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 August 10, 2024 from https://www.learntechlib.org/p/50723/.

Keywords

• Applications in subject areas
• Computer Assisted Instruction
• Computer Simulation
• Cooperative learning
• educational technology
• Grade 7
• Instructional Effectiveness
• Interviews
• Learning Motivation
• learning strategies
• Multimedia Instruction
• multimedia/hypermedia systems
• museums
• Observation
• secondary education
• Student Projects
• virtual reality