Book•
The Routledge handbook of multimodal analysis
01 Jan 2009-
TL;DR: Theoretical and Methodological Tools for Multimodal Analysis as mentioned in this paper is a toolkit for multimodal analysis with a focus on the analysis of the transmodal moment.
Abstract: Introduction: Handbook Rationale, Scope and Structure Part 1 Theoretical And Methodological Tools For Multimodal Analysis 1.An Introduction to multimodalit 2. Different approaches to multimodality 3.What are multimodal data and transcription? 4.What is mode? 5.Parametric systems: the case of voice quality Theo van Leeuwen 6. Modal density and modal configurations: multimodal actions 7. Transformation, transduction and the transmodal moment Part 1 readings Par 2 Key themes for multimodality 8. Historical Changes in the Semiotic Landscape From Calculation to Computation 9. Technology and Sites of Display 10. Multimodality and Mobile Culture 11. Multimodality, Identity, and Time 12. Multimodality and reading: the construction of meaning through image-text interaction 13. Power, social justice and multimodal pedagogies Part 3 Multimodality across different theoretical perspectives 14. Multimodality and language: A retrospective and prospective view 15. Multimodality and theories of the visual 16. Multimodality and New Literacy Studies 17. Using Multimodal Corpora for Empirical Research 18. Critical Discourse Analysis and multimodality 19. Semiotic paradigms and multimodality 20. Reception of multimodality: Applying eye-tracking methodology in multimodal research 21. Representations in practices: A socio-cultural approach to multimodality in reasoning 22. Indefinite precision: artefacts and interaction in design 23. Anthropology and Multimodality: The Conjugation of the Senses Part 4 Multimoda Case Studies 24. Practical function and meaning: a case study of Ikea tables 2 The use of gesture in operations 26. Gesture and Movement in Tourist Spaces 2 The kineikonic mode: towards a multimodal aproach to moving image media 28. Multimodal Analytics: Software and Visualization Techniques for Analyzing and Interpreting Multimodal Data 29. Colour: code, mode, modality -- the case of.
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TL;DR: In this paper , a visual analytics application is put into practice in Swedish secondary school social science classrooms, and three patterns emerged when students' insights were translated into knowledge visualizations: exploring, gathering, and inserting.
Abstract: In this study, a visual analytics application is put into practice in Swedish secondary school social science classrooms. The application offers support to analyse vast amounts of data through interactive data visualizations. Previous studies have demonstrated that the visual interactive interface challenges the traditional practice in school, where students usually demonstrate their knowledge by means of written texts. Thus, this study examines what happens if students work with more malleable, adaptable, or fluid modes when attempting to express their conclusions from work with interactive data visualizations. It aims to detect patterns in how knowledge visualizations are produced and arranged multimodally. Inspired by design-based research, the study conducted two classroom interventions followed by video captures. It employed a socio-material semiotic approach, which enables the study of interactions between both social and material actors. Three patterns emerged when students’ insights were translated into knowledge visualizations – exploring, gathering, and inserting. It became obvious how different actors taking part of such a digital multimodal writing activity affect and change every actor/everyone/everything, which in turn transfers, relocalizes, reformulates, and re-presents the communicated message. Knowing how knowledge visualizations are produced might strengthen students’ visual abilities when transforming insights multimodally.
1 citations
01 Jan 2011
TL;DR: In this paper, the authors provide a view on surgical education from the perspective of an outsider with an interest in meaning and learning, asking questions such as "How might learning in surgical education differ from learning in other areas?" and "What is the knowledge of surgery and how can it be represented as a curriculum in order to appear usefully in environments of learning?" They also provide a brief sketch of some issues that might be part of a necessary agenda for research in this domain.
Abstract: The chapter provides a view on surgical education from the perspective of an outsider with an interest in meaning and learning. It asks questions such as ‘How might learning in surgical education differ from learning in other areas?’ ‘What is the knowledge of surgery and how can it be represented as a curriculum in order to appear usefully in environments of learning?’ ‘How can a curriculum, which seems in large measure to be embodied, be transposed from sites of surgical practice to environments of surgical learning?’ ‘Is simulation essential in environments of learning of surgical practice and what might be the reasons for this?’ It sets such questions in a brief history of educational trends over the last three decades, and poses some questions that arise around distinctions between tacit and explicit forms of knowing. The chapter briefly touches on issues of assessment, and provides a brief sketch of some issues that might be part of a necessary agenda for research in this domain.
1 citations
Proceedings Article•
01 Jan 2011TL;DR: This project generates new knowledge about how to design scenarios, using commercial video games as the starting point, which may contribute to the development of new literacies when students work with specific curriculum contents.
Abstract: This presentation identifies innovative educational practices when commercial video games, combined with other new or traditional technologies are present in the secondary education classrooms. The major goal of the project was to generate new knowledge about how to design scenarios, using commercial video games as the starting point, which may contribute to the development of new literacies when students work with specific curriculum contents. Our data has been analyzed exploring the machinima productions in order to analyze the relationships between the video productions, the game and, the gamers’ perspective about his/her own activity. To examine these strategies several dimensions have been considered in order to compare different approaches to machinima.
1 citations
01 Jan 2019
TL;DR: In this paper, cultural historical activity theory (CHA) is proposed as an evaluative framework for the analysis of human streams of consciousness, coherently de-/re-constructing semantic triangles/semiotic trinities.
Abstract: ‘The limits of my language mean the limits of my world’ (Wittgenstein in Tractatus Logico-Philosophicus Logisch-philosophische Abhandlung. Keegan Paul, London, 1922/2010: 5.6). Rejecting bland multicultural theology, global frames analyse textual Products, interpret contextual/social Practices, critique Purposes. Chronological narratives integrate human streams of consciousness, coherently de-/re-constructing semantic triangles/semiotic trinities. No mere literary device, relating physics to metaphysics, binding anthropology to theology, ubiquitous metaphor pervades ‘Quantum consciousness’. Consistently scrutinised, metaphor can alter/altar consciousness, yielding fresh discourse—law, contract, policy and praxis—performative drama/dharma from kindergarten and ‘universe-city’ to oecumenical eudaimonia. Encapsulating Vedic/Buddhist/Taoist Critical Realism, Critical Theory, and Critical Discourse Studies, Cultural Historical Activity Theory proves an evaluative framework amidst bewildering multimodal globalisation. Crucial systemic, dialectic, heteroglossic, (w)holistic, transformational criteria probe assumptions and linguistic presuppositions. Systemic Functional Semiotics, Bakhtin’s claim, ‘the symbol has a warmth of fused mystery’, Jung’s ‘Modern Man in Search of a Soul’ associate atma, atomic energy, consilience, Eastern magi(c) deep in the Western psyche. Depth hermeneutics, distributed phonology and morphology, explain and enlighten discipleship. This presentation invites spiritual expansion, literate rather than literal reading of the wor(l)d beyond the word. It justifies specific pragmaticist strategies: spatio-temporal, sensorial, symbolic and material modalities discern, discriminate, define, divine and empower metaphysical Self, Soul, ‘that of Go(o)d’ in every being. Challenging global political-economy and cultural politics, 500+ teachers, teacher-educators, international-NGO administrators and academics in Britain and overseas evidenced empathic transformation.
1 citations
TL;DR: It is indicated that the HCPs strategically change their voice quality and pitch according to the addressees, regulating the interaction, and the research methodology is developed to integrate multimodal features in emergency care interaction for analysis.
Abstract: Background/aims In emergency care, healthcare professionals (HCPs) interact with both a patient and their colleagues at the same time. How HCPs regulate the two distinct interactions is our central interest. Focusing on HCPs’ use of their voice quality and pitch, a multimodal analysis of the interaction in a simulation training session was conducted. Our aims are (1) to compare the use of HCPs’ voice quality and pitch in HCP–patient and HCP–HCP interactions, (2) to examine how different voice quality and pitch function in interaction, and (3) to develop the research methodology so as to integrate multimodal features in emergency care interaction for analysis. Methods Three HCPs performed a scripted acute care scenario (chest pain) at the simulation centre. The multimodal corpus-based approach was applied to analyse the varying voice pitch and quality of the HCPs, in interactions with a simulated patient (SP) and with two other HCPs, in emergency care training. Results The HCPs tended to use a clear voice when they talk to an SP and a ‘shattered’ voice to colleagues in the team. The pitch was raised to talk to an SP, by Helen (a nurse) and Mike (a doctor). Conclusion This indicates that the HCPs strategically change their voice quality and pitch according to the addressees, regulating the interaction.
1 citations