Multimodality: on video mediated counselling for educational purposes

Research output: Contribution to book/anthology/report/conference proceedingConference abstract in proceedingResearch

Abstract

In this paper, I address an ongoing discussion in Danish E-learning research about how to take advantage of the fact that digital media facilitate other communication forms than text, so-called ‘multimodal' communication, which should not be confused with the term ‘multimedia'. While multimedia represent the use of various media for communication, multimodality refers to the different symbol systems we employ in communication practices. As new educational practices emerge from the application of ICT, multimodality becomes a matter for all teachers when they plan, practice and reflect on their teaching and learning situations. The choices they make involve e-learning resources like videos, social platforms and mobile devices, not just as digital artefacts we interact with, but the entire practice of using digital media.
In a life-long learning perspective, multimodality is potentially very useful for developing pedagogies where a synergy of different symbol systems facilitates new and flexible learning situations that can meet different needs of different learners. The present paper includes an example from a Danish university program
Original languageEnglish
Title of host publicationLifelong learning : building a learning society
Number of pages1
Place of PublicationHanoi
Publication date2010
Pages33
Publication statusPublished - 2010
Externally publishedYes

Fingerprint

multimodality
counseling
video
learning situation
communication
digital media
multimedia
symbol
teaching situation
educational practice
synergy
electronic learning
learning
artifact
university
teacher
resources

Cite this

Buhl, M. (2010). Multimodality: on video mediated counselling for educational purposes. In Lifelong learning: building a learning society (pp. 33). Hanoi.
Buhl, Mie. / Multimodality : on video mediated counselling for educational purposes. Lifelong learning: building a learning society. Hanoi, 2010. pp. 33
@inbook{e65bf368654e43e1ae5a2360587bbd68,
title = "Multimodality: on video mediated counselling for educational purposes",
abstract = "In this paper, I address an ongoing discussion in Danish E-learning research about how to take advantage of the fact that digital media facilitate other communication forms than text, so-called ‘multimodal' communication, which should not be confused with the term ‘multimedia'. While multimedia represent the use of various media for communication, multimodality refers to the different symbol systems we employ in communication practices. As new educational practices emerge from the application of ICT, multimodality becomes a matter for all teachers when they plan, practice and reflect on their teaching and learning situations. The choices they make involve e-learning resources like videos, social platforms and mobile devices, not just as digital artefacts we interact with, but the entire practice of using digital media. In a life-long learning perspective, multimodality is potentially very useful for developing pedagogies where a synergy of different symbol systems facilitates new and flexible learning situations that can meet different needs of different learners. The present paper includes an example from a Danish university program",
author = "Mie Buhl",
year = "2010",
language = "English",
pages = "33",
booktitle = "Lifelong learning",

}

Buhl, M 2010, Multimodality: on video mediated counselling for educational purposes. in Lifelong learning: building a learning society. Hanoi, pp. 33.

Multimodality : on video mediated counselling for educational purposes. / Buhl, Mie.

Lifelong learning: building a learning society. Hanoi, 2010. p. 33.

Research output: Contribution to book/anthology/report/conference proceedingConference abstract in proceedingResearch

TY - ABST

T1 - Multimodality

T2 - on video mediated counselling for educational purposes

AU - Buhl, Mie

PY - 2010

Y1 - 2010

N2 - In this paper, I address an ongoing discussion in Danish E-learning research about how to take advantage of the fact that digital media facilitate other communication forms than text, so-called ‘multimodal' communication, which should not be confused with the term ‘multimedia'. While multimedia represent the use of various media for communication, multimodality refers to the different symbol systems we employ in communication practices. As new educational practices emerge from the application of ICT, multimodality becomes a matter for all teachers when they plan, practice and reflect on their teaching and learning situations. The choices they make involve e-learning resources like videos, social platforms and mobile devices, not just as digital artefacts we interact with, but the entire practice of using digital media. In a life-long learning perspective, multimodality is potentially very useful for developing pedagogies where a synergy of different symbol systems facilitates new and flexible learning situations that can meet different needs of different learners. The present paper includes an example from a Danish university program

AB - In this paper, I address an ongoing discussion in Danish E-learning research about how to take advantage of the fact that digital media facilitate other communication forms than text, so-called ‘multimodal' communication, which should not be confused with the term ‘multimedia'. While multimedia represent the use of various media for communication, multimodality refers to the different symbol systems we employ in communication practices. As new educational practices emerge from the application of ICT, multimodality becomes a matter for all teachers when they plan, practice and reflect on their teaching and learning situations. The choices they make involve e-learning resources like videos, social platforms and mobile devices, not just as digital artefacts we interact with, but the entire practice of using digital media. In a life-long learning perspective, multimodality is potentially very useful for developing pedagogies where a synergy of different symbol systems facilitates new and flexible learning situations that can meet different needs of different learners. The present paper includes an example from a Danish university program

M3 - Conference abstract in proceeding

SP - 33

BT - Lifelong learning

CY - Hanoi

ER -

Buhl M. Multimodality: on video mediated counselling for educational purposes. In Lifelong learning: building a learning society. Hanoi. 2010. p. 33