Multimodal Concept Mapping and Visual Learning
This seminar, funded by Inspiration, was held at the WLE Centre, Institute of Education, London, on July 2nd 2007, and was part of the series 'Fascinating Cultural Objects: 'Multimodal concept mapping in teaching and learning'. It was followed by a session about writing challenges for teachers as researchers.
Christina Preston, MirandaNet; John Ralston and Deidre Cook, Open University; Nigel Riley, Plymouth University
Chair: Christina Howell Richardson, Plymouth University
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Multimodal mapping: innovation in the assessment of teachers’ learning
about ICT:
Christina Preston, MirandaNet Fellowship and WLE centre, Institute
of Education, University of London
- Christina Preston Audio Podcast (23:27, 2.7MB MP3)
This socio-cultural perspective on the multimodal literacy of teachers provides an account of how one particular cultural artefact, the multimodal map (MMM), is used as an innovative method for summative, formative, self and group assessment of teachers’ understanding of Information and Communications Technology (ICT) concepts.
Collaboration, ICT and mind-mapping
John Ralston and Deidre Cook, Open University
- John Ralston (36:05, 4.2MB MP3)
This study, an investigation of collaborative activity in a Primary school, explores the ways in which visual material helps children to establish shared meanings. It looks at the ways in which multimodal-mapping software can support children’s exploration and presentation of ideas. It also considers ways of analysing the children’s’ maps and looks for evidence of collaboration and negotiation.
Investigating the impact of concept mapping in developing effective learning
dialogues:
Nigel Riley, Knowle Primary School Plymouth and Associate Lecturer
at Plymouth University
- Nigel Riley (23:23, 2.7MB MP3)
This study concentrates on the use of the maps in a Primary school to increase higher-order thinking skills. The findings suggest that using collaborative concept mapping in compositional activities increases concept and propositional transfer from talk into writing. A tentative conclusion is that the dynamic interactions between talk and resulting concept mapping enhances propositional transfer between talk, concept mapping and writing.
Challenges for teachers writing up practice based studies for academic publication
- Round Table Discussion (30:03, 3.5MB MP3)
The speakers will discuss the process of developing case studies in the classroom and talk about the challenges of writing up practice-based case studies for a special practitioners’ volume of Reflecting Education called 'Fascinating cultural objects' : multimodal concept mapping in teaching and learning which will be published in September 2007: www.reflectingeducation.net
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