of the system is fully implemented using free web services, which requires minimum technical knowledge or expertise. A key technical component of the proposed system is a web mash-up hub node that filters and aggregates the relevant posts coming from the participating members' blogs. The overall design process, including the theoretical inspiration, the context, and the implementation, is presented in full detail. This design case can be utilized to inform and inspire other educators or reflective practitioners to design similar systems.

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