Unlike conventional knowledge representation, advancements in digital educational tools have enormously changed how 21st-century learners can represent the knowledge they acquired. Multimodal knowledge representation can be done using myriad digital production skills and technologies. Multimodal knowledge representation can be; text, diagrams, tables, datasets, video documentation, audio recordings, and other media or a combination of all these simultaneously. Multimodal knowledge representations give more flexibility to a learner to present his learnings innovatively.

Creating digital multimodal texts involves the use of communication technologies. Multimodal texts combine two or more modes such as written language, spoken language, visual (still and moving image), audio, gestural, and spatial meaning (The New London Group, 2000; Cope and Kalantzis, 2009). However, multimodal texts can also be paper-based or live performances.

References

Cope, B., & Kalantzis, M. (2009). A grammar of multimodality. International Journal of Learning, 16(2).
Cazden, C. B. (2000). Multiliteracies: Literacy learning and the design of social futures. Psychology Press.