Towards a Broader View of Deeper Learning: Considering a Multimodal Perspective (Poster 9)

• In Event: AERA Poster Session Saturday 11:45 am
  In Invited Poster Session: Excellence in Education Research: Early Career Scholars and Their Work Poster Session

Abstract

This presentation reports preliminary findings of an examination of multimodality across 199 deep or rigorous ELA assignments. Analysis shows multimodality appearing in an indirect support role and few requiring students reading or producing multimodal products. It considers how explicit multimodal inclusions interact with deeper learning, particularly knowledge construction, and whether their presence aligns with high knowledge construction and deep learning ratings. Emerging patterns suggest that when multimodal features are present, their influence on student thinking is not consistently recognized or considered in evaluation protocols. The work argues for a broader view of deeper learning grounded in deeper learning and multimodal complexity research. This broader view attends to complexities and demand students are expected to demonstrate when interacting with multimodal resources.

Author

• Brett Stamm, University of Southern Mississippi