While learning activities and text production in language subjects typically include multiple forms of multimodal expression, assessment in the subjects continues to a great extent to depend on students’ written texts. As a contribution to an increasing call for alignment of curricular activities and assessment, this article explores an approach to assessment of upper secondary students’ production of multimodal persuasive texts in the subject of English as an additional language (EAL). The article reports from a design-based study comprising two classroom interventions where assessment of students’ multimodal texts was conducted separately by peer groups and the teacher and researcher in collaboration, applying assessment criteria informed by multimodal social semiotic theory and operationalisations of communicative competence. Comparing the results of peer and teacher assessment of students’ multimodal persuasive texts, agreement was found relating to representational, interactional, and compositional aspects of the texts, whereas differences in views mostly concerned nuances in interpersonal aspects. Unpacking these nuances, the article concludes that peers’ and teachers’ assessments of multimodal texts complement each other in ways that can prompt fruitful discussions on meaning making in the light of context and social factors and thus contribute to heightened semiotic awareness and a broader recognition of the students’ communicative competence in the subject.
{"title":"Assessing Students’ Multimodal Texts in the Subject of English: Synthesising Peers’ and Teachers’ Recognition of Semiotic Work","authors":"Sigrid Ørevik","doi":"10.16993/dfl.216","DOIUrl":"https://doi.org/10.16993/dfl.216","url":null,"abstract":"While learning activities and text production in language subjects typically include multiple forms of multimodal expression, assessment in the subjects continues to a great extent to depend on students’ written texts. As a contribution to an increasing call for alignment of curricular activities and assessment, this article explores an approach to assessment of upper secondary students’ production of multimodal persuasive texts in the subject of English as an additional language (EAL). The article reports from a design-based study comprising two classroom interventions where assessment of students’ multimodal texts was conducted separately by peer groups and the teacher and researcher in collaboration, applying assessment criteria informed by multimodal social semiotic theory and operationalisations of communicative competence. Comparing the results of peer and teacher assessment of students’ multimodal persuasive texts, agreement was found relating to representational, interactional, and compositional aspects of the texts, whereas differences in views mostly concerned nuances in interpersonal aspects. Unpacking these nuances, the article concludes that peers’ and teachers’ assessments of multimodal texts complement each other in ways that can prompt fruitful discussions on meaning making in the light of context and social factors and thus contribute to heightened semiotic awareness and a broader recognition of the students’ communicative competence in the subject.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44335000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"App-Genres for Children’s Agency – Affordances in Applications Used in Preschool","authors":"","doi":"10.16993/dfl.182","DOIUrl":"https://doi.org/10.16993/dfl.182","url":null,"abstract":"","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Design Sprint Workshops – Exploring a Data-Based Method in Mathematics Education","authors":"Jonas Dreyøe Herfort, A. Tamborg","doi":"10.16993/dfl.190","DOIUrl":"https://doi.org/10.16993/dfl.190","url":null,"abstract":"","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial for the Special Collection: Remediation of Learning","authors":"Anna Åkerfeldt, Eva Insulander, Ola Knutsson","doi":"10.16993/dfl.221","DOIUrl":"https://doi.org/10.16993/dfl.221","url":null,"abstract":"","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Motivational Factors for Empowering People with Diabetes and the Influence of Perceived Self-Efficacy","authors":"M. Lyngbye, A. K. Møller","doi":"10.16993/dfl.201","DOIUrl":"https://doi.org/10.16993/dfl.201","url":null,"abstract":"","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The “Multimodal Literacy in the EFL Classroom” Workshop as a Design for Learning","authors":"Styliani Karatza","doi":"10.16993/dfl.188","DOIUrl":"https://doi.org/10.16993/dfl.188","url":null,"abstract":"","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45408687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Playful and Meaningful Learning of Programming. What does it Take to Integrate an App-Based Game Promoting Digital Mathematics into Early Childhood Education?","authors":"Linda Barman, Susanne Kjällander","doi":"10.16993/dfl.203","DOIUrl":"https://doi.org/10.16993/dfl.203","url":null,"abstract":"","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67453709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning","authors":"C. Kaup, E. Brooks","doi":"10.16993/dfl.206","DOIUrl":"https://doi.org/10.16993/dfl.206","url":null,"abstract":"","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67453721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, I present a design case of the problem-identification process prior to the initiation of a Networked Improvement Community (NIC). A NIC is a type of research-practice partnership (RPP) that brings together researchers and practitioners to tackle complex problems of practice, and in doing so, proposes a social reorganization of the traditional education change processes. Central to initiating a NIC, and RPPs more broadly, is the identification of a common problem of practice, but this step often takes place before research on a partnership begins. To investigate how a problem of practice is identified, I use the case of PiPNIC, the Personalization in Practice – Networked Improvement Community, in which a team of university-based researchers used participatory design methods to identify a common problem of practice that would ultimately bring together educators from five schools to participate in the NIC. In the case, I show how the research team constructed a rich problem-solution space and identified a different problem of practice than the research team initially conceived. The problem-identification process, I therefore argue, should be included as a critical component of the NIC initiation framework, and I suggest the “problem-solution space” as a conceptual tool for the joint negotiation of problem identification. The case illuminates how NICs operationalize a social reorganization of research and development in education.
{"title":"The Problem-identification Process Prior to the Initiation of a Networked Improvement Community","authors":"Julie M. Kallio","doi":"10.16993/dfl.186","DOIUrl":"https://doi.org/10.16993/dfl.186","url":null,"abstract":"In this paper, I present a design case of the problem-identification process prior to the initiation of a Networked Improvement Community (NIC). A NIC is a type of research-practice partnership (RPP) that brings together researchers and practitioners to tackle complex problems of practice, and in doing so, proposes a social reorganization of the traditional education change processes. Central to initiating a NIC, and RPPs more broadly, is the identification of a common problem of practice, but this step often takes place before research on a partnership begins. To investigate how a problem of practice is identified, I use the case of PiPNIC, the Personalization in Practice – Networked Improvement Community, in which a team of university-based researchers used participatory design methods to identify a common problem of practice that would ultimately bring together educators from five schools to participate in the NIC. In the case, I show how the research team constructed a rich problem-solution space and identified a different problem of practice than the research team initially conceived. The problem-identification process, I therefore argue, should be included as a critical component of the NIC initiation framework, and I suggest the “problem-solution space” as a conceptual tool for the joint negotiation of problem identification. The case illuminates how NICs operationalize a social reorganization of research and development in education.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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