It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings,spaces,processes,and teaching strategies for discerning a global perspective on constructing the student l...It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings,spaces,processes,and teaching strategies for discerning a global perspective on constructing the student learning experience.Multimodality is an emergent phenomenon that may influence how digital learning is designed,especially when employed in highly interactive and immersive learning environments such as Virtual Reality(VR).VR environments may aid students'efforts to be active learners through consciously attending to,and reflecting on,critique leveraging reflexivity and novel meaning-making most likely to lead to a conceptual change.This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed,mapped and visualized through distinct VR-design elements and features.The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system design-based paradigms with embodied,situated and reflective praxis in spatial,emotional and temporal VR learning environments.展开更多
The unprecedented outbreak of COVID-19 presents a public health crisis on a global scale.Various measures have been taken to communicate crisis risks to the general public.These measures are meant to keep the public w...The unprecedented outbreak of COVID-19 presents a public health crisis on a global scale.Various measures have been taken to communicate crisis risks to the general public.These measures are meant to keep the public well informed,stay alert,and take precautionary measures to help curb the spread of the virus.The current study is part of an ongoing project aimed at exploring patterns of communication in the COVID-19 crisis discourse.Based on a collection of posters designed for public use during the outbreak,this paper analyses the richness of semiotic resources that combine to construct and convey the intended message of the posters.Drawing from scholarly insights into understanding the situatedness of meaning-making,the paper revisits some of the classical concerns about the relationship between text and image in semiotic artefacts and reveals the meaningmaking patterns in the semiotic designs of risk communication posters.The patterns are found to rest upon a host of textual and graphic features that contribute to the essential semiotic encoding of entity,condition,action,and sentiment.The findings are summarized by conceptualizing the assemblages of resources in the poster as a semiotic ensemble where the coordination and collaboration among semiotic resources can work to reduce potential ambiguities and amplify the communicative effect.展开更多
基金Supported by ERASMUS 2016-1-FR01-KA204-024178"STEAM"Eurostars E!10431"Neurostars"FSN CIN7171116"Virtual Classroom"。
文摘It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings,spaces,processes,and teaching strategies for discerning a global perspective on constructing the student learning experience.Multimodality is an emergent phenomenon that may influence how digital learning is designed,especially when employed in highly interactive and immersive learning environments such as Virtual Reality(VR).VR environments may aid students'efforts to be active learners through consciously attending to,and reflecting on,critique leveraging reflexivity and novel meaning-making most likely to lead to a conceptual change.This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed,mapped and visualized through distinct VR-design elements and features.The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system design-based paradigms with embodied,situated and reflective praxis in spatial,emotional and temporal VR learning environments.
文摘The unprecedented outbreak of COVID-19 presents a public health crisis on a global scale.Various measures have been taken to communicate crisis risks to the general public.These measures are meant to keep the public well informed,stay alert,and take precautionary measures to help curb the spread of the virus.The current study is part of an ongoing project aimed at exploring patterns of communication in the COVID-19 crisis discourse.Based on a collection of posters designed for public use during the outbreak,this paper analyses the richness of semiotic resources that combine to construct and convey the intended message of the posters.Drawing from scholarly insights into understanding the situatedness of meaning-making,the paper revisits some of the classical concerns about the relationship between text and image in semiotic artefacts and reveals the meaningmaking patterns in the semiotic designs of risk communication posters.The patterns are found to rest upon a host of textual and graphic features that contribute to the essential semiotic encoding of entity,condition,action,and sentiment.The findings are summarized by conceptualizing the assemblages of resources in the poster as a semiotic ensemble where the coordination and collaboration among semiotic resources can work to reduce potential ambiguities and amplify the communicative effect.
