Audience Matters: Multimodal Projects across Three International Case Studies

Autor/inn/en	Schrum, Kelly; Majury, Niall; Simonelli, Anne Laure; Bogdewiecz, Sarah
Titel	Audience Matters: Multimodal Projects across Three International Case Studies
Quelle	In: Teaching & Learning Inquiry, 10 (2022), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Case Studies; Audience Awareness; Graduate Students; Capstone Experiences; Biology; Science Instruction; Undergraduate Students; Learning Motivation; Skill Development; Foreign Countries; Interdisciplinary Approach; Assignments; Cross Cultural Studies; Story Telling; Technological Literacy; Research Universities; Citizenship Education; Student Attitudes; Information Technology; Norway; United States; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Motivation for studies; Lernmotivation; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Assignment; Auftrag; Zuweisung; Cultural comparison; Kulturvergleich; Technisches Wissen; Forschungseinrichtung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Schülerverhalten; Informationstechnologie; Norwegen; USA
Abstract	There is growing attention to student assessments designed to reach beyond the classroom, including assessments with an immediate or future audience. The impact of audience, however, has not been examined in multimodal assessments across continents, institutions, disciplines, and teaching contexts. Using qualitative data, this article examines the impact on student learning of incorporating audience and awareness of audience in diverse settings through multimodal projects. These include a core assignment in an interdisciplinary, semester-long graduate class in the United States, a year-long capstone project for geography undergraduates in Northern Ireland, and a supplemental assignment for graduate and undergraduate biology students in Norway. This article investigates the impact of audience through multimodal assessments across these three settings and concludes that it can positively influence student learning, motivation, and skill development. (As Provided).
Anmerkungen	University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01