You are here:

Design and implementation of a student-generated virtual museum in a language curriculum to enhance collaborative multimodal meaning-making
ARTICLE

, ,

Computers & Education Volume 57, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

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.

Citation

Ho, C.M.L., Nelson, M.E. & Müeller-Wittig, W. (2011). Design and implementation of a student-generated virtual museum in a language curriculum to enhance collaborative multimodal meaning-making. Computers & Education, 57(1), 1083-1097. Elsevier Ltd. Retrieved July 23, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.12.003

Keywords