Produced with Scholar

Work 1: Educational Theory Analysis

Project Overview

Project Description

Topic: Take one of the theories or theoretical concepts introduced in this course. Look ahead into the course learning module to get a sense of upcoming ideas—don’t feel constrained to explore concepts introduced early in the course. Or explore a related theory or concept of your own choosing that is relevant to the course themes. 

Convey in your introduction how your topic aligns with the course themes and your experience and interests.  Outline the theory or define the concept referring to the theoretical and research literature and illustrate the significance of the theory using examples of this concept at work in pedagogical practice, supported by scholarly sources.

For Doctoral Students: Theoretical and Empirical Literature Review: Work 1 must be in the genre of a literature review with at least 10 scholarly sources. For specific details, refer to the Literature Review Guidelines provided later in this document. 

Word length: at least 2000 words

Media: Include images, diagrams, infographics, tables, embedded videos, (either uploaded into CGScholar, or embedded from other sites), web links, PDFs, datasets or other digital media. Be sure to caption media sources and connect them explicitly with the text, with an introduction before and discussion afterwards.

References: Include a References “element” or section with at least five (ten for doctoral students) scholarly articles or books that you have used and referred to in the text, plus any other necessary or relevant references, including websites and media.

Rubric: Use the ‘Knowledge Process Rubric’ against which others will review your work, and against which you will do your self-review at the completion of your final draft.

Icon for Multimodal Learning in the Integrated Classroom

Multimodal Learning in the Integrated Classroom

What is Multimodal Learning?

The digital age is here and it provides a litany of opportunities for educators to incorporate the digital world into their curriculum. It is exciting to incorporate multimodal forms of learning in order to enhance the classroom and engage students with course materials. Multimodal learning is the usage of new media resources such as diagrams, videos, audio, etc., to enhance the education experience of students. This grants the ability to have new ways that students can access the material and present what they have learned. Part of what make multimodal learning successful is the ability for students to interact with the course material. Interactive multimodal learning allows for the learner to control what happens and when.

In a non-interactive multimodal learning environment, a multimedia message is presented in a pre-determined way irrespective of anything the learner does during learning...In an interactive multimodal learning environment, the presented words and pictures depend on the learner's actions during learning (Moreno & Mayer, 2007, p. 310).

This interactivity changes the way classrooms work. Instead of having a one-way relationship with the material (instructor to student), it provides a two-way relationship where the instructor and student can work together towards expanding the student's knowledge (Moreno & Mayer, 2007, p. 311). This is beneficial because not every student learns the same way.

Photo ID: An classroom with students desks facing the front. Along the side of the room there is a chalkboard with some organic chemistry notes and a world map.

Students can be visual learners, auditory learners, or even tactile learners. Having lectures for every class may not be the best approach for the diversity within the student population, as there is no guarantee that the students will be able to properly engage with the material. There is however one group of students that must be remembered when exploring these options. Special needs students need multimodal learning just as much as typical students. These students may have a wide range of special needs such as movement, ESL, dyslexia, ADD/ADHD, cognitive impairment, autism, etc. and they all need to be able to access the same forms of education that is given to students who do not have special needs. Providing accessibility to these forms of media is job for all educators and can help improve the learning environment for students with special needs. Moreno & Mayer (2007) listed five (5) types of interactivity in multimodal learning environments (see image below). We can use these forms of interactivity as a basis for developing ways to include students with special needs.

Table 2 from Moreno & Mayer (2007) article. [Image Description: A table titled Five Types of Interactivity in Multimodal Learning Environments. It describes the type of interactivity, a description, and an example. The 5 types include: dialoguing, controlling, manipulating, searching, and navigating.]

 

What is UDL?

Luckily, we have a guide for inclusivity with multimodal learning. It is found in the framework of Universal Design for Learning. The Center for Applied Special Technology (CAST) came into existence and created the Universal Design for Learning (UDL) in 1984 when technology and education were booming. The purpose of UDL was to optimize the way we teach and learn in order for all people to have access to knowledge. "These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities" (CAST, 2018). In the following video, put out by CAST, they explain UDL at a Glance.

Media embedded November 21, 2019

We often base our forms of education on ablest assumptions. These assumptions can be that students have the ability to hear, to see, to comprehend and speak English, or that all students have a uniformed way of learning. That's not always the case, but our society and the way we have formated education thus far has been on these ablest assumptions. Most classrooms are set up for a face-to-face conversation where the teacher instructs the students. Some of the basic features of face-to-face conversation are: a shared physical environment, ability to see and hear each other, ability to perceive each other’s actions and that people can produce and receive communication at once and simultaneously (Tanhua-Piiroinen, Pasto, Raisamo, & Sallnäs, 2008, p. 12). Not all people can participate in face-to-face conversations and these put up a barrier to learning that diversity workers and educators have to dismantle. It is no one's fault that these assumptions are made, but with UDL and multimodal forms of interactive learning, we can change education so there is truly no child left behind.

Dr. Jan Wilson, a Wellspring Associate Professor of Women's and Gender Studies and History at the University of Tulsa, gave a TED Talk entitled Reimagining Disability & Inclusive Education. She discusses how her inspiration for having UDL in education and accessibility for all students comes from her daughter, Emma, who has autism. She was unprepared for the lack of accessibility in the schools she sent her daughter too, especially with the laws regarding the legal requirements to make the classroom accessible for students with special needs. Thus began her fight to have educators reimagine disability in education and how an integrated classroom would benefit both typical and atypical students. She also announces her creation of an Institute for Universal Design for Learning that is found at 13 minutes 20 seconds in the video below.

Media embedded November 21, 2019

Using UDL can help us be better students, educators, and people. Provided in the file below is the UDL Guidelines directly from the CAST website. Dr. Jan Wilson used these guidelines as a part of her presentation. UDL's wants educators to provide multiple means of engagement, representation, and action/expression.

PDF File on UDL Guidelines

By applying UDL guidelines to Moreno & Mayer's (2007) 5 types of interactive learning, we can help transform the classroom.

Students need to engage in multiple interactions by dialoguing, searching, and manipulating. On the other hand, teachers need to enage in customized dialoguing by prompting students when they are not making progress, responding to their answers to simulation questions, analyzing students' entries to journals, and evaluating students who use presentation software to communicate their understanding (Moreno & Mayer, 2007, p. 322).

Dialoguing, controlling, manipulating, navigating, and searching can be adapted so that all students can participate in the cirriculum. The remainder of this essay includes articles that explore the way we can provide assistance to students and help them gain the knowledge needed to succeed.

Examples of MML in the Classroom

Many educators are already implementing UDL as well as creating technology to increase learning for students with special needs. Alghabban, Salama, and Altalhi (2017) explore the usage of mobile learning devices and cloud computing as a multimodal tool for students with dyslexia.

In this research, the authors consider the lack of an effective, multimodal, user-friendly m-learning tool that is based on cloud computing for primary students with dyslexia. A novel m-learning tool is presented that provides multimodality functions that are tailored to the different needs of students with dyslexia. The tool empowers these students and helps them to learn effectively (p. 161).

These researchers actually created a "m-learning" (mobile learning) tool in order to assist students with dyslexia. They used audio, visual, and touch in order to develop students' cognitive skills. Forms of visuals included images and texts, and audio accompanied each click the student made in order to guide them through the learning process. (Alghabban, Salama, & Altalhi, 2017, p. 165). They found that this form of "m-learning" was beneficial to students with dyslexia, increasing their understanding of the course material by 30%.

Another tool for interactive multimodal learning is the interactive whiteboard. Kuang-yun Ting examined literature surrounding the usage of the interactive whiteboard and implemented it's usage for a group of students with hearing-impairment. Ting found that the interactive whiteboard could benefit students with special needs. Hearing-impaired students rely heavily on visuals, autistic students learn better with verbal and physical prompts, and touching, dragging, and physically using one's fingers on the interactive whiteboard is beneficial to students of all kinds (Ting, 2014, p. 86). Ting's procedure had an autistic student who scored highly on a English proficiency test become an assistant tutor for two students with hearing-impairment. "The findings showed that by using visual-based instruction, teachers can create an environment in which students with impaired hearing as well as autistic students can become more involved and their learning ability improved" (Ting, 2014, p. 92).

Tanhua-Piiroinen, Pasto, Raisamo, & Sallnäs (2008) studied the usage of a SensAble Phantom Desktop device and stylus, as well as, a Magellan space mouse in integrated learning of visually impaired and sighted students (pictured below).

Photo ID: Space Mouse Classic
Photo ID: SensAble Phantom Pen

They ran two tests to see if the pair of children would cooperate successfully to learn about the solar system and use the devices provided. The first test involved a Phantom stylus for the visually impaired student and a computer screen for the sighted student. The researchers discovered that the sighted child should also be provided a form of interactive device and more visual stimulus as they often grew bored of the lesson. Both students did answer the questions asked of them correctly. When they ran the second test, they made slight changes and improved on their study, including the software. No one student dominanted in the second test, as the visually impaired student used the Phantom stylus and the sighted student assisted with guiding them towards the objectives. The students managed to complete the tasks together and successfully learned about the solar system. Based on their findings, the researchers recommended an imput device be given to all students and an increase in visual stimlulus for the sighted students. They also pointed out that efficiency with these devices is not going to come naturally, but over time the bugs can be sorted out to provide a beneficial integrated learning environment for sighted and visually impaired students (Tanhua-Piiroinen, Pasto, Raisamo, & Sallnäs, 2008).

Fostering connection between typical students and those with special needs can help create a sense of community in the classroom. It also improves education for both parties and helps to teach empathy between the two groups. With interactive multimodal learning, teachers can ensure that all parties are getting the education that they need and are engaging properly with the material. Bruce et al. (2013) wrote a literature review around the usage of multimodal learning in special education. "Eleven studies fulfilled the selected criteria: (a) published in a peer reviewed journal in the last 15 years, due to the changing nature of technology; (b) focused on special education; and (c) focused on multimodal composing" (Bruce et al., 2013, p. 27). They found that technology needed to be flexible and that the teachers should provide choices for the students to immerse themselves in the material. They also explored the potential use of digital video in the classroom.

Incorporating DV into the classroom is a feasible and acceptable practice in developing academic skills such as expository writing (Ohler, 2006). The creative vision of DV engages students in authentic learning activities (Kearney & Schuck, 2004) incorporating critical thinking and media literacy (Ohler) while strengthening their writing skills (Strassman & O’Connell, 2007). (as cited in Bruce et al., 2013, p. 38)

Using digital video, students can do digital presentations, essays, and even get creative and make their own movies showing how well they have mastered the cirriculum. This allows room for students with special needs to participate in a way other than written word. This, on top of other technological advances made recently over the past few decades, really has the chance to create a learning environment that no longer excludes those with special needs. It provides an outlet for those students who have dyslexia, ADD/ADHD, visual impairment, compromised mobility, and those who wish to explore the course material in a different way. Bruce et al. (2013) were hopeful of this as well, in their conclusion they wrote, "the use of technology to foster multimodal composing deserves attention, and should be investigated further" (p. 40).

Conclusion

Interactive multimodal learning can enhance students acquisition of knowledge. With the techological advances being made, learning can change it's course in order to provide alternate means of education. However, it can be quite the financial burden. The cost of implementing the technology needed for integrated classrooms is large. Schools may have to turn to donors and grants in order to fund it. I still believe that it is worth the cost to have an integrated classroom. Online classes, special tools, and cooperation between students can see to it that we have a truly diverse set of students in the classroom. These gadgets not only assist those who have special needs with participating, but it also creates a different form of action and expression that the students can use to better understand the material. The 3 guidelines of the Universal Design for Learning, the 5 types of interactive learning, the tools for accessibility, and educator training combined together can create a classroom that is fully integrated with typical students and those who have special needs that will blossom a multimodal environment of academic success.

References

Alghabban, W. G., Salama, R. M., & Altalhi, A. H. (2017). Mobile cloud computing: An effective multimodal interface tool for students with dyslexia. Computers in Human Behavior, 75, 160-166. https://doi.org/10.1016/j.chb.2017.05.014

Bruce, D., Cesare, D., Kaczorowski, T., Hashey, A., Boyd, E.H., Mixon, T., & Sullivan, M. (2013). Multimodal composing in special education: A review of the literature. Journal of Special Education Technology, 28(2), 25-42. https://doi.org/10.1177/016264341302800203

CAST. [CAST]. (2010, January 6). UDL At A Glance [Video File]. Retrieved from https://www.youtube.com/watch?v=bDvKnY0g6e4

CAST (2018). Universal Design for Learning Guidelines version 2.2 [PDF File]. Retrieved from http://udlguidelines.cast.org

Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments: Special issue on interactive learning environments: Contemporary issues and trends. Educational Psychology Review, 19(3), 309-326. https://doi.org/10.1007/s10648-007-9047-2

Tanhua-Piiroinen, E., Pasto, V., Raisamo, R. & Sallnäs, E. (2008). Supporting collaboration between visually impaired and sighted children in a multimodal learning environment. Haptic and Audio Interaction Design, 5270, p. 11-20. https://doi.org/10.1007/978-3-540-87883-4_2

Ting, Kuang-yun. (2014). Multimodal resources to facilitate language learning for students with special needs. International Education Studies, 7(8), 85-93. http://dx.doi.org/10.5539/ies.v7n8p85

Wilson, J. [TEDx Talks]. (2015, May 21). Reimagining Disability & Inclusive Education | Jan Wilson | TEDxUniversityofTulsa [Video File]. Retrieved from https://youtu.be/CtRY_1mZWWg