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Holsting, Alexandra, Cindie Aaen Maagaard und Nina Nørgaard. „Kan man lære at skifte gear? En multimodal tilgang til plot i den litterære tekst“. NyS, Nydanske Sprogstudier, Nr. 56 (27.05.2019): 52–76. http://dx.doi.org/10.7146/nys.v1i56.112649.
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Med udgangspunkt i den multimodale socialsemiotik præsenterer denne artikel en multimodal tilgang til narrativ med særlig fokus på plot i den litterære tekst. Vi argumenterer for, at plot som en strukturering af tekstens begivenheder er særligt kendetegnende for den litterære tekst, og at det realiseres multimodalt gennem billede, grafik, verbalsprog, layout og typografi. Gennem en eksemplarisk analyse af Dorthe Nors’ roman Spejl, skulder, blink viser vi dels den multimodale socialsemiotiks udsigelseskraft i forhold til en roman, der ikke eksplicit fremhæver sin multimodalitet, dels de analytiske fordele ved at inddrage plot som et helt centralt element. Artiklens primære bidrag til det socialsemiotiske multimodale forskningsfelt består i at inddrage plotbegrebet i den multimodale analyse og derved belyse, hvordan den narrative kategori plot, der ofte opfattes som en rent verbalsproglig konstruktion designet af forfatteren, kan ses som resultatet af valg truffet gennem forskellige semiotiske ressourcer og på forskellige realisationsniveauer.
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Jakobsen, Ingrid Karoline. „Inspired by image: A multimodal analysis of 10th grade English school-leaving written examinations set in Norway (2014-2018)“. Acta Didactica Norge 13, Nr. 1 (15.03.2019): 5. http://dx.doi.org/10.5617/adno.6248.
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AbstractWhat role does multimodality play in assessment in the English subject in Norway? This article focuses on final written examinations from 2014 to 2018 and investigates the multimodal literacy skills that examinations invite lower secondary school students to demonstrate. Examinations in the English subject are digital and technically open to a rich multimodal practice. Analysis in this article finds that the texts to be read in examinations are carefully designed multimodal texts, with plentiful use of visual aspects of writing and with images that add significantly to the creation of complex cohesive ensembles. When it comes to the examination tasks, however, the opportunity for the students’ multimodal output is limited and ambiguous. In sum, there is an imbalance between input and output.Keywords: multimodal literacy, multimodal texts, English, assessment, lower secondary schoolInspirert av bilder: En multimodal analyse av sentralt gitt skriftlig eksamen for 10. trinn i engelsk i Norge fra 2014 til 2018SammendragHvilken rolle spiller multimodalitet i engelskfagets vurderingspraksis i Norge? Denne artikkelen fokuserer på avsluttende skriftlig eksamen fra 2014 til 2018, og undersøker hvilken multimodal literacy (tekstkyndighet) eksamen legger opp til at ungdomsskoleelever får vise fram. Eksamen i faget er digital og teknisk sett åpner den for en rik multimodal praksis. Analysen i artikkelen viser at eksamenstekstene elevene leser er nøye designede multimodale tekster, med rikelig bruk av visuelle aspekter ved skrift, og med bilder som bidrar til komplekse, helhetlige, sammensatte tekster. Når det gjelder eksamensoppgavene derimot, er elevens mulighet til å uttrykke seg multimodalt både begrenset og tvetydig. Alt i alt er det en ubalanse mellom det som skal leses og det som skal skrives til eksamen. Nøkkelord: multimodal literacy, sammensatte tekster, engelsk, vurdering, ungdomstrinn
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Due, Brian L. „Fælles orientering som ressource for idéudvikling: En single case-analyse baseret på Distributed Cognition (DC) & Conversation Analysis (CA)“. NyS, Nydanske Sprogstudier 1, Nr. 50 (04.07.2016): 86. http://dx.doi.org/10.7146/nys.v1i50.23799.
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Denne artikel viser, hvordan deltagere på idéudviklingsmøder i danske organisationer skaber fremdrift og fælles forståelse i idéudviklingsprocessen via en række lokale semiotiske ressourcer. Artiklen trækker på Distributed Cognition (DC) (Hutchins 1995) som en teoretisk baggrundsforståelse for, hvad der konstituerer et aktivitetssystem, og anvender multimodal Etnometodologisk Conversation Analysis (EM/CA) som konkret analysemetode. Artiklen bidrager dels med ny viden om, hvordan idéer kognitivt er indlejret i idéudviklingshandlingerne og dels hvordan idéer skabes sekventielt, simultant og multimodalt. Herunder hvordan ”konceptuelle formulationer” udtrykker fælles orientering og dermed er en ressource for idéudviklingen. Artiklen eksemplificerer også, hvordan DC og EM/CA sammen kan anvendes analytisk.
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Christensen, Vibeke. „Elevers produktion af multimodale tekster. Hvad ved vi og hvad mangler vi?“ Acta Didactica Norge 10, Nr. 3 (27.09.2016): 8. http://dx.doi.org/10.5617/adno.2841.
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I Danmark er der med de nye Fælles Mål fra 2014 indført et krav om, at eleverne skal kunne lave større multimodale produktioner. Også i de øvrige skandinaviske lande indgår arbejde med multimodale tekster med forskellig betegnelse i læreplanen for modersmålsfaget. Det er således relevant at undersøge, hvad man ved om elevers produktion af multimodale tekster. Denne artikel bidrager med en gennemgang af nordisk forskning inden for området og med udblik til den øvrige vestlige verden. Teoretisk beskrives multimodalitet med udgangspunkt i New London Groups programartikel fra 1996 og den udvikling af multimodalitet, som gruppen omkring Kress og van Leeuwen har bidraget med. Resultaterne af forskningsgennemgangen præsenteres i fem temaer: terminologi, didaktik, undervisning, elevudbytte og vurdering. Diskussion pågår løbende inden for hvert tema, og der peges på didaktiske perspektiver.Nøgleord: multimodale tekster, tekstkompetence, elevpræstation, skrive-pædagogik, produktion, vurderingAbstractIn the new curriculum for the subject Danish from 2014, it is a requirement that students should be able to create major multimodal productions. Working with multimodal texts in the mother tongue subject is included in the curricula for all three Scandinavian countries. Therefore, it is relevant to consider what is already recognized as students’ production of multi-modal texts. This article offers a brief review based on the Nordic research together with a brief look towards the rest of the Western world’s research on multimodality. This paper’s theoretical foundation is based on the New London Group’s article from 1996, “Pedagogy of Multiliteracies: Designing Social Futures”, and the development of multimodality that re-searchers and scholars surrounding Kress and van Leeuwen have contributed with. The results of the research will be presented in the following five themes: terminology, education, teaching, pupil performance, and assessment. Furthermore, the results are discussed within each theme and the didactic perspectives are identified.Key words: multimodal texts, text competence, student achievement, teaching of writing, text production, assessment
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Groth, Sören. „Multioptionalität: Ein neuer („alter“) Terminus in der Alltagsmobilität der modernen Gesellschaft?“ Raumforschung und Raumordnung 77, Nr. 1 (28.02.2019): 17–34. http://dx.doi.org/10.2478/rara-2019-0003.
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ZusammenfassungAnlässlich der aktuellen Debatte um den Übergang von der automobilen zur multimodalen Gesellschaft, in der es um eine Abkehr von der weitgehend exklusiven Nutzung des privaten Automobils hin zur flexiblen Nutzung mehrerer Verkehrsmittel geht, wird mit dem vorliegenden Beitrag der sonst vor allem in der Soziologie verwendete Multioptionalitätsbegriff in die Verkehrs- und Mobilitätsforschung übersetzt. Ziel ist es, die im Subtext der Übergangsdebatte mitgeführte potenzielle Ubiquität multimodaler Verhaltensweisen kritisch zu betrachten. Dafür wird Multioptionalität als Voraussetzung für multimodales Verhalten konzeptualisiert, womit innerhalb des Forschungsfeldes eine Perspektivverschiebung von der tatsächlichen hin zur potenziellen Verkehrsmittelwahl angestoßen wird. Die Qualität dieser Perspektivverschiebung wird im Beitrag mithilfe eines Dreischritts aus zwei Narrativen und einem Konzeptvorschlag herausgearbeitet: i) Ein Reflexivitätsnarrativ, wonach die hierarchisch organisierte Ordnung von Verkehrsmitteln innerhalb moderner Alltagsmobilität – das heißt dem privaten Automobil als dominante Option und allen anderen Verkehrsmitteln als rezessive Optionen – zunächst enthierarchisiert zu werden scheint. ii) Ein Regressionsnarrativ, wonach großen Bevölkerungsteilen zunehmend die optionalen Grundlagen zur gesellschaftlichen Teilhabe auf der Basis von Mobilität entzogen werden. Hier scheint eine Nonoptionalität Multioptionalität entgegenzulaufen und die Möglichkeiten zu multimodalen Verhaltensweisen zu unterbinden. iii) Die Ausformulierung eines konzeptionellen Vorschlags zur Integration des Multioptionalitätsbegriffs in die empirisch angelegten Studien zu multimodalem Verhalten, um auf diese Weise ein kritisches Korrektiv in der Übergangsdebatte zur multimodalen Gesellschaft zu verstetigen.
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Nordentoft, Helle Merete, und Karen Louise Møller. „”Vi ved godt, at det bare er på ’note-plan´” - Studerendes digitale læringsstrategier i peer feedback via Screencast“. Tidsskriftet Læring og Medier (LOM) 13, Nr. 23 (08.12.2020): 17. http://dx.doi.org/10.7146/lom.v13i23.122012.
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Screencast er et digitalt format, som giver mulighed for at give tekstnær peer feedback via lyd og billede. Der er forskningsmæssigt belæg for, at det kvalificerer underviserens feedback (Killingback, Ahmed, & Williams, 2019), men det er ikke undersøgt, hvilke digitale læringsstrategier de studerende bruger i anvendelsen af formatet i deres peer feedback. I næranalyser af 10 autentiske screencasts undersøger vi, hvilke digitale læringsstrategier studerende bruger i balancen mellem at give kritisk og anerkendende peer feedback. Med afsæt i Bakhtins dialogbegreb (Bakhtin, 1981) og Goffmans facework teori (Goffman, 1972) identificerer vi tre læringsstrategier i deres dialoger med teksten og den modtager, de forestiller sig. Strategierne viser, hvordan de studerende forhandler deres relation og akademiske faglighed multimodalt gennem fx ord og brug af kropssprog. I deres dialog balancerer de mellem at fremstå som en kompetent akademiker og loyal medstuderende. Brug af feedback på screencast kan udvikle deres faglige, digitale samt arbejdsrettede kompetencer.
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Kasch, Henrik. „New Multimodal Designs for Foreign Language Learning“. Learning Tech, Nr. 5 (20.12.2018): 28–59. http://dx.doi.org/10.7146/lt.v4i5.111561.
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Semiotic multimodality theory speaks of new learning affordances in media ecologies, which is both theoretically and empirically echoed in UDL and in CALL literature, but owing to their neuro-didactic respectively technology-driven standpoints both approaches lack theoretical underpinnings for ecology and semiotic multimodality. Enhanced with multimodality theory and ecological perspectives UDL and CALL can crossbreed, forming a multimodally and ecologically aware inclusive design for language learning. This study from an ongoing project investigates the hypothesis from a theoretical and an empirical perspective, examining digital scaffolds. Multimodal-semiotic and ecological perspectives are used to analyse affordances and ecologies in CALL and UDL learning designs. From this analysis, a principled UDL-CALL learning design is constructed. For empirical testing, a mixed-methods research design is proposed, presenting preliminary results indicative of the design’s viability.
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Schuettfort, Victor, Shahrokh F. Shariat und Michael Rink. „Nur die Chirurgie? Multimodalkonzepte mit kurativer Intention für das Urothelkarzinom der Harnblase“. Aktuelle Urologie 51, Nr. 04 (14.04.2020): 353–62. http://dx.doi.org/10.1055/a-1146-2938.
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ZusammenfassungDie radikale Zystektomie ist der Goldstandard zur Behandlung des muskelinvasiven Urothelkarzinoms. Insbesondere bei Patienten mit fortgeschrittenen Tumoren spielen multimodale, neoadjuvante oder adjuvante Therapiekonzepte eine zunehmend wichtige Rolle für die optimale Patientenversorgung. Zudem sind bei älteren und komorbideren Patienten, die unfit für eine radikale Zystektomie sind, alternative Therapiekonzepte erforderlich. Dieser Artikel fasst die aktuelle Literatur multimodaler Therapien im neoadjuvanten und adjuvanten Setting zusammen und beleuchtet Alternativen zur radikalen Zystektomie mit kurativem Therapieansatz. Ebenfalls werden erste Erkenntnisse über den Einsatz neuer, vielversprechender Therapieoptionen wie der Immuncheckpoint-Blockade im multimodalen Therapieansatz zusammengefasst.
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봉미경. „Multimodality and Multimodal Corpus“. Language Facts and Perspectives 28, Nr. ll (November 2011): 191–215. http://dx.doi.org/10.20988/lfp.2011.28..191.
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Macknish, Cynthia J. „Creating Multimodal Reflections in an IEP Speaking-Listening Course“. TESL Canada Journal 36, Nr. 3 (30.12.2019): 173–85. http://dx.doi.org/10.18806/tesl.v36i3.1326.
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Reflection is a crucial element in service-learning and having English as a second language (ESL) students create multimodal reflections on their service-learning experience helps them develop multiliteracies and results in learning that is authentic and meaningful as students engage in social discourse while they develop their academic language and digital skills. Research indicates that integrating multimodal projects in ESL courses has the capacity to promote collaboration and learner autonomy, and improve motivation, self-confidence, and language skills. That said, the purpose for integrating multimodality should be clear, and explicit teaching, scaffolding, monitoring, and feedback are necessary for success. In addition, there are challenges to address. In this article, procedures for creating multimodal reflections using Adobe Spark are explained with reference to learners in an Intensive English Program (IEP) service-learning context, and suggestions are shared on how teachers of all levels can adopt and modify the project for different contexts. Challenges are discussed and assessment tools are presented.
La réflexion étant un élément essentiel du domaine de l’apprentissage par l’expérience axé sur la communauté, il est important que les apprenantes et apprenants d’anglais langue seconde (ESL) créent des réflexions multimodales sur leur expérience d’apprentissage par l’expérience pour les aider à développer des littératies multiples et à acquérir des connaissances authentiques et significatives au moment où ils se socialisent en développant leur expression académique et leurs compétences numériques. Les recherches indiquent que l’intégration de projets multimodaux dans les cours d’anglais langue seconde a le pouvoir de favoriser la collaboration et l’autonomie des apprenantes et apprenants en plus d’en améliorer la motivation, la confiance en soi et les compétences linguistiques. Cela dit, l’objectif de l’intégration de l’intermodalité doit être clairement établi, et le succès de l’entreprise dépendra du caractère explicite de l’enseignement, de l’échafaudage, du suivi et de la rétroaction. Qui plus est, il y a des défis à relever. Dans le présent article, les procédures liées à la création de réflexions multimodales à l’aide d’Adobe Spark sont expliquées en lien avec les apprenantes et apprenants dans un contexte d’apprentissage par l’expérience dans le cadre d’un programme intensif d’anglais (IEP), et des suggestions sont partagées sur la manière dont les enseignantes et enseignants de tous les niveaux peuvent adopter et modifier le projet afin de l’adapter à divers contextes. Des défis sont discutés et des outils d’évaluation sont présentés.
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Abdullah, Fuad, Soni Tantan Tandiana und Yuyus Saputra. „Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices“. Vision: Journal for Language and Foreign Language Learning 9, Nr. 2 (20.10.2020): 101. http://dx.doi.org/10.21580/vjv9i25406.
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<div><p class="StyleABSTRAKenCambria">Recently, multimodality has attracted the attention of researchers, notably in the educational milieu. However, only a few studies reported on the way students perceived the use of Genre-Based Multimodal Texts Analysis (GBMTA) for teaching multimodality. After addressing the gap, this study focuses on students’ perceptions on the use of GBMTA in multimodality teaching in higher education. Sixty-nine students were involved in the study. Each of the students produced one journal through three meetings. The journals were then collected for document analysis and thematic analysis (Braun & Clarke, 2006). The findings reveal that the students perceived GBMTA as facilitating them in the building of multimodal discourse analysis, challenges and solutions of comprehending multimodal teaching materials, planning better learning strategies in the future, engagement on multimodal learning issues, and multimodal text analysis practices. This study contributes to multimodality teaching or multimodal discourse analysis within genre-based learning.</p></div>
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Kalaikova, Yuliya V. „VARIATIONS OF MULTIMODALITY IN DESIGN“. Articult, Nr. 1 (2021): 6–18. http://dx.doi.org/10.28995/2227-6165-2021-1-6-18.
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The article is devoted to variations of design multimodality within the framework of social semiotics and discourse theory, describing the simultaneity and holism of multimodal design texts in a socio-cultural context. The article gives a detailed analysis of multimodality in three directions: deep into the semiotic structure of the design product and the mental processes of its perception; in breadth – in numerous forms of organizing the interaction of communication participants; in time – in aspects of cultural citation. The author identifies and describes structural, citation, a priori multimodality and multimodal interaction. The a priori nature of multimodal perception and conventionality of multimodal design texts is considered as tools for achieving the goals of design communication.
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Nash, Brady. „Exploring multimodal writing in secondary English classrooms: a literature review“. English Teaching: Practice & Critique 17, Nr. 4 (12.11.2018): 342–56. http://dx.doi.org/10.1108/etpc-01-2018-0012.
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Purpose This paper aims to explore recent research (2007-2017) on the implementation of multimodal writing instruction in secondary English courses. It seeks to highlight the varied ways in which theoretical conceptions of multimodality have been implemented in writing instruction and the impacts of these implementations on students' experiences in classrooms. Design/methodology/approach The author used a keyword search of relevant academic databases to identity articles within the search parameters. This was followed by bibliographic branching to identify additional articles and two rounds of open coding to identify themes for analysis. Findings The literature revealed a diversity of approaches to incorporating multimodal writing in classrooms; teachers mixed modalities within assignments, paired writing in print with multimodal composition and redesigned entire units or courses around multimodality. Studies showed the impact of multimodality on student learning through shifts in conceptions of communication, increases in student engagement, composition for real audiences and an increased role for students’ interests and identities. Practical implications This review has implications for teachers and researchers interested in developing multimodal writing curricula. It highlights the specific ways in which multimodal writing can be incorporated into instruction and the changes in student learning that result from this shift. Originality/value While theoretical writing on multimodality is abundant, multiple researchers have noted the difficulty of finding research on classroom implementations of multimodality (Howell et al., 2017; Smith, 2017). This review is intended to address this difficulty by contributing to a body of literature that teachers and scholars can draw on as they conceptualize and design multimodal writing experiences for students in the future.
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Sánchez-Martín, Cristina. „Seeing in Writing: A Case Study of a Multilingual Graduate Writing Instructor’s Socialization through Multimodality“. Journal of Multilingual Education Research 10 (2020): 63–84. http://dx.doi.org/10.5422/jmer.2020.v10.63-84.
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With growing numbers of multilinguals becoming writing instructors and scholars in the U.S. composition context, it is urgent to understand how multilingual graduate instructors of writing socialization processes are mediated by multimodal elements rather than just textual forms of language. This article reports on an ethnographically-oriented case study to respond to the following questions: (1) Does multimodality contribute to a multilingual graduate instructor’s socialization into writing and the teaching of writing? If yes, in what ways does multimodality interact with the writer’s language repertoire? (2) How does the multilingual graduate instructor’s multimodal writing and teaching of writing impact other academic practices? Through systematic thematic coding and multimodal textual analysis of questionnaires, a classroom observation, writing materials, and a semi-structured interview, the study reveals that the participant, a graduate teacher of writing, transitioned from isolation to socialization through multimodality while developing a gendered consciousness. In addition, her identity shifted in power hierarchies as socialization enabled researching and teaching through multimodal and multisensorial identity.
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Farías, Miguel, und Leonardo Véliz. „Multimodal Texts in Chilean English Teaching Education: Experiences From Educators and Pre-Service Teachers“. Profile: Issues in Teachers´ Professional Development 21, Nr. 2 (01.07.2019): 13–27. http://dx.doi.org/10.15446/profile.v21n2.75172.
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Drawing on 10 pedagogical standards issued by the Chilean Ministry of Education, three dealing with multimodality, we, in this research, examined English language pre-service teachers’ and educators’ approaches to the use of multimodal texts. Data were gathered through two online surveys that explored the use of multimodal texts by teacher educators and pre-service teachers. Results indicate that educators were familiar with the standards and multimodality when teaching reading and writing, but lack of resources, preparation, and time prevents them from working with multimodal texts. Candidates read printed and digital newspapers, novels, and magazines outside university, but rarely use them academically. They extensively use social media, even for academic purposes. There is a mismatch between the use of multimodal texts by teacher candidates and teacher educators.
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Wan, Huan, Hui Wang, Bryan Scotney, Jun Liu und Wing W. Y. Ng. „Within-class multimodal classification“. Multimedia Tools and Applications 79, Nr. 39-40 (11.08.2020): 29327–52. http://dx.doi.org/10.1007/s11042-020-09238-1.
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Abstract In many real-world classification problems there exist multiple subclasses (or clusters) within a class; in other words, the underlying data distribution is within-class multimodal. One example is face recognition where a face (i.e. a class) may be presented in frontal view or side view, corresponding to different modalities. This issue has been largely ignored in the literature or at least under studied. How to address the within-class multimodality issue is still an unsolved problem. In this paper, we present an extensive study of within-class multimodality classification. This study is guided by a number of research questions, and conducted through experimentation on artificial data and real data. In addition, we establish a case for within-class multimodal classification that is characterised by the concurrent maximisation of between-class separation, between-subclass separation and within-class compactness. Extensive experimental results show that within-class multimodal classification consistently leads to significant performance gains when within-class multimodality is present in data. Furthermore, it has been found that within-class multimodal classification offers a competitive solution to face recognition under different lighting and face pose conditions. It is our opinion that the case for within-class multimodal classification is established, therefore there is a milestone to be achieved in some machine learning algorithms (e.g. Gaussian mixture model) when within-class multimodal classification, or part of it, is pursued.
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Pinar Sanz, María Jesús. „Multimodality and Cognitive Linguistics“. Review of Cognitive Linguistics 11, Nr. 2 (28.11.2013): 227–35. http://dx.doi.org/10.1075/rcl.11.2.01pin.
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This Special Volume of Review of Cognitive Linguistics includes 13 papers dealing with Multimodality and Cognitive Linguistics. The introduction provides an overview of three of the main approaches dealing with multimodality – Cognitive Linguistics and multimodal metaphors (Forceville & Urios-Aparisi, 2009), social semiotics and systemic functional grammar, and multimodal interactional analysis (Jewitt, 2009, p. 29). The paper summarizes the contributions to the volume, highlighting the main objectives and conclusions of each of the papers.
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Rajalingam B. und Priya R. „Enhancement of Hybrid Multimodal Medical Image Fusion Techniques for Clinical Disease Analysis“. International Journal of Computer Vision and Image Processing 8, Nr. 3 (Juli 2018): 16–40. http://dx.doi.org/10.4018/ijcvip.2018070102.
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Multimodal medical image fusion is one the most significant and useful disease analytic techniques. This research article proposes the hybrid multimodality medical image fusion methods and discusses the most essential advantages and disadvantages of these methods. The hybrid multimodal medical image fusion algorithms are used to improve the quality of fused multimodality medical image. Magnetic resonance imaging, positron emission tomography, and single photon emission computed tomography are the input multimodal therapeutic images used for fusion process. An experimental result of proposed hybrid fusion techniques provides the fused multimodal medical images of highest quality, shortest processing time, and best visualization. Both traditional and hybrid multimodal medical image fusion algorithms are evaluated using several quality metrics. Compared with existing techniques the proposed result gives the better processing performance in both qualitative and quantitative evaluation criteria. This is favorable, especially for helping in accurate clinical disease analysis.
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Rita, Rita. „Penyusunan Peooman Pemberian Izin Badan Usaha Angkutan Multimoda (BUAM)“. Warta Penelitian Perhubungan 24, Nr. 6 (14.05.2019): 567. http://dx.doi.org/10.25104/warlit.v24i6.1041.
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Freight grawth lately is remarkable progress, so we need measures to optimize the transport of goods. In order to support the national logistics system the government has issued Government Regulation No. 8 of 2011 on Transport Multimioda which is the mandate of the Traffic Act and Road Transport, Shipping, Aviation and Railways. Problems in multimodal transportation is not a business entity licensing guidelines multimodal transport. With the approach of qualitative descriptive analysis of the utilization of multimodal transport in the Port of Tanjung Priok Jakarta and Medan Belawan port indicated that the licensing guidelines Multimodal Transport Enterprises really need to be designed. The draft guidelines for licensing Multimodal Transport Entity shall have permanent offices, transport equipment, loading and unloading equipment, and human resources that have a certificate of competence.Keywords: Buam licensing guidelines. Pertumbuhan angkutan barang akhir-akhir ini sangat luar biasa perkembangannya, sehingga perlu dilakukan langkah-langkah uiltuk mengoptimasikan angkutan barang tersebut. Dalam rangka mendukung sistem logistik nasional pemerintah telah menerbitkan Peraturan Pemerintah Nomor 8 Tahun 2011 tentang Angkutan Multimioda yang merupakan amanat dari Undang-Undang Lalu Lintas dan Angkutan Jalan, Pelayaran, Penerbangan dan Perkeretaapian. Permasalahan dalam angkutan multimoda adalah belum adanya pedoman pemberian izin badan usaha angkutan multimoda. Dengan pendekatan analisis deskriptif kualitatif terhadap pengusahaan angkutan multimoda di Pelabuhan Tanjung Priok Jakarta, dan Pelabuhan Belawan Medan diperoleh gambaran bahwa pedoman pemberian izin Badan Usaha Angkutan Multimoda sangat perlu untuk dirancang. Rancangan pedoman pemberian izin Badan Usaha Angkutan Multimoda wajib memiliki kantor tetap, peralatan angkut, peralatan bongkar muat, dan sumber daya manusia yang memiliki sertifikat kompetensi.Kata Kunci: Pedoman Pemberian izin BUAM.
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Schröder, Guido, Raimond Boldt, Günther Kundt, Franka Hamann und Hans-Christof Schober. „Vergleich von hoch- und mittelintensiven Gewichtsabnahmeprogrammen bei Adipositas Grad 2 und 3 – eine randomisierte klinische Untersuchung“. Diabetologie und Stoffwechsel 13, Nr. 06 (13.08.2018): 576–88. http://dx.doi.org/10.1055/a-0601-6824.
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ZusammenfassungDie Adipositas ist eine multifaktoriell verursachte Erkrankung mit steigender Prävalenz. Sie geht häufig einher mit einer verminderten körperlichen Belastbarkeit und Beschwerden in den beanspruchten Gelenken. Gleichzeitig besteht ein erhöhtes Risiko für Diabetes mellitus Typ 2, kardiovaskuläre Erkrankungen und Tumoren. In vielen Fällen ist der Lebensalltag der Patienten spürbar eingeschränkt. Die derzeitige Therapie besteht aus einer Ernährungs- und Verhaltensumstellung sowie adäquater Bewegung. Das Ziel der vorliegenden Arbeit war es zu prüfen, inwiefern ein klinikeigenes Trainingsprogramm herkömmlichen multimodalen Therapieregimen im Hinblick auf die Gewichts- und BMI-Reduktion ebenbürtig oder gar überlegen ist. Zugleich wurde der Einfluss der Trainingsmaßnahmen auf den Blutdruck, den Blutzucker, das Cholesterin und die Lipoproteine untersucht. Insgesamt wurden 59 Adipositaspatienten per Losverfahren zwei Behandlungsgruppen zugeteilt, wobei die eine Gruppe traditionelle multimodale Therapiemaßnahmen (DOC-Weight®, DW) und die andere Gruppe ein klinikeigenes Training (SMART-Weight, SW) absolvierte, jeweils wöchentlich über einen Zeitraum von 12 Monaten. Das Studiendesign entsprach einer monozentrischen und randomisierten Untersuchung zweier Behandlungsgruppen. Die Datenaufnahme erfolgte zu drei Messzeitpunkten: zu Interventionsbeginn, nach 6 sowie nach 12 Monaten. 37 Patienten (63 %) nahmen bis zum Schluss an der Untersuchung teil. Beide Gruppen trainierten multimodal – die Faktoren Ernährung, Verhalten und Bewegung.In beiden Gruppen ließen sich positive und statistisch signifikante Trainingseffekte hinsichtlich der Reduzierung des BMI und des Bauchumfangs nachweisen. Zudem reduzierte sich der diastolische Blutdruck nur in der Gruppe SW sehr signifikant. Gleichzeitig verminderte sich in dieser Gruppe das Cholesterin in signifikantem Umfang. In der vorliegenden Untersuchung sollte auch die Frage der Einflussfaktoren auf den Therapieerfolg (Reduzierung des BMI um 5 % nach 12 Monaten) geklärt werden. Es sind der Blutzuckerspiegel, der Bauchumfang und tendenziell das Geschlecht.Die Untersuchungsergebnisse bestätigen die bekannten positiven Effekte multimodaler Therapien hinsichtlich der Reduzierung von BMI und Bauchumfang. Gleichzeitig konnte mit dem klinikeigenen Therapieprogramm eine Behandlungsalternative aufgezeigt werden, die eine nochmalige Verbesserung des diastolischen Blutdrucks und des Cholesterins mit sich bringt.
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Schmitt, Briane, Gabriel Da Silva Ribas und Ernani Cesar Freitas. „O letramento multimodal na escola: estabelecendo uma relação entre o eu e a sociedade“. Diálogo das Letras 7, Nr. 1 (05.06.2018): 96–112. http://dx.doi.org/10.22297/dl.v7i1.2972.
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Esta pesquisa aborda a questão do letramento multimodal e os movimentos de interpretação necessários para a leitura de textos multimodais. Este trabalho justifica-se à medida que, compreendendo a multimodalidade como um processo inerente às nossas experiências comunicativas, torna-se necessário o estudo das práticas de ensino de letramento multimodal. O principal objetivo desta pesquisa é analisar o movimento de leitura necessário para a compreensão de textos multimodais, tendo em vista o viés pedagógico da leitura desses textos. O estudo tem como pressupostos teóricos as noções sobre gêneros do discurso defendidas por Mikhail Bakhtin (2003), Fiorin (2008) e Marcuschi (2008), além das contribuições teóricas de Lemke (2010), Kress e Van Leeuwen (2001) e Rojo (2015). O corpus define-se a partir de um texto do gênero infográfico sobre as melhores escolas do Brasil, que foi publicado em agosto de 2014 na Revista Mundo Estranho. A pesquisa é do tipo exploratório quanto aos objetivos, uma vez que procura estabelecer hipóteses sobre como se desenvolvem os movimentos de leitura necessários, no caso da leitura multimodal, e sua análise é qualitativa, já que busca a compreensão do processo de leitura multimodal e de suas possíveis abordagens em práticas pedagógicas. A principal constatação neste trabalho é de que o letramento multimodal ainda é um desafio no âmbito do processo de leitura e compreensão textual, e cada vez mais torna-se necessário o estudo dos processos pedagógicos desses textos multimodais e as relações estabelecidas ou não com as práticas multimodais, bem como as práticas sociais a elas impreterivelmente conectadas.
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Er, Ibrahim. „The voiceless in The Voice: A multimodal critical discourse analysis“. Text & Talk 40, Nr. 6 (26.11.2020): 705–32. http://dx.doi.org/10.1515/text-2020-2071.
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AbstractThis article highlights the importance of multimodality in the study of discourse with a discussion of a segment from the Turkish adaptation of the global television format, The Voice. In the segment under discussion, a contestant is disqualified from the show by the host for her allegedly disrespectful style of speech towards the coaches. Departing from traditional (sociolinguistic) critical discourse analysis, the article seeks to unveil the deep power discourse hidden in the multimodal landscape of the show by extending the scope of discourse analysis to include both linguistic and non-linguistic modes of communication and representation such as the camerawork, and mise-en-scene. The findings shed light on the inherently asymmetrical nature of the show and how the contestant's highly non-standard language and manners are demonized (multimodally) while the coaches and the host find a relatively less judgmental environment as the “authority” in the show.
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Butler, Eliza D., Tori K. Flint und Ana Christina da Silva Iddings. „The liberatory potentials of multimodality: Collaborative Reggaeton music video production in Habana, Cuba“. Media, Culture & Society 43, Nr. 5 (18.01.2021): 842–59. http://dx.doi.org/10.1177/0163443720987747.
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This study took place in Habana, Cuba over approximately 1 year, wherein the researcher collaborated with Reggaeton artists. While scholarship in multimodality has explored its potentials for literacy pedagogy, developing new literacies, and expanding identity possibilities, less research has focused on the creation of the spaces, tools, and resources required for composing multimodal products and on the liberatory dimensions of multimodality. This study highlights the backstories of these production processes, including the innovative use(s) of spaces and tools, the resources leveraged in order to construct and distribute multimodal media, and the ways artists made meaning together. The findings elucidate the ways the artists leveraged their ingenuity, collaboratively developed digital literacy practices, and produced multimodal texts to create new possibilities.
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Dancygier, Barbara, und Lieven Vandelanotte. „Viewpoint phenomena in multimodal communication“. Cognitive Linguistics 28, Nr. 3 (28.08.2017): 371–80. http://dx.doi.org/10.1515/cog-2017-0075.
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AbstractIn this introduction to the special issue on viewpoint phenomena in multimodal communication, we highlight central questions concerning the nature of multimodality and of conceptual viewpoint, which the issue as a whole expands and clarifies. We argue that multimodality needs to be rethought as a varied but cohesive phenomenon, and we briefly illustrate both embodied multimodal interaction (in an example from stand-up comedy) and the meaning emergence in artifacts relying on both text and image (in an example of a poster with an environmental message). Correspondingly, the category of multimodal constructions already recognized for embodied interactions should be expanded to cover conventionalized image/text combinations. Finally, we stress that viewpoint is the pivotal concept that elucidates how communicators use the various modalities for cohesive communicative purposes across the wide range of artifacts and multimodal forms discussed in the special issue, including gesture in political speeches, viewpoint in comics, grammatical forms in Internet memes, ASL, stance expressions, eye gaze, and embodied responses to objects and architectural artifacts.
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Bateman, John A. „Position paper on argument and multimodality“. International Review of Pragmatics 10, Nr. 2 (11.06.2018): 294–308. http://dx.doi.org/10.1163/18773109-01002008.
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Abstract This short position paper argues that new semiotically-anchored approaches to multimodality offer much for other disciplines now engaging with multimodality. In particular, the account of multimodality introduced is argued to position current discussions of the potential role of multimodality in argumentation studies more effectively, untangling several problematic distinctions drawn previously. Questions concerning the existence of visual argumentation, the necessity of propositionality, and the nature of argumentation are reconstructed from an inherently multimodal perspective.
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Lu, Yuehua. „A Tentative Exploration on Multimodal Teaching of Legal English“. Journal of Language Teaching and Research 12, Nr. 3 (01.05.2021): 489–93. http://dx.doi.org/10.17507/jltr.1203.19.
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Based on the theory of multimodality and Internet technology, the present paper analyzes the existing problems in legal English teaching, explores the feasibility of constructing a multimodal teaching mode, and presents a case study of moot court by applying the multimodal means of teaching. The tentative study proves that a multimodal teaching mode can satisfy the requirements of legal English teaching, though there still exist problems to be solved.
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Treder, Maximilian. „Retinale Bildgebung könnte die Frühdiagnose eines PVRL deutlich verbessern“. Kompass Ophthalmologie 3, Nr. 1 (2017): 20–22. http://dx.doi.org/10.1159/000454722.
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Ziel: Beurteilung der Merkmale und Prävalenz von Fundusanomalien bei vitreoretinalem Lymphom (VRL) mithilfe multimodaler Bildgebung. Methoden: Wir nahmen eine retrospektive Überprüfung von Bildgebungsstudien bei Patienten vor, bei denen VRL diagnostiziert worden war. Ergebnisse: Bei allen 10 in die Studie aufgenommenen VRL-Patienten (14 Augen) zeigten sich Vitreitis, hyperreflektive Läsionen in der Nahinfrarot-Reflektionsbildgebung sowie hypoautofluoreszente Läsionen in der Fundusautofluoreszenz. Ferner wurden hypofluoreszente Läsionen in der Fluoreszenzangiographie (79%), hypocyaneszente Läsionen in der Indocyaningrün-Angiographie (77%) sowie leichte Abhebungen des retinalen Pigmentepithels (PEDs) (71%) und starke PEDs (36%) in der optischen Kohärenztomographie (OCT) festgestellt. Nodularität der äußeren Retinaschicht wurde in der OCT bei 93% der Fälle festgestellt. Leichte PEDs entsprachen hyperreflektiven, hyperautofluoreszenten, hypofluoreszenten und hypocyaneszenten Läsionen. Schlussfolgerung: In der multimodalen Bildgebung waren in Augen mit VRL mehrere Anzeichen vorhanden. Lymphomatöse Infiltration führte zu fokalen PEDs, die anomale Bildgebungssignale aufwiesen. Nodularität der äußeren Retinaschicht könnte ein zusätzliches Anzeichen von Infiltration darstellen. Multimodale Bildgebung kann Ärzte bei der Frühdiagnose von VRL unterstützen.
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Tang, Ping, Kelin Quan und Jianbin Zhu. „The Construction of China’s Images through Multimodal Metaphor: A Case Study of China-related BBC Documentaries“. Theory and Practice in Language Studies 10, Nr. 9 (01.09.2020): 1044. http://dx.doi.org/10.17507/tpls.1009.05.
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Complementing three theoretical frameworks, conceptual metaphor theory (Lakoff and Johnson 1980) and critical metaphor analysis (Charteris-Black 2004; Musolff 2006, 2016) and multimodality from a cognitive viewpoint (Forceville and Urios-Aparisi 2009; Perez-Sobrina 2017), this study addresses the topic of China’s images unfolded in six BBC documentaries that are related to Chinese economy, social life, education, history, folklore, and cuisine respectively. This paper analyzes in detail how the theme metaphors are manifested multimodally through verbal, visual and aural modes and sub-modes with particular focus on how multimodal metaphors construct China’s images through the choice of source domains and metaphorical mapping. The significance of the study lies in showing how various modes and sub-modes are used in the source domains as an overall persuasive strategy to manipulate the public’s conceptualization of China. In addition, by examining the metaphorical entailments (Lakoff 2002; Johnson 1993, 1983), it illustrates how the media use of conceptual metaphors may become a powerful tool for conveying evaluative ideologies.
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Insulander, Eva, Fredrik Lindstrand und Staffan Selander. „Designing Multimodal Texts about the Middle Ages“. Journal of Educational Media, Memory, and Society 9, Nr. 2 (01.09.2017): 1–14. http://dx.doi.org/10.3167/jemms.2017.090201.
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Multimedial and multimodal communication arouse interest in many fields of research today. By contrast, little attention is paid to multimodality in relation to designs for learning, especially in relation to representations of knowledge on an aggregated level. By analyzing three multimodal texts about the Middle Ages, including a textbook, a film series and a museum exhibition, this article provides insight into the role of multimodal designs for learning in a school context.
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Farías, Miguel, Katica Obilinovic und Roxana Orrego. „Implications of Multimodal Learning Models for foreign language teaching and learning“. Colombian Applied Linguistics Journal, Nr. 9 (04.04.2011): 174. http://dx.doi.org/10.14483/22487085.3150.
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This literature review article approaches the topic of information and communications technologies from the perspective of their impact on the language learning process, with particular emphasis on the most appropriate designs of multimodal texts as informed by models of multimodal learning. The first part contextualizes multimodality within the fields of discourse studies, the psychology of learning and CALL; the second, deals with multimodal conceptions of reading and writing by discussing hypertextuality and literacy. A final section outlines the possible implications of multimodal learning models for foreign language teaching and learning.
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Haniya, Samaa, Anastasia Olga Tzirides, Matthew Montebello, Keratso Georgiadou, Bill Cope und Mary Kalantzis. „Maximizing Learning Potential with Multimodality: A Case Study“. World Journal of Educational Research 6, Nr. 2 (04.05.2019): 260. http://dx.doi.org/10.22158/wjer.v6n2p260.
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<p><em>In today’s increasingly fast-moving digital world, learners are immersed in multimodal online communication environments in their daily life, through Facebook, Twitter, Instagram, Snapchat and others. This requires educators to reflect the environment in which these learners live, and thus design instructional practices from a multimodal perspective. Multimodality offers new opportunities for digital learners to express themselves, analyze problems and make meaning in multimodal ways as they interpret knowledge differently according to their various educational needs (Kalantzis </em><em>&</em><em> Cope, 2015). In this paper we will discuss the significance of integrating multimodality in e-Learning contexts to make meaning and improve learning. The paper will also present a case study of an online course from the College of Education at the University of Illinois Urbana Champaign to show how multimodality works in practice to cater to learner differences by offering a range of activity options and modes of meaning. We will also examine learners’ perceptions of adopting such an approach in the online course. We used survey techniques for data collection and quantitative and qualitative methods for data analysis. Results revealed illuminating insights about the importance of multimodality approach to increase learning potential for digital learners and provided suggestions for future iterations.</em></p>
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Schmidt, R., K. Piliavska und D. Schmid. „Zur Psychotherapie der MS-Fatigue“. Neurologie & Rehabilitation 27, Nr. 01 (Februar 2021): 56–62. http://dx.doi.org/10.14624/nr2101007.
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Zusammenfassung Fatigue bei MS ist weit mehr, als der enge Bezug zur entzündlichen Erkrankung und deren direkten biopsychosozialen Folgen nahelegt. In ihrer Vielschichtigkeit ist sie durchaus dem chronischen Schmerz vergleichbar. Spätestens wenn es um die Behandlung geht, ist deshalb ein interdisziplinäres Vorgehen erforderlich, dass das Bedingungsgefüge erfasst, aus dem heraus sich die Fatigue manifestiert. In der daraus resultierenden multimodalen Behandlung kommt der Psychotherapie eine wichtige Rolle zu. Am besten selbst schon wieder multimodal angelegt, gehen ihre – den je individuellen Erfordernissen folgenden – Aufgaben über die Behandlung der Fatigue selbst und begleitender komorbider psychischer und psychosomatischer Störungen hinaus. Hinzu kommt insbesondere die persönliche Neuorientierung Betroffener sowie die Klärung lebensgeschichtlicher Belastungen, vielleicht auch psychischer Traumata und oft weitreichender existentieller Fragen, die in der Fatigue zu einem auch körperlichen Ausdruck kommen können. Psychotherapeutisch fundierte Verständnis- und Handlungsmodelle können schließlich auch einen Beitrag zum Verständnis der Fatigue bei MS und zur Weiterentwicklung angepasster interdisziplinärer Behandlungsangebote leisten. Schlüsselwörter: Bedingungsgefüge, Interdisziplinäre Teamarbeit, Multimodale Psychotherapie, Verkörpertes Leid, MS, Fatigue Abstract Fatigue in MS suggests much more than the close relationship to the inflammatory disease and its direct biopsychosocial consequences. In its complexity, fatigue can be compared to chronic pain. When it comes to treatment, an interdisciplinary approach is required that captures the set of conditions from which fatigue arises. Psychotherapy plays an important role in the resulting multimodal treatment. An individually oriented psychotherapy – preferably multimodal – has to transcend the treatment of fatigue itself and its accompanying comorbid psychological and psychosomatic disorders. In addition, work has to focus on the personal re-orientation of the patient. One must also consider clarifying burdens in the patientʼs life history, including possible psychological trauma and far-reaching existential questions. These can manifest physically and be expressed as fatigue. Finally, psychotherapeutic based models can contribute to the understanding of fatigue in MS, and further the development of adapted interdisciplinary treatment. Keywords: conditional structure, interdisciplinary teamwork, multimodal psychotherapy, embodied suffering
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Gibbons, Alison. „Multimodal Literature 'Moves' Us: Dynamic Movement and Embodiment in VAS: An Opera in Flatland“. HERMES - Journal of Language and Communication in Business 21, Nr. 41 (28.08.2017): 107. http://dx.doi.org/10.7146/hjlcb.v21i41.96816.
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Multimodality is a recent academic development, fuelling a surge of related research (Kress/van Leeuwen 1996; 2001; Baldry/Thibault 2006; Royce/Bowcher 2007). In parallel to this, the turn of the millennium has seen an increase in the inclusion of typography, graphics and illustration in fiction yet, with only a few exceptions (Gibbons forthcoming a; forthcoming b), printed literature has often been neglected in multimodal study. Focusing on the ‘imagetext novel’ VAS: An Opera in Flatland, written by Steve Tomasula and designed by Stephen Farrell (2002), this paper explores multimodal printed literature through cognitive-poetic analysis. The examination of visual elements is aided by theories from visual perception and multimodal research. This cognitive and perceptual methodology is strengthened through reflection upon recent findings from neuroscientific work on embodiment. In consequence, this paper presents a fresh approach to multimodality, an approach which not only attends to all modes of meaning-making equally, as well as collaboratively, but one which considers the cognitive and embodied aspects of a multimodal literary experience.
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Ladilova, Anna. „Multimodal Metaphors of Interculturereality / Metaforas multimodais da interculturealidade“. REVISTA DE ESTUDOS DA LINGUAGEM 28, Nr. 2 (05.05.2020): 917. http://dx.doi.org/10.17851/2237-2083.28.2.917-955.
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Abstract: The present paper looks at the interactive construction of multimodal metaphors of interculturereality – a term coined by the author from interculturality and intercorporeality, assuming that intercultural interaction is always an embodied phenomenon, shared among its participants. For this, two videotaped sequences of a group conversation are analyzed drawing upon interaction analysis (Couper-Kuhlen; Selting, 2018). The data was transcribed following the GAT2 (Selting et al., 2011) guidelines, including gesture form annotation, which relied on the system described by Bressem (2013). Gesture function was interpreted drawing on the interactional context and on the system proposed by Kendon (2004) and Bressem and Müller (2013). The results question the validity of the classical conduit metaphor of communication (Reddy, 1979) in the intercultural context and instead propose an embodied approach to the conceptualization of the understanding process among the participants. The analysis also shows that even though the metaphors are multimodal, the metaphoric content is not always evenly distributed among the different modalities (speech, gesture). Apart from that, the metaphorical content is constructed sequentially, referring to preceding metaphors used by the same or different interlocutors and associated with metaphorical blends.Keywords: metaphors; multimodality; interculturality; intercorporeality; migration.Resumo: O presente artigo analisa a construção interativa de metáforas multimodais da interculturealidade – um termo proveniente da interculturalidade e intercorporealidade, assumindo que a interação intercultural é sempre um fenômeno incorporado, compartilhado entre os seus participantes. Para tal, duas sequências gravadas em vídeo de uma conversa em grupo serão analisadas com base na análise da interação (COUPER-KUHLEN; SELTING, 2018). Os dados foram transcritos seguindo as orientações do sistema GAT2 (SELTING et al., 2011), incluindo a anotação da forma gestual, que se baseou no sistema descrito por Bressem (2013). A função dos gestos foi interpretada com base no contexto interacional e no sistema proposto por Kendon (2004) e Bressem e Müller (2013). Os resultados questionam a validade da metáfora clássica do conduto de comunicação (REDDY, 2012) no contexto intercultural e, além disso, propõem uma abordagem corporificada da conceituação do processo de entendimento entre os participantes. A análise também mostra que, embora as metáforas sejam multimodais, o conteúdo metafórico não é sempre uniformemente distribuído entre as diferentes modalidades (fala, gesto). Além disso, o conteúdo metafórico é construído sequencialmente, referindo-se a metáforas anteriores utilizadas pelos mesmos ou diferentes interlocutores e recorrendo a mesclagens metafóricas.Palavras-chave: metáforas; multimodalidade; interculturalidade; intercorporealidade; migração.
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Shimek, Courtney. „Recursive readings and reckonings: kindergarteners’ multimodal transactions with a nonfiction picturebook“. English Teaching: Practice & Critique 20, Nr. 2 (22.02.2021): 149–62. http://dx.doi.org/10.1108/etpc-07-2020-0068.
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Purpose Our world had always been multimodal, but studying how young children enact and embody literacy practices, especially reading, has often been overlooked. The purpose of this study was to examine how young children respond to nonfiction picturebooks in multimodal ways. This paper aims to answer the question: What multimodal resources do readers use to respond to and construct meaning from nonfiction picturebooks? Design/methodology/approach Undergirded by Rosenblatt’s transactional theory of reading and social semiotic multimodality, a 9-min video clip of three boys making sense of one nonfiction picturebook during reading workshop was analyzed using Norris’ approach to multimodal data analysis. This research stemmed from a five-month-long case study of one kindergarten class’s multimodal and collective responses to nonfiction picturebooks. Findings Findings demonstrate how readers use gesture, gaze and proxemics in addition to language to signal agreement with one another, explain new ideas or concepts to one another and incorporate their background knowledge. In addition to reading images, the children learned to read each other. Originality/value This research indicates that reading is inherently multimodal, recursive and complex and provides implications for teachers to reconsider what kinds of responses they prioritize in their classrooms. Additionally, this research establishes the need to better understand how readers respond to nonfiction books and a broader examination of multimodality in the literacy curriculum.
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Freschi, Ana, und Suzi Cavalari. „Corrective Feedback and Multimodality: Rethinking Categories in Telecollaborative Learning“. TESL Canada Journal 37, Nr. 2 (02.12.2020): 154–80. http://dx.doi.org/10.18806/tesl.v37i2.1335.
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Teletandem (Telles, 2009) is a model of telecollaboration in which pairs of foreign language students from different countries meet regularly and virtually to learn each other’s languages. Within this context, participants are expected to help their partners learn by providing feedback. The multimodal nature of this type of environment, however, may offer different learning opportunities (Guichon & Cohen, 2016) and have an impact on feedback provision. This research aims at investigating peer corrective feedback in Teletandem in relation to the different modes. Using a case study approach, we describe how three Brazilians offered feedback to learners of Portuguese as a foreign language. Data used came from 20 Teletandem oral sessions that took place over a period of three years and were stored in MulTeC (Aranha & Lopes, 2019). Data analysis revealed that CF provision is characterized by reformulations, with a blurred distinction between recasts and explicit corrections due to a combination of multimodal strategies. Results also indicate that error correction may be more (or less) emphasized depending on how interlocutors combine multimodal resources. Pedagogical implications are discussed.
Teletandem (Telles, 2009) est un modèle de télécollaboration par lequel des paires d’étudiants de langue étrangère originaires de différents pays se rencontrent régulièrement de façon virtuelle pour apprendre les langues des uns des autres. Dans ce contexte, on s’attend à ce que les participants aident leur partenaire à apprendre en leur fournissant de la rétroaction. La nature multimodale de ce type d’environnement peut, cependant, offrir diverses occasions d’apprentissage (Guichon & Cohen, 2016) et influencer la façon dont la rétroaction est fournie. Le but de cette recherche est d’étudier la rétroaction corrective par les pairs dans Teletandem par rapport aux différents modes. En se servant d’une approche par étude de cas, nous décrivons comment trois Brésiliens ont offert de la rétroaction à des apprenants de portugais langue étrangère. Les données utilisées venaient de 20 sessions orales de Teletandem qui s’étaient déroulées sur une période de trois ans et ont été stockées sur MulTeC (Aranha & Lopes, 2019). L’analyse des données a révélé que la fourniture de rétroaction corrective se caractérise par des reformulations, qui ne distinguent pas très bien entre des refontes et des corrections explicites, ce qui est dû à une combinaison de stratégies multimodales. Les résultats indiquent également que la correction des erreurs peut être plus ou moins soulignée selon la façon dont les interlocuteurs combinent les ressources multimodales. On discute des implications pédagogiques.
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Kang, Young-Jin, und Yoojeong Noh. „Development of Hartigan’s Dip Statistic with Bimodality Coefficient to Assess Multimodality of Distributions“. Mathematical Problems in Engineering 2019 (28.12.2019): 1–17. http://dx.doi.org/10.1155/2019/4819475.
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In general, although some random variables such as wind speed, temperature, and load are known to have multimodal distributions, input or output random variables are considered to follow unimodal distributions without assessing the unimodality or multimodality of distributions from samples. In uncertainty analysis, estimating unimodal distribution as multimodal distribution or vice versa can lead to erroneous analysis results. Thus, whether a distribution is unimodal or multimodal must be assessed before the estimation of distributions. In this paper, the bimodality coefficient (BC) and Hartigan’s dip statistic (HDS), which are representative methods for assessing multimodality, are introduced and compared. Then, a combined HDS with BC method is proposed. The proposed method has the advantages of both BC and HDS by using the skewness and kurtosis of samples as well as the dip statistic through a link function between the BC values in BC and significance level in HDS. To verify the performance of the proposed method, statistical simulation tests were conducted to evaluate the multimodality for various unimodal, bimodal, and trimodal models. The implementation of the proposed method to real engineering data is shown through case studies. The results demonstrate that the proposed method is more accurate, robust, and reliable than the BC and original HDS alone.
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Kuriakose, Bineeth, Raju Shrestha und Frode Eika Sandnes. „Multimodal Navigation Systems for Users with Visual Impairments—A Review and Analysis“. Multimodal Technologies and Interaction 4, Nr. 4 (16.10.2020): 73. http://dx.doi.org/10.3390/mti4040073.
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Multimodal interaction refers to situations where users are provided with multiple modes for interacting with systems. Researchers are working on multimodality solutions in several domains. The focus of this paper is within the domain of navigation systems for supporting users with visual impairments. Although several literature reviews have covered this domain, none have gone through the research synthesis of multimodal navigation systems. This paper provides a review and analysis of multimodal navigation solutions aimed at people with visual impairments. This review also puts forward recommendations for effective multimodal navigation systems. Moreover, this review also presents the challenges faced during the design, implementation and use of multimodal navigation systems. We call for more research to better understand the users’ evolving modality preferences during navigation.
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Ross, Jen, Jen Scott Curwood und Amani Bell. „A multimodal assessment framework for higher education“. E-Learning and Digital Media 17, Nr. 4 (02.06.2020): 290–306. http://dx.doi.org/10.1177/2042753020927201.
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Higher education institutions increasingly expect students to work effectively and critically with multiple modes, semiotic resources and digital tools. However, assessment practices are often insufficient to capture how multimodal artefacts represent disciplinary knowledge in complex ways. This study explores and theorises the design and assessment of students’ digitally mediated multimodal work, and it offers insight into how to effectively communicate expectations and evaluate student learning in a digital age. We propose a framework for multimodal assessment that takes account of criticality, creativity, the holistic nature of these assignments and the importance of valuing multimodality.
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Deng, Wan-Yu, Dan Liu und Ying-Ying Dong. „Feature Selection and Classification for High-Dimensional Incomplete Multimodal Data“. Mathematical Problems in Engineering 2018 (12.08.2018): 1–9. http://dx.doi.org/10.1155/2018/1583969.
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Due to missing values, incomplete dataset is ubiquitous in multimodal scene. Complete data is a prerequisite of the most existing multimodality data fusion methods. For incomplete multimodal high-dimensional data, we propose a feature selection and classification method. Our method mainly focuses on extracting the most relevant features from the high-dimensional features and then improving the classification accuracy. The experimental results show that our method produces considerably better performance on incomplete multimodal data such as ADNI dataset and Office dataset, compared to the case of complete data.
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Tykha, U. „Multimodal Diversity of Postmodernist Fiction Text“. Journal of Vasyl Stefanyk Precarpathian National University 3, Nr. 4 (30.12.2016): 64–69. http://dx.doi.org/10.15330/jpnu.3.4.64-69.
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The article is devoted to the analysis of structural and functional manifestations of multimodal diversity in postmodernist fiction texts. Multimodality is defined as the coexistence of more than one semiotic mode within a certain context. Multimodal texts feature a diversity of semiotic modes in the communication and development of their narrative. Such experimental texts subvert conventional patterns by introducing various semiotic resources – verbal or non-verbal
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Tellioğlu, Hilda, Lisa Ehrenstrasser und Wolfgang Spreicer. „Multimodality in Design of Tangible Systems“. i-com 11, Nr. 3 (November 2012): 19–23. http://dx.doi.org/10.1524/icom.2012.0033.
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AbstractIn this paper we present how we applied and analyzed multimodality in design of tangible communication systems for elderly. First we define six categories of multimodality (aural, visual, tactile, gesture, posture, and space), which we integrate in our design processes and design artifacts. We illustrate how user interaction has been established, especially when multimodality is central to our approach. We also discuss multimodal design in context of user experiences, user-centered design, and participatory design approaches. We show the added value and change of focus through multimodality in design processes. We analyze our findings before we conclude our paper.
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Reithinger, Norbert, und Anselm Blocher. „SmartKom - Multimodale Mensch-Technik-Interaktion (SmartKom – Multimodal Human Computer Interaction)“. i-com 2, Nr. 1/2003 (01.01.2003): 4–10. http://dx.doi.org/10.1524/icom.2.1.4.19034.
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ZusammenfassungEine der größten Herausforderungen für die Wissensgesellschaft ist derzeit die Schaffung intelligenter Benutzerschnittstellen, die den natürlichen Kommunikationsstil von Computerlaien akzeptieren und so unterstützen, dass eine für den Menschen intuitive und benutzergerechte Mensch-Technik-Interaktion entsteht. Im Leitprojekt SmartKom werden Konzepte für die Entwicklung völlig neuartiger Formen der Mensch-Technik-Interaktion erprobt. Das Ziel von SmartKom ist die Erforschung und Entwicklung einer selbsterklärenden, benutzeradaptiven Schnittstelle für die Interaktion von Mensch und Technik im Dialog. Das Vorhaben wird von der Vorstellung geleitet, die Vorteile sprachlich dialogischer Kommunikation zu verschmelzen mit den Vorteilen graphischer Bedienoberflächen und gestisch Ausdrucks zu verschmelzen. Das Ergebnis ist eine höherwertige Benutzerschnittstelle, die die natürlichen menschlichen Sinne in größerem Umfang als bisher berücksichtigt. SmartKom geht damit einen wichtigen Schritt auf dem Weg zur Entwicklung einer auf den Menschen zugeschnittenen Informationstechnologie.
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Chuanrui, Zhang, und Xu Cihua. „Argument by multimodal metaphor as strategic maneuvering in video advertising“. Argumentative Discourse in Contemporary China 6, Nr. 3 (04.12.2017): 359–80. http://dx.doi.org/10.1075/jaic.17002.zha.
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Abstract The present study analyzes the strategic maneuvering in the Lin Dan Commercial (LDC), an anti-corruption advertisement broadcasted on China Central Television, with the help of pragma-dialectics and conceptual metaphor theory. In order to evaluate the LDC’s reasonableness and effectiveness, this research aims to establish how an argument by multimodal metaphor is used in practice for disseminating of an anti-corruption view. A pragma-dialectical analysis is provided of the LDC advertisement viewed as a multimodal metaphor. According to the research, the LDC advertisement multimodally contains a conceptual metaphor, career is a match, to enhance the advertisement’s effectiveness by maneuvering strategically. In this endeavor, a sense of identity created by the multimodally-expressed conceptual metaphor is utilized to ensure its reasonableness.
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Yanto, Elih Sutisna, und Kusrin Kusrin. „ENGAGING PRE SERVICE TEACHERS IN MULTIMODAL READING WITH LEARNING LOGS: AN ACTION CLASSROOM-BASED RESEARCH“. Jurnal Penelitian Humaniora 21, Nr. 1 (01.02.2020): 33–42. http://dx.doi.org/10.23917/humaniora.v21i1.8592.
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Students’ reading comprehension on disciplinary texts commonly involves the interaction between the cognitive aspect and the text itself, but little is known how it is carried out through multimodal reading. To fill this practical void, this article reports the findings of classroom action research of the pre-service teachers learning disciplinary vocabularies through different modes of meaning, the socially and culturally shaped resources or semiotic structure for making meaning: video viewing and graphic organizers. This study proposes that multimodal reading has the potential to promote the role of student teachers as designers and navigators in reading English disciplinary texts. Pedagogically, this multimodal engagement not only creates interactive content learning but also it encourages the students to become autonomous language learners. In addition to multimodal reading activities, the students were motivated not only to learn about language but also to learn through language. Moreover, multimodality reading tasks can scaffold comprehension and production of the academic language of the students. Finally, students who are engaged in cognitive work in content areas (e.g., statistics for second language research) have the motivation to learn a language that supports their learning. Multimodality reading tasks can support students ‘communication, increasing students’ academic writing and students’ academic vocabulary development as well.
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Li, Zhigang, Aimei Dong und Jing Zhou. „Research of Low-Rank Representation and Discriminant Correlation Analysis for Alzheimer’s Disease Diagnosis“. Computational and Mathematical Methods in Medicine 2020 (19.03.2020): 1–8. http://dx.doi.org/10.1155/2020/5294840.
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As population aging is becoming more common worldwide, applying artificial intelligence into the diagnosis of Alzheimer’s disease (AD) is critical to improve the diagnostic level in recent years. In early diagnosis of AD, the fusion of complementary information contained in multimodality data (e.g., magnetic resonance imaging (MRI), positron emission tomography (PET), and cerebrospinal fluid (CSF)) has obtained enormous achievement. Detecting Alzheimer’s disease using multimodality data has two difficulties: (1) there exists noise information in multimodal data; (2) how to establish an effective mathematical model of the relationship between multimodal data? To this end, we proposed a method named LDF which is based on the combination of low-rank representation and discriminant correlation analysis (DCA) to fuse multimodal datasets. Specifically, the low-rank representation method is used to extract the latent features of the submodal data, so the noise information in the submodal data is removed. Then, discriminant correlation analysis is used to fuse the submodal data, so the complementary information can be fully utilized. The experimental results indicate the effectiveness of this method.
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Obst, Tobias, Rainer Burgkart, Eugen Ruckhäberle und Robert Riener. „Geburtensimulator mit multimodaler Interaktion (Delivery Simulator with Multimodal Interaction)“. at - Automatisierungstechnik 52, Nr. 6-2004 (Juni 2004): 280–87. http://dx.doi.org/10.1524/auto.52.6.280.33111.
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Bezerra, Aluizio Lendl, Eliete Alves Lima und Marcos Nonato Oliveira. „Leitura de texto multimodal: explorando a charge no ensino de Língua Portuguesa“. Letras & Letras 32, Nr. 4 (31.12.2016): 226. http://dx.doi.org/10.14393/ll63-v32n4a2016-11.
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A forte presença da multimodalidade nos eventos comunicativos na pós-modernidade passou a exigir dos sujeitos novas habilidades leitoras, fazendo surgir a necessidade de uma abordagem multimodal nas aulas de Língua Portuguesa. Este artigo tem como objetivo abordar o ensino de leitura através de uma abordagem multimodal, explorando a charge com dez alunos do Ensino Fundamental. Os dados coletados de forma aleatória foram analisados à luz de Kress e Van Leeuwen (2006). Os resultados mostraram que os alunos passaram a considerar os elementos multimodais que compõem as charges, tornando, assim, o processo de atribuição de sentido mais detalhado e criterioso. A análise de textos multimodais considerando a linguagem verbal e a não verbal favoreceu a efetivação de uma leitura mais profunda; contudo, o desenvolvimento do posicionamento crítico ainda necessita de mais prática para se efetivar.
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Basson, Abigail R., Fabio Cominelli und Alexander Rodriguez-Palacios. „‘Statistical Irreproducibility’ Does Not Improve with Larger Sample Size: How to Quantify and Address Disease Data Multimodality in Human and Animal Research“. Journal of Personalized Medicine 11, Nr. 3 (23.03.2021): 234. http://dx.doi.org/10.3390/jpm11030234.
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Poor study reproducibility is a concern in translational research. As a solution, it is recommended to increase sample size (N), i.e., add more subjects to experiments. The goal of this study was to examine/visualize data multimodality (data with >1 data peak/mode) as cause of study irreproducibility. To emulate the repetition of studies and random sampling of study subjects, we first used various simulation methods of random number generation based on preclinical published disease outcome data from human gut microbiota-transplantation rodent studies (e.g., intestinal inflammation and univariate/continuous). We first used unimodal distributions (one-mode, Gaussian, and binomial) to generate random numbers. We showed that increasing N does not reproducibly identify statistical differences when group comparisons are repeatedly simulated. We then used multimodal distributions (>1-modes and Markov chain Monte Carlo methods of random sampling) to simulate similar multimodal datasets A and B (t-test-p = 0.95; N = 100,000), and confirmed that increasing N does not improve the ‘reproducibility of statistical results or direction of the effects’. Data visualization with violin plots of categorical random data simulations with five-integer categories/five-groups illustrated how multimodality leads to irreproducibility. Re-analysis of data from a human clinical trial that used maltodextrin as dietary placebo illustrated multimodal responses between human groups, and after placebo consumption. In conclusion, increasing N does not necessarily ensure reproducible statistical findings across repeated simulations due to randomness and multimodality. Herein, we clarify how to quantify, visualize and address disease data multimodality in research. Data visualization could facilitate study designs focused on disease subtypes/modes to help understand person–person differences and personalized medicine.
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Matoesian, Gregory. „Gesture's community: Social organization in multimodal conduct“. Language in Society 41, Nr. 3 (23.05.2012): 365–91. http://dx.doi.org/10.1017/s0047404512000292.
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AbstractThis article analyzes the multimodal integration of gesture, talk, and sociocultural context. More specifically, I investigate how forms of Gemeinschaft/Gesellshaft community are embodied in the concrete details of multimodal form—in the iconic interplay of multimodal practice and symbolic forms of social organization. Using a focus group interview of community policing training, I show how criss-crossing laminations of participation emerge through novel gestural configurations like multimodal quotation and pragmatic beats to not only pace the rhythm of speech but simultaneously plot the spatial coordinates of social organization. In the course of events, we see how speakers integrate gesture, gaze, and postural orientation into the stream of their utterances to project rhythmically infused meanings of communal identity, social solidarity, and cultural opposition. (Multimodality, community, legal discourse)*