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

realisation of the other ‘states of matter’ on the CD-ROM and it is the most complex
example as it involves a ‘double’ transformation - from a liquid to a gas and from a
gas to a liquid. This complexity raises interesting issues for the multimodal shaping
of knowledge in the applications of new technology. By attending to the teacher-
student interaction with the ‘Hide Particles’ and the ‘View Particles’ options I draw
attention to the different functions of the two epistemological views of the
phenomena.

Creating the Need for an Explanation: Displaying the Empirical

The Student who presents the transformation of a gas to a liquid in the ‘Hide
Particles’ viewing option stands at the front of the classroom by the interactive
whiteboard next to the teacher who sits on a desk. The ‘gas to liquid’ key is selected
and the screen shows a saucepan containing boiling water placed on top of a tripod
with a Bunsen burner underneath it (shown in figure 6. 11).

In the episode described below the teacher and students work with the resources of
the screen to establish the ‘empirical reality’ of the screen, to identify the phenomena
to be explained - the ‘problem space’ and to create the need for an explanation.

Setting up the Investigation as ‘Empirically ReaV

The teacher starts by asking the student, Kate, to describe the elements on the ‘Gas to
Liquid’ screen with the ‘Hide Particles’ viewing option.

Display on Screen: Gas to Liquid Screen with the ‘Hide Particles’ viewing option (as
in figure 6.11)

Teacher:     What am I doing here?

Points at the boiling water on the screen

Kate: Boiling water.

Teacher:     Boiling water. Okay how am I doing that?

Kate:        Youputitina

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