Design and Implementation of a Student-Generated Virtual Museum in a Language Curriculum to Enhance Collaborative Multimodal Meaning-Making

Autor/inn/en	Ho, Caroline M. L.; Nelson, Mark Evan; Mueller-Wittig, Wolfgang
Titel	Design and Implementation of a Student-Generated Virtual Museum in a Language Curriculum to Enhance Collaborative Multimodal Meaning-Making
Quelle	In: Computers & Education, 57 (2011) 1, S.1083-1097 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.12.003
Schlagwörter	Learning Strategies; Museums; Grade 7; Cooperative Learning; Learning Motivation; Student Projects; Educational Technology; Computer Assisted Instruction; Multimedia Instruction; Computer Simulation; Interviews; Observation; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Museum; Museumswesen; Museen; School year 07; 7. Schuljahr; Schuljahr 07; Kooperatives Lernen; Motivation for studies; Lernmotivation; Schulprojekt; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Multimediales Lernen; Computergrafik; Computersimulation; Interviewing; Interviewtechnik; Beobachtung; Unterrichtserfolg
Abstract	This paper reports on a study, "MUSE", which involved Secondary (Grade 7) students in designing and constructing a virtual museum. It presents a description and evaluation of the design and implementation of the technologically-mediated intervention within a language curriculum that emphasizes multimodal meaning-making and expression. Participants' gallery artifacts, interviews, reflections and classroom observations indicated signs of an emergent multimodal awareness with a growing sensitivity to semiotic affordances and constraints. Collaborative learning skills acquired and language learning motivational gains were evident. The investigation identified responsive, adaptive measures in overcoming unanticipated challenges arising from on-the-ground realities and contextual constraints. The study showed the viability, to a certain extent, of innovative technologically-enhanced interventions in reinforcing instructional pedagogy in classroom contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10