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Assessment in a digital age: Rethinking multimodal artefacts in higher education

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Original languageEnglish
Title of host publicationRethinking Learning in the Digital Age
Subtitle of host publicationMaking the Learning Sciences Count 13th International Conference of the Learning Sciences (ICLS) 2018
PublisherInternational Society of the Learning Sciences
Pages1713-1714
Number of pages2
Volume3
Edition2018
ISBN (Print)9781732467224
Publication statusPublished - 1 Jul 2018

Publication series

Name
PublisherInternational Society of the Learning Sciences (ISLS)
ISSN (Print)1573-4552

Abstract

Higher education institutions increasingly expect students to work effectively and critically with multiple modes, semiotic resources, and digital tools. However, assessment practices are often insufficient to capture how the complex, collaborative nature of multimodal artefacts represents disciplinary knowledge. Drawing on theories and practices related multimodality, mobility, and place, this study offers insight into the design and assessment of students’ digitally mediated work. © ISLS.

    Research areas

  • digital devices, students, assessment practices, digital age, digital tools, higher education, higher education institutions, multi-modal, multi-modality, multiple modes, e-learning

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