An online learning platform enabled Grade 9 students to construct and coordinate a variety of multimodal representations in both digital and non-digital forms¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? In the case study, students generated a variety of unique drawings and representations using the platform's interactive canvas and their project books across both modules. → Cirkony 2022

Evidence¶

Cirkony 2022¶

Cirkony, C., Tytler, R., & Hubber, P. (2022). Designing and delivering representation-focused science lessons in a digital learning environment. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10094-z

q1 · i? · qualitative · r3

Video-based ethnographic case study of three Grade 9 students in an Australian all-girls school. In Activity 5.2 all three chose the interactive canvas, and "The case group generated a variety of drawings using the paint tools of the interactive canvas"; responses were unique though with noted similarities such as colour and annotations.

"The case group generated a variety of drawings using the paint tools of the interactive canvas (e.g., pen, shapes, lines, text, image, colour) accessible through their laptop cursor and trackpad."

Discussion¶

Related Claims¶

• Teacher-guided whole-class discussion and collaborative evaluation of student representations were largely absent from the online unit's implementation — related
• Participants valued multimodal experiences combining visualization with hands-on interaction, while reporting challenges with complex or unclear visualizations — related
• Multimodal, culturally grounded formative assessment supports engagement and agency — related