My Ph.D. research took
a user-centered approach towards building a methodological framework for designing Technology-Enhanced Learning Environments that could enable: capturing learning practice and learners' behavior in rich multimodal expression, and translating them in ways that are informative for the design of innovative environments.
It examined multimodal interaction within traditional and online graduate classroom environments with different ranges of use of technology, mainly within Computer Science and a Design programs. Among the methods for data collection were included: literature review; open ended interview; video ethnography and follow-up interview; and documentary analysis of archival material. In total, 27 observations, adding to a total of about 85 hours of video data, and 28 interviews were conducted.
The resulting methodological framework includes seven steps: 1) in situ observation, 2) time and learning cycle analysis, 3) use of space and action analysis, 4) use of technology analysis, 5) multimodality and learning analysis, 6) pedagogical, technological and spatial affordances description, and 7) affordance-criteria translation.
Multimodality
Human interactions are multimodal in nature (Norris, 2004). From simple to complex forms of transferal of information, human beings draw on a multiplicity of communicative modes, such as facial expression, speech, gesture, gaze and writing to represent information, convey meaning and make sense of everyday experiences (Kress, 2004). Multimodality is an essential part of how human beings interact, and each mode creates different possibilities and limitations for interaction and communication.
Through the use of multiple modes of communication, individuals interact and transmit complex messages on several levels simultaneously, influenced by the appearance, spatial configuration and dynamics of the context where they are situated. The body, situated in the world, becomes the unfolding locus for the display of meaning and action. The forms of embodiment relevant to interaction are multiple and within a single action different kinds of embodiment are relevant to its organization (Goodwin, 2000).
Affordances
Affordances, according to Gibson (1986), are material properties of the environment, inherently attached to action, that provide information for perceiving them.
The relationship between the different properties of a thing and their actual use informs design research about what possibilities for action exist or what actions are supported.
In the literature, there are references to both levels and types of affordances. Gaver (1991) describes four levels of affordances: perceived, hidden, false affordances and correct rejections. Hartson's (2003) proposes complementary types of affordances: cognitive, physical, perceptual, and functional. Jewitt (2004) refers to another type of affordance, named representational, which combine material and social aspects of organisms. Likewise, several other types are cited, including technological ( Conole and Dyke, 2004) , pedagogical (Weller, 2007) and spatial (Raubal and Frank, 1999). Rasmussen and Vicente (1989, 1992) considered that in any real world situation, a large number of inter-related affordances are available to an active organism, structured together to convey important goal-relevant information.
Learning
Learning is situated in particular socio-cultural contexts (Vygotsky, 1978;
Lave and Wenger, 1991)
, and it is the result of mediated experiences that are afforded (Gibson, 1986) or constrained by interactions with the situation (King, Young, Drivere-Richmond and Schrader, 2001), which are multimodal in nature. In this way, the possibilities and limitations for action of particular situations affect learning. Furthermore, learning takes place whenever and wherever the individual is receptive and it can have different purposes or intentions.
