Mobile experiences of historical place: a multimodal analysis of emotional engagement

This article explores how to research the opportunities for emotional engagement that mobile technologies provide for the design and enactment of learning environments. In the context of mobile technologies that foster location-based linking, we make the case for the centrality of in situ real-time observational research on how emotional engagement unfolds and for the inclusion of bodily aspects of interaction. We propose that multimodal methods offer tools for observing emotion as a central facet of person–environment interaction and provide an example of these methods put into practice for a study of emotional engagement in mobile history learning. A multimodal analysis of video data from 16 pairs of 9- to 10-year-olds learning about the World War II history of their local Common is used to illustrate how students’ emotional engagement was supported by their use of mobile devices through multimodal layering and linking of stimuli, the creation of digital artifacts, and changes in pace. These findings are significant for understanding the role of digital augmentation in fostering emotional engagement in history learning, informing how digital augmentation can be designed to effectively foster emotional engagement for learning, and providing insight into the benefits of multimodality as an analytical approach for examining emotion through bodily interaction

Multimodal ways of eliciting students' voice.

For some time researchers have been exploring how students might best be supported to express their ideas, opinions and feelings and to demonstrate what they know and can do. In this paper, we discuss some of the implications of sociocultural view of learning for how classroom research is conducted and describe some of the approaches we have used to generate information on student classroom experiences. Over the course of our work we have found that the use of multiple and multimodal data generation methods allows student with different interests and abilities to take an active part in research. We then detail some of the challenges and rewards involved in working with students in these ways as part of a research agenda focused on enhancing teaching and learning

Mobile experiences of historical place: a multimodal analysis of emotional engagement

This article explores how to research the opportunities for emotional engagement that mobile technologies provide for the design and enactment of learning environments. In the context of mobile technologies that foster location-based linking, we make the case for the centrality of in situ real-time observational research on how emotional engagement unfolds and for the inclusion of bodily aspects of interaction. We propose that multimodal methods offer tools for observing emotion as a central facet of person–environment interaction and provide an example of these methods put into practice for a study of emotional engagement in mobile history learning. A multimodal analysis of video data from 16 pairs of 9- to 10-year-olds learning about the World War II history of their local Common is used to illustrate how students’ emotional engagement was supported by their use of mobile devices through multimodal layering and linking of stimuli, the creation of digital artifacts, and changes in pace. These findings are significant for understanding the role of digital augmentation in fostering emotional engagement in history learning, informing how digital augmentation can be designed to effectively foster emotional engagement for learning, and providing insight into the benefits of multimodality as an analytical approach for examining emotion through bodily interaction

Challenges in Transcribing Multimodal Data: A Case Study

open2siComputer-mediated communication (CMC) once meant principally text-based communication mediated by computers, but rapid technological advances in recent years have heralded an era of multimodal communication with a growing emphasis on audio and video synchronous interaction. As CMC, in all its variants (text chats, video chats, forums, blogs, SMS, etc.), has become normalized practice in personal and professional lives, educational initiatives, particularly language teaching and learning, are following suit. For researchers interested in exploring learner interactions in complex technology-supported learning environments, new challenges inevitably emerge. This article looks at the challenges of transcribing and representing multimodal data (visual, oral, and textual) when engaging in computer-assisted language learning research. When transcribing and representing such data, the choices made depend very much on the specific research questions addressed, hence in this paper we explore these challenges through discussion of a specific case study where the researchers were seeking to explore the emergence of identity through interaction in an online, multimodal situated space. Given the limited amount of literature addressing the transcription of online multimodal communication, it is felt that this article is a timely contribution to researchers interested in exploring interaction in CMC language and intercultural learning environments.Cited 10 times as of November 2020 including the prestigious Language Learning Sans Frontiers: A Translanguaging View L Wei, WYJ Ho - Annual Review of Applied Linguistics, 2018 - cambridge.org In this article, we present an analytical approach that focuses on how transnational and translingual learners mobilize their multilingual, multimodal, and multisemiotic repertoires, as well as their learning and work experiences, as resources in language learning. The … Cited by 23 Related articles All 11 versionsopenFrancesca, Helm; Melinda DoolyHelm, Francesca; Melinda, Dool

Mobile Learning Revolution: Implications for Language Pedagogy

Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers

Composition, Computers, and COVID-19: The Roles of Multimodal Composition and Digital Technology in the COVID-19 Pandemic.

The shift toward remote and online learning brought on by the COVID-19 pandemic has had a significant impact on teaching multimodal composition at all levels. Part of this shift towards rethinking multimodal composition came from the challenges of moving what would be in person classes online. Drawing on the New London Group’s definition of multimodality (1996), this thesis examines the relationship between remote learning throughout the pandemic and the modalities and technologies used by composition instructors and students in first-year writing. Using interviews with six first-year writing instructors from a private university, this project explores how instructors encouraged students to compose multimodal texts and the contexts in which students composed during the pandemic. Ultimately, this thesis emphasizes the value of multimedia production as a flexible resource in remote composition classrooms for encouraging rhetorical thinking and facilitating student collaboratio

Geosemiotics as a multiperspectivist lens: Theorizing L2 use of semiotic resources in negotiation of meaning with mobiles from outside the classroom

The theorization of how multimodal learning intersects with online teaching environments has emerged as a key research area in relationship to the creation of opportunities for L2 online interaction. However, there are few studies which have examined how cross-cultural dyads harness and orchestrate semiotic resources across mobile technologies from real-world locations. This paper reports on how the geosemiotics framework provided a multiperspectivist lens (i.e., one which allowed for multiple perspectives which included taking account of embodied communication, material place, and learners’ deployment of mobile devices and cameras to convey visuals). The theory of negotiation of meaning was also introduced to comprehend how L2 meaning is negotiated multimodally in ways potentially beneficial to second language acquisition. In this qualitative study, speaking tasks were supported by tablets and smartphones from outside the classroom. The aim was to foster negotiation of meaning through dyads locating and sharing public semiotic resources situated in places included cafés and museum. Findings show that learners co-deploy different semiotic resources to clarify task information and engage in word search and negotiation of lexis—with non-understanding also triggered by embodied and visual resources. Conclusions consider implications in fostering negotiation through pedagogic task design which harnesses semiotic resources in “place.

Towards a framework for investigating tangible environments for learning

External representations have been shown to play a key role in mediating cognition. Tangible environments offer the opportunity for novel representational formats and combinations, potentially increasing representational power for supporting learning. However, we currently know little about the specific learning benefits of tangible environments, and have no established framework within which to analyse the ways that external representations work in tangible environments to support learning. Taking external representation as the central focus, this paper proposes a framework for investigating the effect of tangible technologies on interaction and cognition. Key artefact-action-representation relationships are identified, and classified to form a structure for investigating the differential cognitive effects of these features. An example scenario from our current research is presented to illustrate how the framework can be used as a method for investigating the effectiveness of differential designs for supporting science learning