Multimodal design, learning and cultures of recognition

To Boldly Go: Feedback as Digital, Multimodal Dialogue

“…Also useful in informing my thinking has been multimodality's openness to the full range of resources that have the potential to convey meaning, whilst recognizing that what we define as a mode is socially and culturally shaped. At the same time, the critical interest in multimodality and multimodal learning is closely tied to the increasingly digital nature of society and education [18] that provides the backdrop to this article.…”

Comparison of Essay Type and Multiple Choice Questions for Theoretical Formative Assessment among Second Phase MBBS Students in Microbiology

“…This improved understanding and proficiency come from actively performed repeated studies of inter-relations within the subject and that of the overlapping aspects of the other 2 nd professional subjects largely (horizontal integration), and to a greater extent, of the linear-relations with those of the 1 st and the 3 rd professional subjects (vertical integration). The skill development that takes place at higher orders of thinking complies well with the globally much emphasized focus on multiple literacies and modalities of learning and hence the resultant rapidly emerging field of "integration of diverse disciplines" aimed at overall human development (Kress et al, 2012). Nevertheless, in depth studies have gone on to suggest that students generally prefer multiple-choice but become more enthusiastic about essays when they are well prepared for exams (Parmenter et al, 2009).…”

“…Key factual educational information covering the entire syllabus, also often covering all the domains of learning can be assessed by multiple choice questions, which have already been in place as screening as well as summative assessment tools at national and international levels (Kress et al, 2012;Ronald, 2007;Krathwohl, 2002;Scoulle et al, 1994). So, it is worthwhile to include multiple choice questions for formative assessments as a more comprehensive and supportive tool to aid in student directed teaching and learning in Microbiology in view of the implicit need as explained above (David, 2003).…”

Assessing Collaborative Problem Solving Skills in Technology-Enhanced Learning Environments – The PISA Framework and Modes of Communication

“…Previous research has shown [20] that the reader of screen based text material has a tendency to explore the content in a non-linear way. The screen provides several entry points which might lead to different reading paths than the designer of the system had accounted for [21] [22]. If the point of departure is a linear path that the students should follow the screen affordances might be a problem that might lead to trial-and-error strategy.…”