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Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom
Stockholms universitet.
University College of Arts, Crafts and Design, Department of Visual Arts and Sloyd Education. (IBIS Forskargrupp)ORCID iD: 0000-0001-6537-6824
Stockholms universitet.
2016 (English)In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 3, no 1, 31-42 p.Article in journal (Refereed) Published
Abstract [en]

Contemporary teaching and learning implies that pupils encounter curricular content in the form of multimodal representations such as film, museum visits, PowerPoint presentations, roleplay and digital games. Spoken language is no longer the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.

Place, publisher, year, edition, pages
Newcastle, Australia: Faculty of Education and Arts, University of Newcasle , 2016. Vol. 3, no 1, 31-42 p.
Keyword [en]
multimodality, framing, salience, learning, resources, representation, design
National Category
Didactics
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
URN: urn:nbn:se:konstfack:diva-6019OAI: oai:DiVA.org:konstfack-6019DiVA: diva2:1162014
Projects
REMAKE
Funder
Swedish Research Council
Available from: 2017-12-01 Created: 2017-12-01 Last updated: 2017-12-04Bibliographically approved

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Lindstrand, Fredrik
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