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

liquid reaching the top of a glass), or to show events in space (like the use of
footsteps to indicate social distance) (Mountford and Gaver, 1990).

Semiotic theory has been applied to new technology, principally in the fields of
graphical user interface design (Callahan, 1994) and human computer interaction
(Andersen 2000; Nadin, 1985). Indeed Nadin argues that human computer
interaction is semiotics applied. This work has attempted to mobilise semiotics in the
characterisation of human computer interaction through viewing the relationship
between software designer and user and seeing the interface as the linking medium
(Laurel, 1990).

There has been some research into the multimodal character of new technology
within social semiotics that does begin to explore the potential role of modes in
meaning making but to a lesser extent learning.

The semiotic character of hypertexts and hypertext links are discussed in this
literature. Lemke explores the potential of hypertext to realise new interactions
between word, image and sound (Lemke, 2002). In particular the multiple
combinations of resources within hypertext can provide a resource for the
construction of meaning relations between modes on web-site screens. The semantic
functions of links in hypertexts have been explored and classified by Harrison (2002)
as authorizing, commenting, enhancing, exemplifying, referencing∕citing, or self-
selecting information on screen. The meaning of the structure of a CD-ROM are
analysed by van Leeuwen (1998) who concludes that:

The structures of such interactive texts are modelled on, and can
themselves provide models for, social cohesion and interactivity.

(van Leeuwen, 1998: 119)

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