3D multimodal authoring pedagogy and 3D grammatical design.
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Transcript of 3D multimodal authoring pedagogy and 3D grammatical design.
3D multimodal authoring pedagogy and 3D grammatical design
3D digital multimodal authoring
The project Principal investigators Prof Len Unsworth Dr Angela Thomas
Researchers Dr Paul Chandler Ms Annemaree O’Brien
Partner organisation The Australian Children’s Television
Foundation
3D digital multimodal authoring
Project aimsExplicate the design features and characteristic uses of language and images in high quality student 3D multimedia narrativesDescribe students’ knowledge and compositional processes used in producing quality textsDesign optimal pedagogic contexts for developing students as 3D multimedia authors
3D digital multimodal authoring
Grammatical design“just as grammars of language describe how words combine into clauses, sentences and texts, so our visual ‘grammar’ will describe the way in which depicted people, places and things combine in visual ‘statements’ of greater or lesser complexity and extension” (Kress & van Leeuwen, 1996)
Grammar as the central organising system for all the meaning-making resources in a language, consisting of a series of options – a system of choices for making meaning
Look beyond a grab-bag of effects which seem to ‘work’, but embrace an organisational framework for systematic meaning-making
3D digital multimodal authoring
Focus on narrativeOrientationComplicationResolutionEvaluation
3D digital multimodal authoring
Participants 2009: 4 Melbourne metro classrooms (2 schools)
2010: 12 Melbourne metro schools (3 schools) 7 Victorian country classrooms (3 schools) 4 interstate classrooms (NSW, Tas) (2 schools)
2011: 25 Melbourne metro classrooms (9 schools) 2 Tasmania classrooms (2 schools) 2 NSW classrooms (3 schools) 1 Qld classroom
3D digital multimodal authoring
Pedagogical Approach
3D digital multimodal authoring
Teaching sequence – first unitPre-production (Lessons 1 and 2)
– Development of the idea
– Story outline– Character
profile– Script– Storyboard
Production (Lessons 3-9)
– Location and settings
– Characters, props and set dressing
– Animation– Voice over– Camera
Post-production (Lessons 10-12)
– The ‘first cut’– Sound effects– Music– Titles and
credits– The ‘final cut’
The Basic Plan: Teach and
Assess Two Units of Work
Introducing Multimodal Authoring
With Kahootz
Creating a story With Kahootz
At least 16 hour-long sessions in each unit of work
Resources and
Curriculum
•PDF documents•Video Resources•Recommended teaching procedures•Assessment rubric
Online questionnai
re T1
T2
T3
Introducing Multimodal Authoring
With Kahootz
Creating a story With Kahootz
3D digital multimodal authoring
Evaluation of student texts
Impractical to collect and assess up to 1000 texts Collect “top 5” from each classroom Training and employ evaluators
3D digital multimodal authoring
3D digital multimodal authoring
Data and resources available Detailed lesson plans and
resources Teacher questionnaire Student questionnaire Evaluation instrument Approximately 400 texts Case study data
3D digital multimodal authoring
Authoring platforms