Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses

Vily Papageorgiou, Petros Lameras

Research output: Chapter in Book/Report/Conference proceedingConference proceeding

Abstract

The aim of this paper is to report on teachers’ experiences of, and approaches to, multimodality in teaching and learning. A small-scale online survey with closed and semi-structured questions has been deployed to school and university teachers (n=68) for eliciting their experiences in multimodal teaching and learning. Thematic analysis has been adopted as the overarching methodology for reporting patterns in the data from the survey. The results from the analysis showed that experiences of multimodality are discerned as: (1) imparting information, (2) enacting collaborative learning and (3) pre-paring students for exploring concepts. The process of meaning making is exemplified through a developmental progres-sion from more teacher-directed modes through oral, written and visual representations to more student-centered through gestural representations as means of connecting and combining different modes triggered via visual communication, col-laboration and exploration.
Original languageEnglish
Title of host publicationCELDA: Cognition and Exploratory Learning in the Digital Age
Place of PublicationPortugal
PublisherIADIS
Pages133-141
Number of pages9
ISBN (Electronic)978-989-8533-68-5
ISBN (Print)978-989-8533-68-5
Publication statusPublished - 2017

Fingerprint

multimodality
discourse
Teaching
learning
visual communication
experience
teacher
online survey
university teacher
student
methodology
school

Keywords

  • Serious Games
  • multimodality
  • teaching and learning

Cite this

Papageorgiou, V., & Lameras, P. (2017). Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses. In CELDA: Cognition and Exploratory Learning in the Digital Age (pp. 133-141). Portugal : IADIS.

Multimodal Teaching and Learning with the Use of Technology : Meanings, Practices and Discourses. / Papageorgiou, Vily; Lameras, Petros.

CELDA: Cognition and Exploratory Learning in the Digital Age. Portugal : IADIS, 2017. p. 133-141.

Research output: Chapter in Book/Report/Conference proceedingConference proceeding

Papageorgiou, V & Lameras, P 2017, Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses. in CELDA: Cognition and Exploratory Learning in the Digital Age. IADIS, Portugal , pp. 133-141.
Papageorgiou V, Lameras P. Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses. In CELDA: Cognition and Exploratory Learning in the Digital Age. Portugal : IADIS. 2017. p. 133-141
Papageorgiou, Vily ; Lameras, Petros. / Multimodal Teaching and Learning with the Use of Technology : Meanings, Practices and Discourses. CELDA: Cognition and Exploratory Learning in the Digital Age. Portugal : IADIS, 2017. pp. 133-141
@inproceedings{85220e901f3240a98b3e56e758d2c673,
title = "Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses",
abstract = "The aim of this paper is to report on teachers’ experiences of, and approaches to, multimodality in teaching and learning. A small-scale online survey with closed and semi-structured questions has been deployed to school and university teachers (n=68) for eliciting their experiences in multimodal teaching and learning. Thematic analysis has been adopted as the overarching methodology for reporting patterns in the data from the survey. The results from the analysis showed that experiences of multimodality are discerned as: (1) imparting information, (2) enacting collaborative learning and (3) pre-paring students for exploring concepts. The process of meaning making is exemplified through a developmental progres-sion from more teacher-directed modes through oral, written and visual representations to more student-centered through gestural representations as means of connecting and combining different modes triggered via visual communication, col-laboration and exploration.",
keywords = "Serious Games, multimodality, teaching and learning",
author = "Vily Papageorgiou and Petros Lameras",
year = "2017",
language = "English",
isbn = "978-989-8533-68-5",
pages = "133--141",
booktitle = "CELDA: Cognition and Exploratory Learning in the Digital Age",
publisher = "IADIS",

}

TY - GEN

T1 - Multimodal Teaching and Learning with the Use of Technology

T2 - Meanings, Practices and Discourses

AU - Papageorgiou, Vily

AU - Lameras, Petros

PY - 2017

Y1 - 2017

N2 - The aim of this paper is to report on teachers’ experiences of, and approaches to, multimodality in teaching and learning. A small-scale online survey with closed and semi-structured questions has been deployed to school and university teachers (n=68) for eliciting their experiences in multimodal teaching and learning. Thematic analysis has been adopted as the overarching methodology for reporting patterns in the data from the survey. The results from the analysis showed that experiences of multimodality are discerned as: (1) imparting information, (2) enacting collaborative learning and (3) pre-paring students for exploring concepts. The process of meaning making is exemplified through a developmental progres-sion from more teacher-directed modes through oral, written and visual representations to more student-centered through gestural representations as means of connecting and combining different modes triggered via visual communication, col-laboration and exploration.

AB - The aim of this paper is to report on teachers’ experiences of, and approaches to, multimodality in teaching and learning. A small-scale online survey with closed and semi-structured questions has been deployed to school and university teachers (n=68) for eliciting their experiences in multimodal teaching and learning. Thematic analysis has been adopted as the overarching methodology for reporting patterns in the data from the survey. The results from the analysis showed that experiences of multimodality are discerned as: (1) imparting information, (2) enacting collaborative learning and (3) pre-paring students for exploring concepts. The process of meaning making is exemplified through a developmental progres-sion from more teacher-directed modes through oral, written and visual representations to more student-centered through gestural representations as means of connecting and combining different modes triggered via visual communication, col-laboration and exploration.

KW - Serious Games

KW - multimodality

KW - teaching and learning

M3 - Conference proceeding

SN - 978-989-8533-68-5

SP - 133

EP - 141

BT - CELDA: Cognition and Exploratory Learning in the Digital Age

PB - IADIS

CY - Portugal

ER -