Filming for professional learning : collaborations in innovation

It is not unusual for academics to bemoan the reticence of teachers in adopting innovative tools and pedagogies, never more so than in the area of new technologies and multimodal literacies in classrooms. Typically, educational bureaucracies seek to dictate change in new technologies through a diffusion-adoption model of professional learning where ‘inservicing’ or ‘professional development’ of teachers is used to influence them to implement curriculum innovations. Typically a set of resources are developed for this purpose and teachers engage with workshop leaders as passive recipients of knowledge rather than active knowledge constructors. This paper explores an alternative form of engagement in which teachers are co-opted as collaborators and documenters of educational change. Its innovation is to use filming of teacher interviews and classroom practice – in this case to extend the teachers’ repertories.

This article will discuss the film-infused model of professional learning which was developed within the context of a research project on literacy teachers’ engagement with multimodality, but has potential for wider application. The research context will be outlined and four elements of a film-infused professional learning model will be discussed in detail. The effects of this model on the resource development and professional learning will then be addressed.

Studies on the behaviour of polystyrene in reversed phase chromatography

Polystyrene behaviour in reversed phase high performance liquid chromatography was influenced mainly by the solvent system, but secondary affects were observed depending on the stationary phase. A variety of reversed phase columns were investigated using mobile phase combinations of dichlorom ethane-methanol, dichloromethane-acetonitrile, ethyl acetate-methanol and ethyl acetate-acetonitrile. Several different modes of behaviour were observed depending on the polymer solubility in the solvent system. In the dichloromethane-methanol solvent system, polymer-stationary phase interactions only occurred when the molecules had pore access. Retention of excluded polystyrene depended on the kinetics of precipitation and redissolution of the polymer. Peak splitting and band broadening occurred when the kinetics were slow and molecular weight separations were limited !o oligomers and polystyrenes lower than 5-10(4) dalton. Excellent molecular weight separations of polystyrenes were obtained using gradient elution reversed phase chromatography with a dichloromethane-acetonitrile mobile phase on C18 columns. The retention was based on polymer-stationary phase interactions regardless of the column pore size. Separations were obtained on large diameter pellicular adsorbents that were almost as good as those obtained on porous adsorbents, showing that pore access was not essential for the retention of high molecular weight polystyrenes. In the best example, the separation ranged from the monomer to 10(6) dalton in a single analysis. Very little adsorption of excluded polymers was observed on C8 or phenyl columns. Polystyrene molecular weight separations to 7-10(5) dalton were obtained in an ethyl acetate-acetonitrile solvent system on C18 columns. Adsorption was responsible for retention. When an ethyl acetate-methanol solvent system was used, no molecular weight separations were obtained because of complex peak splitting. Reversed phase chromatography was compared to size exclusion chromatography for the analysis of polydisperse polystyrenes. Similar results were obtained using both methods. However, the reversed phase method was less sensitive to concentration effects and gave better resolution.

Many versions of masculine : an exploration of boys' identity formation through digital storytelling in an afterschool program

Both scholarly literature and popular media often depict predominantly negative and one-dimensional images of boys, especially African-American boys. Predictions of these boys’ anticipated difficulties in school and adulthood are equally prevalent. This paper reports qualitative research that features case studies of nine urban boys of color, aged nine to eleven, who participated in an afterschool program where they learned to create digital multimedia texts. Drawing on an analysis of the children’s patterns of participation, their multimodal products, and their social and intellectual growth over time, the study revealed that these children demonstrated many versions of male selves, and that their digital stories narrated these identities in ways that often challenged hegemonic versions of masculinity. These enactments of identity were made possible by the ways that their afterschool social space structured their activities, as well as by the symbolic means and subject matters privileged in that space, principally digital multimodal narratives and popular culture. At a time when afterschool programs are under pressure to become extensions of the school day, this research argues for recognition of and support for the different functions such programs can serve when structured as alternative spaces for learning and identity formation.

Constructing emergent literacy : negotiating literacy technologies in preschool-school transition

Examines conflicting views about early literacy in homes, Preschools and schools as interactive technologies challenge traditional print-based literacies. The research found that significant differences between children's multimodal literacies and versions of emergent policies, may threaten successful literacy acquisition.

Rethinking curriculum, assessment and reporting in a technology-rich school environment

This research presents a portrait of a school experiencing the dilemmas and tensions of adapting to new technology. Teachers, parents and students' reactions to, and involvement in, the defining of the 'learning community' of the school is analysed and documented as multimodal reporting of student learning and progress is introduced.

A multiliteracies perspective on the new literacies

The new communications environment of the 21st century offers unprecedented opportunities for multimodal meaning making, a transformed dynamics of social agency and divergence of discourses. Multi-literacies theory presents a set of educationally useable conceptual schemas and suggestions for an expanded repertoire of literacy practices as a response to these opportunities (Cope & Kalantzis, 2000a). The following discusses the theory and case study of a collaborative application if a set of schemas to address contemporary issues in multiliteracies pedagogy (Cloonan, 2008a).

Robust ODF smoothing for accurate estimation of fiber orientation

Q-ball imaging was presented as a model free, linear and multimodal diffusion sensitive approach to reconstruct diffusion orientation distribution function (ODF) using diffusion weighted MRI data. The ODFs are widely used to estimate the fiber orientations. However, the smoothness constraint was proposed to achieve a balance between the angular resolution and noise stability for ODF constructs. Different regularization methods were proposed for this purpose. However, these methods are not robust and quite sensitive to the global regularization parameter. Although, numerical methods such as L-curve test are used to define a globally appropriate regularization parameter, it cannot serve as a universal value suitable for all regions of interest. This may result in over smoothing and potentially end up in neglecting an existing fiber population. In this paper, we propose to include an interpolation step prior to the spherical harmonic decomposition. This interpolation based approach is based on Delaunay triangulation provides a reliable, robust and accurate smoothing approach. This method is easy to implement and does not require other numerical methods to define the required parameters. Also, the fiber orientations estimated using this approach are more accurate compared to other common approaches.

Technologies in literacy learning : a case study

This article draws on outcomes of a study which explored changes in teachers’ literacy pedagogies as a result of their participation in a collaborative teacher professional learning project. The educational usability of schemas drawn from multiliteracies and Learning by Design theory is illustrated through a case study of a teacher’s work on website exploration and design with 8- to 11-year-olds. The teacher sought to develop pedagogical responses which were cognisant of multimodal shifts resulting from an increasingly digitised, networked communications environment. Engagement with the schemas influenced the teacher’s print-based literacy pedagogies to incorporate multimodal literacy practices.

A brain inspired approach for multi-view patterns identification

Biologically human brain processes information in both uniimodal and multimodal approaches. In fact, information is progressively abstracted and seamlessly fused. Subsequently, the fusion of multimodal inputs allows a holistic understanding of a problem. The proliferation of technology has exponentially produced various sources of data, which could be likened to being the state of multimodality in human brain. Therefore, this is an inspiration to develop a methodology for exploring multimodal data and further identifying multi-view patterns. Specifically, we propose a brain inspired conceptual model that allows exploration and identification of patterns at different levels of granularity, different types of hierarchies and different types of modalities. A structurally adaptive neural network is deployed to implement the proposed model. Furthermore, the acquisition of multi-view patterns with the proposed model is
demonstrated and discussed with some experimental results.

Mechanisms for multimodality : taking fiction to another dimension

We present methods for automatically constructing representations of fiction books in a range of modalities: audibly, graphically and as 3D virtual environments. The correspondence between the sequential ordering of events against the order of events presented in the text is used to correctly resolve the dynamic interactions for each representation. Synthesised audio created from the fiction text is used to calibrate the base time-line against which the other forms of media are correctly aligned. The audio stream is based on speech synthesis using the text of the book, and is enhanced using distinct voices for the different characters in a book. Sound effects are included automatically. The graphical representation represents the text (as subtitles), identifies active characters and provides visual feedback of the content of the story. Dynamic virtual environments conform to the constraints implied by the story, and are used as a source of further visual content. These representations are all aligned to a common time-line, and combined using sequencing facilities to provide a multimodal version of the original text.

Reimagining poetry : innovative literacies, national agendas and digital landscapes

Renewing engagement with literature and integrating technologies in order to address the needs of an increasingly diverse student cohort are some of the challenges confronting 21st century English teachers as they go about implementing the Australian Curriculum: English. This chapter reports on an action research cycle of classroom inquiry into the interpretation and creation of poetry, drawing on both multimodal and traditional poetic forms. Three middle school teachers, in partnership with three university-based researchers, sought to explore the possibilities of one-to-one computing for creating differentiated literacy curriculum based on personalised learning goals and harnessing the affordances of multimodal literacy pedagogies. The learning gains achieved through this collaboration exceeded the expectations of all concerned: teachers, students and researchers. Student achievement was shown by their enhanced knowledge and creativity when interpreting and composing poetry. Furthermore, students increased their capacities in other ways, through collaborating and problem-solving, as well as increased technological mastery, meta-cognition and self-assessment. Such transformations in student learning challenge standardised notions of accomplishment in English and the kinds of pedagogy necessary to support their learning. The teachers involved in this research engaged in rich forms of collaboration, engaging in professional learning that matched the learning of their students. For academics, the co-creation of professional praxis with middle years teachers and students reaffirmed their sense of the value of generating literacy pedagogies through reflective dialogue within local, situated knowledge communities

User-centered design and evaluation of an interactive visual-haptic-auditory interface : a user study on assembly

Utilizing user-centred system design and evaluation method has become an increasingly important tool to foster better usability in the field of virtual environments (VEs). In recent years, although it is still the norm that designers and developers are concerning the technological advancement and striving for designing impressive multimodal multisensory interfaces, more and more awareness are aroused among the development team that in order to produce usable and useful interfaces, it is essential to have users in mind during design and validate a new design from users' perspective. In this paper, we describe a user study carried out to validate a newly developed haptically enabled virtual training system. By taking consideration of the complexity of individual differences on human performance, adoption and acceptance of haptic and audio-visual I/O devices, we address how well users learn, perform, adapt to and perceive object assembly training. We also explore user experience and interaction with the system, and discuss how multisensory feedback affects user performance, perception and acceptance. At last, we discuss how to better design VEs that enhance users perception, their interaction and motor activity.

Locating the semiotic power of multimodality

This article reports research that attempts to characterize what is powerful about digital multimodal texts. Building from recent theoretical work on understanding the workings and implications of multimodal communication, the authors call for a continuing empirical investigation into the roles that digital multimodal texts play in real-world contexts, and they offer one example of how such investigations might be approached. Drawing on data from the practice of multimedia digital storytelling, specifically a piece titled “Lyfe-N-Rhyme,” created by Oakland, California, artist Randy Young (accessible at http://www.oaklanddusty.org/videos.php), the authors detail the method and results of a fine-grained multimodal analysis, revealing semiotic relationships between and among different, copresent modes. It is in these relationships, the authors argue, that the expressive power of multimodality resides.

Challenges of multimedia self-presentation : taking, and mistaking, the show on the road

One privilege enjoyed by new-media authors is the opportunity to realize representations of Self that are rich textual worlds in themselves and also to engage the wider world, with a voice, a smile, imagery, and sound. Still, closer investigation of multimedia composition practices reveals levels of complexity with which the verbal virtuoso is unconcerned. This article argues that while technology-afforded multimedia tools make it comparatively easy to author a vivid text, it is a multiplicatively more complicated matter to vividly realize and publicize an authorial intention. Based on analysis of the digital story creation process of a youth named “Steven,” the authors attempt to demonstrate the operation of two forces upon which the successful multimodal realization of the author's intention may hinge: “fixity” and “fluidity.” The authors show how, within the process of digital self-representation, these forces can intersect to influence multimodal meaning making, and an author's life, in consequential ways.