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Multimodal Knowledge Representations in Higher Education
Multimodal Knowledge Representations in Higher Education
As discussed by Kalantiz and Cope (2015) an affordance of e-learning is access to multimodal knowledge representations, where various modalities of information (e.g., videos, sound, movement, databases, etc.) can inform and represent learners’ knowledge in both process and product. The presence of multimodal knowledge representations has allowed for a transformation of student learning in terms of access to a wider expanse of information (i.e, being able to obtain information beyond a standard text), greater mobility of access to information (i.e., being able to access information seemingly anytime and anywhere), and opportunities for more flexible and personalized learning experiences. Nouri (2018) underscores the prevalence of self-directed multimodal learning when assessing the self-study activities of university students, finding most students engage in a variance of knowledge and cognition modes in their pursuit of learning. Ease of access for later review and access mobility rated most highly as reasons for selecting the non-traditional text modes of knowledge.
In addition to the impact on student-driven learning activities, the affordance of multimodal knowledge representation has the potential to shift instructor approaches of information conveyance, assignments, and assessments. For example, universal design is identified as a process where multimodal representations are used as tools to create an inclusive design for class content for both the purpose of knowledge access and flexible assignments/ assessments. In their video introduction Billard and Sorbera (12 June 2019; https://www.youtube.com/watch?v=VwA8cQ2xA9o) provide a brief overview of three key areas of universal design; Engagement, representation, and action and expression. While targeted specifically to higher education, I believe this information has broader implications as I can see the applicability to psychoeducation material I am creating for community classes. Walby (1 December 2015), creator of Visual Musical Minds, also provides a good example of effectively implementing universal design in his brief video on the Principles of Multi-modal Learning ( https://www.youtube.com/watch?v=b17YT-m2DGk). As I continue to integrate multimodal knowledge representations into assignments and assessments, I am convinced I need to investigate more thoroughly how to revise my course content using the principles of universal design.
Multimodal knowledge representations also have the potential to influence assignments and assessments, which some may argue are one in the same. This affordance allows for professors to open the borders of traditional assignments to include and/or require the use of multimodal information. However, as I consider my student population, I find there are some differences in receptiveness to this change. For both my college students and community class members, I find mixed reactions to the requirement of technology. As Reid (n.d.) identifies in both her introduction video and connected blog (http://www.dmacinstitute.com/showcase/issues/no1/reid-returning-adults ), prior exposure and experience with multimodal modes of knowledge, as well as ease of access to technology, factor into a student’s comfort level with a multimodal learning approach to assessment. Assessing student comfort level and need for accommodation is a real and present consideration when implementing a required multimodal assignment/assessment. I believe flexibility is critical when assigning and assessing both process and product, as well as determining fit to the target population.
References:
Billard, K. & Sorbera, B. (12 June 2019). Universal design for learning in higher education. Retrieved from https://www.youtube.com/watch?v=VwA8cQ2xA9o
Kalantz, M. &Cope, W. (2015). Learning and new media. In D. Scott & E. Hargreaves (Eds.), The Sage handbook of learning (pp. 373-387). Sage Publications.
Nouri, J. (6 April 2018). Students multimodal literacy and design of learning during self-studies in higher education. Tech Know Learn (2019) 24:683-698. https://doi.org/10.1007/s10758-018-9360-5
Reid, L. (n.d.). Returning adults in multimodal classroom. Retrieved fromhttp://www.dmacinstitute.com/showcase/issues/no1/reid-returning-adults
Walby, N. (1 December 2015). Principles of Multi-modal Learning. Retrieved from https://www.youtube.com/watch?v=b17YT-m2DGk
Interesting update! I’ve always face the need to balance all different modes of learning. It’s hard sometimes. But it seems to me that for higher education traditional text-based knowledge representations still perform a considerable importance. I remember some of my students once complaining about the amount of readings they were asked to do, and that a video would sound better. Even the power an image has to speak a thousand words, I‘m afraid how struggled students might become in terms of avoiding traditional readings nowadays, what leads to a lack of vocabulary improvement, for example.
@Humberto Cunha, Thank you for your comments! I agree in that a balanced approach is ideal, as I find textbooks do play an important role in higher education in helping to provide foundational information for students to work with. While I use assignments as opportunities for analysis and application, I tend to get stuck in the knowledge modes I offer as options. This week's focus on multimodal has been a huge reminder to broaden the options and knowledge modes included in an assignment. At the same time, I need to be ever cognizant of the limitations and accommodations needed by my specific student population, as each student group is not nearly inclined to be as excited as I am about diving into a multimodal assignment.