Presentation at the Kaleidoscope Conference, Cambridge 1-2 june 2017
Digital technology offers tools for expressing knowledge and learning in new ways and for promoting cultural understanding in education. This is a single case comparative analysis of one student’s dual representation of the same content knowledge, Civil Rights in the English Speaking World, in the form of an essay and a film. The empirical example has been chosen from an extensive empirical material (part of an ongoing Masters study), produced by approximately 50 ESL students in a digital learning environment, in the regular scope of their studies of English as a foreign language in Swedish upper secondary school, during August 2013 – June 2016. The aim of this single case empirical study is to identify and study how different modes enable the representation of knowledge in different ways. How do different modes enable the representation of (linguistic and cultural) knowledge in a multimodal text (film), compared to monomodal text (essay)? What affordances and constraints do the modes used in the two different representations of knowledge entail?The method used is a detailed multimodal analysis. The multimodal theoretical platform (Kress 2010; Kress & van Leeuwen, 2006) makes it possible to analyse different modes, focusing on the affordances of modes, making visible power relations and cultural understanding. Knowledge and learning are here seen as interdependent concepts in a process of making meaning, and modes as culturally situated. The tentative result of this single case analysis indicates significant disparity, as to what knowledge becomes visible in the monomodal and multimodal texts respectively, depending on the modes of representation used. This raises several questions for future study and analysis. How do national practices in education affect students’ learning and representations of knowledge? How is knowledge evaluated, and how is it culturally encoded?
Keywords: education, cultural understanding, multimodality, embodied mode
Cambridge University 1-2 June 2017, Department of Education.
Interesting conference, particularly useful was the
Panel Discussion with Academics from the Cambridge Faculty of Education.
How can we produce research of international impact and what steps should we make to facilitate international collaborations between researchers?
Dr Olena Fimyar, Prof Pauline Rose, Prof Jan Vermunt
and then the workshop “Who is my research for? Positioning ourselves as researchers” with James Underwood from Northhampton University.
I will look more closely at JURE
JURE is the network of Junior Researchers of EARLI. JURE is dedicated to the interests of all junior researchers in the field of learning and instruction. Primary aim of JURE is to represent and support research students on matters that are of interest to them. Furthermore, learning and interaction among junior and senior researchers are significant goals for JURE
And PhD Cora Xu’s blog Transnational Education
Training. Advice. Live Discussion. Networks.
Free online lectures. Interactive training courses. Expert advice. Resources to support you in publishing your world-class book or journal article. Certificates to recognize your efforts.
Historical Encounters is a peer-reviewed, open access, interdsiciplinary journal dedicated to the empirical and theoretical study of:
- historical consciousness (how we experience the past as something alien to the present; how we understand and relate, both cognitively and affectively, to the past; and how our historically-constituted consciousness shapes our understanding and interpretation of historical representations in the present and influences how we orient ourselves to possible futures);
- historical cultures (the English equivalent of the German term Geschichtskultur which literally translates “history culture”, and thus refers to the effective and affective relationship that a human group has with its own past; the agents who create and transform it; the oral, print, visual, dramatic, and interactive media representations through which it is lived, and by which it is disseminated; the personal, social, commercial, and political uses to which it is put; and the processes of reception that shape encounters with it);
- history education (how we know, teach, and learn history through: schools, universities, museums, public commemorations, tourist venues, heritage sites, local history societies, and other formal and informal settings).
Submissions from across the fields of public history, history didactics, curriculum & pedagogy studies, cultural studies, narrative theory, and historical theory fields are all welcome.
The journal editors are particularly interested in presenting a variety of voices from scholars at various career stages, and therefore encourages early career researchers to submit their work for review.
Since 1977, the Journal of Pragmatics has addressed a number of questions that are essential to our understanding of how language works in communicative and social interaction, and continues to welcome innovative pragmatic scholarship from all perspectives.
For “help in preparing and using different types of multimedia data with various CAQDAS packages. The material discusses:
- using multimedia data in CAQDAS packages (codecs, streaming, synchronizing)
- preparing different file formats for the use in CAQDAS packages (images, audio files, video files)
- work-arounds for potential problems, when working with multimedia files in CAQDAS packages”
Ordlista för didaktiska forskningstermer (på svenska) är under uppbyggnad och finns på google.sites https://sites.google.com/site/didaktikordlista/home