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Pharmacology students’ perceptions of creating multimodal digital explanations

Journal Article


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Abstract


  • Students can now digitally construct their own representations of scientific concepts using a variety of

    modes including writing, diagrams, 2-D and 3-D models, images or speech, all of which communicate

    meaning. In this study, final-year chemistry students studying a pharmacology subject created a

    ‘‘blended media’’ digital product as an assignment to summarize an independently prepared technical

    literature review on a current research topic in pharmacology for a non-expert audience. A blended

    media is a simplified way for students to combine a variety of modes to complement a narration to

    explain a concept to others. In this study, the students learned how to create a blended media during a

    one-hour workshop, and used the technique to create the representation as an assessment task. The

    research question that guided the study was, ‘‘What are the students’ perceptions of making a digital

    product such as blended media and how did these shape their multimodal awareness?’’ We draw from

    theoretical perspectives in multimodalities, representations and meaning making. Data included

    interviews at three points of the semester, the literature review and the digital media product. We

    present three case studies with volunteering students, who demonstrated a strong awareness of

    effective communications techniques as they attended to the audience. Making a blended media is a

    creative way for chemistry students to summarize complex scientific information and as a task may help

    to focus their multimodal awareness and developing communications skills.

Publication Date


  • 2017

Citation


  • Nielsen, W., Hoban, G. & Hyland, C. J. T. (2017). Pharmacology students’ perceptions of creating multimodal digital explanations. Chemistry Education Research and Practice, 18 329-339.

Scopus Eid


  • 2-s2.0-85028693689

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3942&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2939

Has Global Citation Frequency


Number Of Pages


  • 10

Start Page


  • 329

End Page


  • 339

Volume


  • 18

Place Of Publication


  • United Kingdom

Abstract


  • Students can now digitally construct their own representations of scientific concepts using a variety of

    modes including writing, diagrams, 2-D and 3-D models, images or speech, all of which communicate

    meaning. In this study, final-year chemistry students studying a pharmacology subject created a

    ‘‘blended media’’ digital product as an assignment to summarize an independently prepared technical

    literature review on a current research topic in pharmacology for a non-expert audience. A blended

    media is a simplified way for students to combine a variety of modes to complement a narration to

    explain a concept to others. In this study, the students learned how to create a blended media during a

    one-hour workshop, and used the technique to create the representation as an assessment task. The

    research question that guided the study was, ‘‘What are the students’ perceptions of making a digital

    product such as blended media and how did these shape their multimodal awareness?’’ We draw from

    theoretical perspectives in multimodalities, representations and meaning making. Data included

    interviews at three points of the semester, the literature review and the digital media product. We

    present three case studies with volunteering students, who demonstrated a strong awareness of

    effective communications techniques as they attended to the audience. Making a blended media is a

    creative way for chemistry students to summarize complex scientific information and as a task may help

    to focus their multimodal awareness and developing communications skills.

Publication Date


  • 2017

Citation


  • Nielsen, W., Hoban, G. & Hyland, C. J. T. (2017). Pharmacology students’ perceptions of creating multimodal digital explanations. Chemistry Education Research and Practice, 18 329-339.

Scopus Eid


  • 2-s2.0-85028693689

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3942&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2939

Has Global Citation Frequency


Number Of Pages


  • 10

Start Page


  • 329

End Page


  • 339

Volume


  • 18

Place Of Publication


  • United Kingdom