A Multimodal Framework for Computer Mediated Learning: The Reshaping of Curriculum Knowledge and Learning

Conclusion

The transformation of pedagogy and knowledge from page to screen offers teachers
and learners access to different representational and Communicational resources.
Many of these are not language based. To summarise, this example shows how the
designer’s choice of representational mode re-mediates learning. The choice of
representational mode shapes curriculum entities (in this case the entity ‘bounce’ and
‘rule’) in different ways. The representational modes and their configurations on
screen also shape the learning environment itself, and the position of the learner to the
object of study.

Multimodality offers a way to think about the computer as a tool that takes account of
the full range of representational resources modes on screen, and the interactions with
screen and other people in the learning context. Multimodality offers a way of
exploring the re-mediating effect of computer mediated learning, and in turn re-
thinking learning beyond language.

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