This project sought to develop multimedia writing pedagogy based on developing students’ explicit knowledge of ‘grammatical’ design – strategically integrating the meaning-making resources of language, image, sound and movement in dynamic, three dimensional compositional contexts. The project has involved progressive collaborative development of pedagogy with teachers beginning with close cooperative participant-observation case studies in four classrooms in the first year to extended work in 18 classrooms in the second year and 25 classrooms in the final year.
- ARC Linkage Project, $195,000 (Administered by University of New England)
- Australian Children’s Television Foundation
This project will generate a pedagogy focusing on three-dimensional (3D) multimedia authoring, encompassing the convergence print, animation, image, sound and video. In so doing the project specifically aims to:
- Explicate the design features and characteristic uses of language and images in high quality student 3D multimedia narratives.
- Describe students’ knowledge and compositional processes used in producing quality artefacts.
- Design optimal pedagogic contexts for developing students as 3D multimedia authors.
- teachers (n=52) and students (n=1000) had very limited knowledge in relation to multimodal authoring; in response to this, pedagogical strategies were developed by the research team working with case study teachers.
- he pedagogical strategies based on explicit teaching of multimodal concepts which were developed by the research team and implemented by the participating classroom teachers leads to a growing student awareness of multimodal design elements, appropriate metalanguage as embedded in classroom discourse, and the capacity to build point-of-view
- students have consistently demonstrated capacity for creative adaptation of existing texts
- factors most influential in the development of quality texts appear to be:
- student academic experience (year 6 students consistently performed better than year 5 students, all other factors taken into account
- the pedagogical approach of the teacher (the work from certain classrooms is consistently of higher quality than in others)
- ability of the teacher to help students to produce a manageable outcome
- a classroom learning culture of persistence and completion is important
- teacher technological know-how is important
- teacher knowledge of literacy practices is important
- a strong collaborative learning culture amongst teachers is advantageous
- the embedding of multimodal texts (viewing/reading along with writing/creating) as an integral part of classroom life seems to lead to higher quality texts than when it is included as an “extra”
- pair-constructed texts are less likely to be high quality than solo efforts
- prior experience with multimodal authoring (later efforts by students tend to be better than early efforts)
- factors such as gender, school location and environment, and general “tech-savviness” of students seem to be relatively unimportant
The project has revealed a clear and urgent need for increased professional development of teachers along with the clear and systematic incorporation of multimodal authoring in school-level plans in all primary and middle years classes. Well resourced and creative teaching material has been produced to support this.
The project has attracted significant attention with a report on National Television on the ABC: “Future Classroom – Catalyst” 17.02.2011
November 17, 2016
ILSTE Research Team
Professor Len Unsworth
Dr A Thomas (University of Tasmania)