Still one size does not fit all: Even Still one size does not fit all: Even using a multimodal approach to using a multimodal approach to teaching a core communications teaching a core communications coursecourse

Dr Michael Sankey Dr Michael Sankey Eleanor Kiernan Eleanor Kiernan Senior LecturerSenior Lecturer LecturerLecturerLTSU LTSU Faculty of Arts Faculty of Arts

5 July 20075 July 2007

Transmodal deliveryTransmodal delivery

26,000 students26,000 students 70 nationalities70 nationalities 75% study off-campus75% study off-campus PartPart of USQ’s answer has been a move to of USQ’s answer has been a move to

what it calls Transmodal Delivery what it calls Transmodal Delivery Designed to complement the University’s new Designed to complement the University’s new

directions for teaching and learning and its directions for teaching and learning and its ‘Leading Transnational University’ vision‘Leading Transnational University’ vision

Transmodal deliveryTransmodal delivery

Resource PackageResource PackageIntro materials, study guide, readings, audio files, Intro materials, study guide, readings, audio files, PowerPoint's, breeze, video, multimedia, software PowerPoint's, breeze, video, multimedia, software

and web linksand web links

Teaching SupportTeaching Support

USQUSQConnectConnect Study Desk Study Desk

Online DiscussionOnline DiscussionForumForum

Field WorkField Work

F2F SessionsF2F Sessions

Laboratories &Laboratories &PracticumsPracticums

VideoconferencingVideoconferencing

Teletutorials/Teletutorials/TelecordsTelecords

ToowoombaToowoomba

Wide BayWide Bay

SpringfieldSpringfield

PartnersPartners

OS campusesOS campuses

Multimodal designMultimodal design

Learners use a variety of learning/cognitive Learners use a variety of learning/cognitive styles to process informationstyles to process information

Higher education has traditionally targeted Higher education has traditionally targeted read/write learnersread/write learners (Sarasin 1999(Sarasin 1999), this may ), this may impede learning for some studentsimpede learning for some students (St Hill 2000)(St Hill 2000), , particularly for our internationalsparticularly for our internationals

Multimodal representations gives students a Multimodal representations gives students a greater level of control in terms of choice.greater level of control in terms of choice.

Multimodal designMultimodal design

Learners build mental representations by using Learners build mental representations by using multiple sensory channels multiple sensory channels (Anderson, 2001),(Anderson, 2001), & & compensate for any weakness associated in compensate for any weakness associated in understanding one representation by switching to understanding one representation by switching to another another (Ainsworth, 1999)(Ainsworth, 1999)

Pitching the coursePitching the course

Constructivist

Cognitivist

1st1st 44thth & & Post-gradPost-grad

2nd2nd 3rd3rdHighHighSchoolSchool

Year of studyYear of study

CMS1000 – Communication & CMS1000 – Communication & ScholarshipScholarship

CMS1000 is offered – externally, on-CMS1000 is offered – externally, on-campus, internationally, 3 times a year campus, internationally, 3 times a year

Course covers initiatives to assist first Course covers initiatives to assist first year students to engage with academic year students to engage with academic and psychological dimensions of and psychological dimensions of communicationcommunication

Students often unfamiliar with discipline-Students often unfamiliar with discipline-specific literaciesspecific literacies

Demonstration of designDemonstration of design

The researchThe research

N = 113 N = 113 Survey qual/quant and Focus GroupsSurvey qual/quant and Focus Groups 80% female 20% male80% female 20% male 53% off-campus 46% on-campus53% off-campus 46% on-campus 84% first year students84% first year students 63% under 2563% under 25

Q18Q18

Did you like the CD based materialsDid you like the CD based materials? ?

86%

Q17Q17

The study materials viewable on the CD, with links The study materials viewable on the CD, with links to other aspects of the course are more useful to other aspects of the course are more useful than printed materialsthan printed materials

58%

29%

Q9 Q9

I preferred to use the CD materials rather I preferred to use the CD materials rather than the printed materialsthan the printed materials

44%43%

Q22Q22

Please choose your ideal combination of learning Please choose your ideal combination of learning materialsmaterials

11%

74%

8% 7%

Do students like the ‘bells and whistles’?Do students like the ‘bells and whistles’?

The interactive multimedia features (such as diagrams with The interactive multimedia features (such as diagrams with explanations)…explanations)…

were more helpful to me than the static, print-based were more helpful to me than the static, print-based representations (Q7)representations (Q7)

catered for my approach to learning (Q10)catered for my approach to learning (Q10)

64%

12%

72%

12%

Q12Q12

The multimedia introductions (using PowerPoint and audio) The multimedia introductions (using PowerPoint and audio) used for each module; assessment and course overview used for each module; assessment and course overview really helped my understanding of the course content.really helped my understanding of the course content.

80%

7%

What CMS1000 students saidWhat CMS1000 students said

““As learning happens in many different ways I believe the As learning happens in many different ways I believe the visual and auditory representations added an extra visual and auditory representations added an extra dimension to learning, allowing access to learning styles dimension to learning, allowing access to learning styles previously hard to obtain by external students.”previously hard to obtain by external students.”

““Presenting material in a variety of formats and ways Presenting material in a variety of formats and ways facilitates and stimulated my learning.”facilitates and stimulated my learning.”

AudioAudio

http://www.usq.edu.au/users/sankey/CMS1000S12006/http://www.usq.edu.au/users/sankey/CMS1000S12006/

http://www.usq.edu.au/users/sankey/cms1000/ (2005)http://www.usq.edu.au/users/sankey/cms1000/ (2005)

The down sideThe down side

Technology hitchesTechnology hitches On-campus students could use the On-campus students could use the

material and stop coming to classes. material and stop coming to classes. Some students, particularly ONC, don’t Some students, particularly ONC, don’t

use the technology much use the technology much Lecturers need to encourage students to Lecturers need to encourage students to

engage with materials (the dripping tap)engage with materials (the dripping tap) Not everyone liked it - even with all this Not everyone liked it - even with all this

added stuffadded stuff

ConclusionConclusion

External students (particularly 1External students (particularly 1stst year) – felt a year) – felt a much closer link to the lecturer – less isolatedmuch closer link to the lecturer – less isolated

On-campus students now get access and many On-campus students now get access and many have found this extra resource valuable to have found this extra resource valuable to complement their classescomplement their classes

The multimedia elements help to demystify and The multimedia elements help to demystify and deconstruct the processes of studydeconstruct the processes of study

Student response, particularly external, has Student response, particularly external, has been extremely positivebeen extremely positive

Any questions?Any questions?

CMS1000 VARK modalitiesCMS1000 VARK modalities