Visual Learning as a Multimodal Meaning Approach
Visual learning has become one of the most powerful ways to support understanding in today’s digital learning environments. Instead of relying only on written text or spoken explanations, visual learning integrates images, diagrams, icons, videos, color, and spatial organization to help learners make sense of information more quickly and more deeply. This approach aligns directly with the multimodal meaning dimension introduced in the e-Learning Ecologies course, where meaning is created across multiple modes—not just through words, but also through visuals, audio, and interactivity.
At its core, visual learning recognizes that a large portion of the human brain is dedicated to processing visual information. Research in cognitive science consistently shows that people tend to remember images and structured visuals more easily than long passages of text. For example, infographics, mind maps, and illustrated explanations help learners identify relationships, patterns, and hierarchies that might be difficult to grasp in purely written form. Visual learning also supports multilingual and diverse classrooms, because visuals reduce linguistic barriers and make concepts accessible regardless of a learner’s first language.
A clear example of visual learning in practice is the use of digital infographics created with tools like Canva or Piktochart. A teacher preparing a lesson on climate change might present a visual timeline, a labeled diagram of greenhouse gases, or a map showing temperature changes over time. Instead of lecturing for long periods, the teacher can guide students to interpret visuals, compare representations, and explain insights in their own words. This invites students to become active knowledge makers, not passive receivers. Another example is the use of educational videos or short animations, where complex ideas are broken down step by step using color, motion, and visual analogies.
Visual learning is especially effective in online and blended settings because digital environments naturally support multiple modes of representation. Screens allow for combining text, images, color, motion, and audio seamlessly. Learners can pause, replay, zoom, annotate, or take screenshots—interactions that deepen understanding and encourage self-regulation.
In addition, visual learning fosters critical digital literacy. When students create their own infographics, slides, or digital posters, they learn how to communicate ideas clearly, evaluate the quality of visual information, and design knowledge for an audience. This develops skills that are increasingly necessary in academic, professional, and public communication.
Ultimately, visual learning shows how multimodal meaning enriches teaching and learning. It expands what counts as knowledge, encourages creativity, and empowers learners to interpret and produce meaning using diverse forms—not only written text.
Mayer, Richard E. (2009). Multimedia Learning. Cambridge University Press.
Zhang, D., Zhou, L., Briggs, R., & Nunamaker, J. (2006). “Instructional Video in E-learning.” Information & Management.
Clark, R. C., & Lyons, C. (2010). Graphics for Learning. Wiley.
New London Group (1996). “A Pedagogy of Multiliteracies.” Harvard Educational Review.
Brumberger, E. (2019). “Visual Literacy and the Digital Learning Environment.” Journal of Visual Literacy 38(1).

• Ghizlane Rahmani

Representaciones multimodales del conocimiento.
Vincular, texto, video, audio, diagramas y otros medios, es lo que se requiere por parte del alumno para construir nuevo y propio conocimiento. Así entonces, este concepto se define como el proceso a través del cual los alumnos consolidan la comprensión de un tema, considerando varios recursos y entonces el aprendizaje se presenta cuando el estudiante hace suyo el significado del conocimiento adquirido, para así, desafiar al aprendizaje por medio de la sólo escritura, para convertirse en el modo de demostrar el conocimiento en el aula.
Existen varios ejemplos para lograrlo:
La Storytelling: que le permite a estudiante crear un documental breve combinando fotografías, texto, música, archivos y narraciones orales propios que le permiten personalizar su propio conocimiento. Dado que no sólo le permite retener información sino alfabetizarse digitalmente, a aprender a sintetizar u organizar información compleja por medios digitales para hacerla más digerible.
El uso de pizarras tácticas digitales, le permite al alumno interactuar por medio de gestos, para manipular elementos, por ejemplo, los geométricos, para poder alterar sus dimensiones, y valores numéricos en tiempo real, lo que le ayuda a conectar de forma kinestésica con su propia representación simbólica, abstracta para poder aclararla y luego expresarla por medio del lenguaje.
Algunos de los retos a los que se enfrenta esta modalidad de aprendizaje son en cuanto a:
La validez de la evaluación: al no poder establecer criterios estandarizados, frente a grupos numerosos.
La sobrecarga cognitiva: dado que, si el aprendizaje no se diseña de forma correcta, las múltiples representaciones que se pueden generar, pueden llegar a saturar los diferentes canales de procesamiento de la información (visual, auditivo, etc.), que pueden obstaculizar un aprendizaje eficiente.
Igualmente, el reto del cambio de práctica de varios docentes, al pasar del texto impreso para diseñar sus actividades, hacia narrativas digitales que le exigen competencias multimodales que requiere aprender.
Adami, E. (2009). 'We/YouTube': Exploring sign-making in video-interaction. Visual Communication, 8(4), 379–399. (PDF) ‘We/YouTube’: Exploring sign-making in video-interaction
Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Science, 333(6046), 1096-1097. (PDF) Drawing to Learn in Science
Jewitt, C. (2008). Multimodality and Literacy in School Classrooms. Review of Research in Education, 32(1), 241–267. (PDF) Multimodality and Literacy in School Classrooms
Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge University Press. The Cambridge Handbook of Multimedia Learning
Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47(3), 220–228. Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom: Theory Into Practice: Vol 47, No 3

• Salvador Castillo

How Learning Games Create Meaningful and Enjoyable Learning

In my own understanding of what Multimodal is, Multi means multiple which refers to two or more while Modal, on the other hand, refers to modality. In the e-Learning Ecologies MOOCs, a multimodal meaning concept simply means the different ways on how we can communicate and understand ideas in an online setting. It is not only about reading text, or explaining things through discussion—learning now is very convenient as we use many forms like images, videos, sounds, gestures, and layouts that truly transform our way of learning, and keep the students engaged, interested, and motivated to continue learning.


During my elementary and high school years, we would rather talk with our seatmates than expect to listen attentively to our teacher who will make a lecture. As I reflect, children really do have a short attention span or in a more obvious answer—they easily get bored. So, I thought of this concept to help navigate that kind of adversity a teacher finds hard to overcome. Applying Learning games in a class, especially in Key Stages 1 and 2, would be a great help for teachers to create an engaging and participative learning environment. It includes Charades, Tongue Twisters, Puzzles, Scavenger Hunt that match on enhancing their critical thinking skills and communication skills with others. When it comes to integrating technology, as we are now in a modernized time of our lives, E-learning games can also be used. This includes Kahoot, Bamboozle, Wayground—formerly known as Quizizz, Quizlet, and many more that help improve student's ability to analyze, expand their vocabulary, and retain the topics that were discussed. These games are often used today, our class is a very example. But, to ensure their safe use of media, teachers must be attentive and know how to handle the class.


Learning games help students feel that learning is fun and enjoyable. In conclusion, learning in the best way possible is not only about receiving information from teachers. It’s also about how teachers take the time to make learning more innovative and something that students won’t get tired of doing. These learning games emphasize that to learn is to enjoy—and when you enjoy what you’re doing, the learning process becomes smoother and more meaningful.

References:
https://www.upeducators.com/8-digital-games-that-teachers-can-include-to-make-learning-fun/
https://www.edutopia.org/article/21-learning-games-ela-classroom/

• Althea Mae Hicap

Constructing Knowledge Through Multiple Modes of Meaning.

“We understand the world better when we see it, hear it, and feel it, not just when we read about it.”

Multimodal meaning is the idea that learning and communication happen through many forms, not just spoken or written words. After watching the video by Dr. Bill Cope and Dr. Mary Kalantzis, I realized that meaning becomes clearer when different modes such as images, sounds, gestures, colors, and videos work together. In today’s digital world, these modes help learners understand lessons more easily and more deeply. 

Traditional classrooms relied heavily on text and speech as the main ways of learning. Students were expected to read or listen, which limited how they could express what they know. But learning today has expanded beyond those boundaries. With the help of technology, lessons now include visuals, animations, audio clips, diagrams, and interactive media. These modes make learning more engaging and easier to follow because they appeal to how students naturally process information. A great example of this is when a teacher uses a short video and an infographic to explain a topic. Students can see and hear the lesson at the same time, which makes learning more engaging. This also helps different types of learners. Some understand better through visuals, others through sound, and some through hands-on activities. Using many modes makes learning more inclusive and easier to follow.

Multimodal meaning reminds us that learning does not have to stay within one mode. When different forms of communication work together, lessons become clearer, more engaging, and easier to understand. This approach supports diverse learners and reflects the reality of our modern world, where meaning is created through many different forms.


Reference:
Cope, B., & Kalantzis, M. (2016, January 19). e-Learning Affordance 3B: Multiliteracies and synesthesia [Video]. YouTube. https://youtu.be/ca3MKgCVI5k 

• Maria Alexis Olivar

Understanding Multimodal Meaning in the Context of Multiliteracies
The concept of multiliteracies was first introduced by the New London Group (1996) to expand the traditional notion of literacy beyond reading and writing print text. In today’s world, meaning is created through multiple modes, such as visual, linguistic, spatial, gestural, and audio, and across diverse cultural and technological contexts. This expanded understanding reflects how people communicate and learn in the 21st century, where media and digital technologies play central roles.
Multimodal meaning refers to the way that meaning is made through the combination of different modes of communication. For instance, an infographic blends visual (images, color, layout), linguistic (text and labels), and spatial (organization) modes to convey complex information more effectively than words alone. According to Cope and Kalantzis (2009), each mode contributes unique affordances that shape how messages are interpreted. In multimodal texts, these elements interact dynamically to create richer and more accessible communication.
References:
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.
Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New literacies, new learning. Pedagogies: An International Journal, 4(3), 164–195.

• Anna Pietrantoni

Your update appears to be very intersting. Nice work

• Pratiksha Phukan

Multimodality (in the context of computing and cognition) refers to the use, integration, and interpretation of multiple distinct communication channels or data types (modalities) to achieve a comprehensive understanding or generate an enriched output. Instead of relying on a single source of information—such as text only or images only—a multimodal system or cognitive process combines inputs from various senses or data sources, leading to a much richer and more contextualized perception of the world.

Common modalities include:
- Visual: images, video frames, gestures, etc.
- Aural or Audio: speech, music, ambient sounds, etc.
Sensor or Numberic: temperature, movemnt pressure, etc.

• Maria Janine Herrera

I like how you explained the role of video in learning. What struck me is how videos combine visuals, audio, and sometimes even text overlays. It reminds me of the discursive dimension of multimodality where meaning isn’t just told but negotiated through different forms of expression.

• Kristine Sy

You're right, we shouldn't just use those multi modals. Let's also consider what other things or steps can be taken to make it more effective.

• Maricar Puno

You're right, we shouldn't just use those multi modals. Let's also consider what other things or steps can be taken to make it more effective.

• Maricar Puno

El aprendizaje multimodal se refiere a la construcción de significado mediante la integración de diferentes modos de comunicación, como texto, imagen, audio, video, interacción y experiencia práctica. En este marco, las simulaciones educativas ocupan un lugar muy relevante porque permiten unir lo visual, lo interactivo y lo experiencial en un solo entorno. Una simulación no solo muestra información, sino que invita al usuario a “vivirla”, ofreciendo un contexto dinámico para comprender fenómenos complejos.

Por ejemplo, en ciencias de la salud se utilizan simuladores digitales que recrean cirugías o procedimientos médicos. El estudiante no solo lee sobre la técnica (modo escrito), sino que observa la anatomía (modo visual), escucha instrucciones (modo auditivo) y practica de manera interactiva en un entorno seguro (modo kinestésico). Esta combinación de modos fortalece la retención del conocimiento y la transferencia a la práctica real.

Un recurso interesante es el portal de Labster (https://www.labster.com/
), que ofrece simulaciones científicas para distintas disciplinas. También recomiendo revisar este breve video introductorio de Harvard sobre el valor del aprendizaje por simulación: https://tinyurl.com/harvard-simulations
.

Creo que un subconcepto que merece definición es el de “inmersión significativa”. Este término podría describir cómo la combinación de modos en una simulación no se limita a la exposición sensorial, sino que promueve un compromiso cognitivo y emocional más profundo, clave para un aprendizaje duradero.

• Ana Ontaneda

El aprendizaje multimodal se refiere a la construcción de significado mediante la integración de diferentes modos de comunicación, como texto, imagen, audio, video, interacción y experiencia práctica. En este marco, las simulaciones educativas ocupan un lugar muy relevante porque permiten unir lo visual, lo interactivo y lo experiencial en un solo entorno. Una simulación no solo muestra información, sino que invita al usuario a “vivirla”, ofreciendo un contexto dinámico para comprender fenómenos complejos.

Por ejemplo, en ciencias de la salud se utilizan simuladores digitales que recrean cirugías o procedimientos médicos. El estudiante no solo lee sobre la técnica (modo escrito), sino que observa la anatomía (modo visual), escucha instrucciones (modo auditivo) y practica de manera interactiva en un entorno seguro (modo kinestésico). Esta combinación de modos fortalece la retención del conocimiento y la transferencia a la práctica real.

Un recurso interesante es el portal de Labster (https://www.labster.com/
), que ofrece simulaciones científicas para distintas disciplinas. También recomiendo revisar este breve video introductorio de Harvard sobre el valor del aprendizaje por simulación: https://tinyurl.com/harvard-simulations
.

Creo que un subconcepto que merece definición es el de “inmersión significativa”. Este término podría describir cómo la combinación de modos en una simulación no se limita a la exposición sensorial, sino que promueve un compromiso cognitivo y emocional más profundo, clave para un aprendizaje duradero.

• Ana Ontaneda