Within the UNESCO Chair we conceptualise multimodal learning, while drawing on theories of multimodality, distance education and blended learning, as a phenomenon that is realised at the following levels:
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Individual multimodality > Mode of cognition
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Interactional multimodality > Mode of communication
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Verbal semiotic resources (spoken and written)
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Nonverbal semiotic resources (pictures, emojis, sounds, animations, gestures)
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Instructional multimodality > Mode of the environment
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Face-to-face
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Blended
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Online
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Institutional multimodality > Mode of delivery
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Contact
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Hybrid
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Distance
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The ideal is, furthermore, to foster self-directed multimodal learning where students take charge of their own learning within a complex multimodal context.
For more information, see:
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Olivier, J.A.K. 2018. Multimodaling and multilanguaging: charting student (open) access and (communal) success through multiliteracies. Professorial inaugural address, 17 August 2018. Potchefstroom: North-West University.
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Olivier, J. 2019. Towards a multiliteracies framework in support of self-directed learning through open educational resources. In: Mentz, E., De Beer, J. & Bailey, R., eds. Self-Directed Learning for the 21st Century: Implications for Higher Education. Cape Town: AOSIS. pp. 167-201.
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Olivier, J. 2019. Short Instructional Videos as Multimodal Open Educational Resources for a Language Classroom. Journal of Educational Multimedia and Hypermedia (JEMH), 28(4):381-409.
