A Gallery of Multimodal Possibilities in a Graduate Course on Learning Differences in Education

Autor/inn/en	Morawski, Cynthia M.; Hayden, Kimberley; Nutt, Aileen; Pasic, Nikolas; Rogers, Angela; Zawada, Violet
Titel	A Gallery of Multimodal Possibilities in a Graduate Course on Learning Differences in Education
Quelle	In: International Journal of Education & the Arts, 15 (2014) 18, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Learning Processes; Individual Differences; Teaching Methods; Interdisciplinary Approach; Graduate Students; Personal Narratives; Student Attitudes; Action Research; Learning Modalities; Self Expression; Grading + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Individueller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Erlebniserzählung; Schülerverhalten; Projektforschung; Lernumgebung; Ausdruck; Notengebung; Schulnote
Abstract	Pertinent research literature recognizes the importance of using multimodalities to enhance and extend ways of learning across the curriculum in such subject areas as literacy, geology, media studies, physical education, social studies and disabilities studies. As an action researcher who constantly seeks ways to improve my own classroom practice, I offered multimodal opportunities to the students in my graduate class on learning differences to enhance their capacity to participate in both in-class and out-of-class assignments. Five students representing the areas of nursing, counseling, arts education, and classroom teaching, accepted my invitation to express a major assignment--a personal narrative on learning differences in multimodal forms. With feelings and thoughts ranging from skepticism to inspiration, these five students placed themselves in the vulnerable and risky space of the unknown and represented the theoretical and practical aspects of their narratives via sculptures, beaded canvases, a book of collage art and an assemblage of popular culture. Each student created a unique work woven together from prior experiences, significant readings, and specific theoretical underpinnings. They all agreed that the use of multimodalities encouraged them to draw on various elements of personal resources, such as emotion and imagination, to reconsider learning difference as a multidimensional and fluid concept. The possibilities for multimodal learning in a graduate class allowed students to hear, see, and feel each of their positions on difference while also examining collectively their individual expressions of learning differences in education. (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10