Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom

Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom

Contemporary teaching and learning implies that pupils encounter curricular content in the form of multimodal representations such as film, museum visits, PowerPoint presentations, roleplay and digital games. Spoken language is no longer the only mode for knowledge representation and meaning-making....

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Bibliographic Details
Main Authors: Eva Insulander, Fredrik Lindstrand, Staffan Selander
Format: Article
Language:English
Published: University of Newcastle 2016-05-01
Series:Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education
Subjects:
Multimodality
Framing
salience
Curriculum
Learning Design
Substantive Knowledge
Procedural Knowledge
Online Access:http://hej.hermes-history.net/index.php/HEJ/article/view/64/43
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spelling doaj-a015d8eacd4e456f8cd70feebe53db612020-11-25T01:24:48ZengUniversity of NewcastleHistorical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education2203-75432203-75432016-05-01313142Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroomEva Insulander0Fredrik Lindstrand1Staffan Selander2Stockholm University, SwedenKonstfack University College of Arts, Crafts and Design, SwedenStockholm University, SwedenContemporary teaching and learning implies that pupils encounter curricular content in the form of multimodal representations such as film, museum visits, PowerPoint presentations, roleplay and digital games. Spoken language is no longer the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.http://hej.hermes-history.net/index.php/HEJ/article/view/64/43MultimodalityFramingsalienceCurriculumLearning DesignSubstantive KnowledgeProcedural Knowledge
collection DOAJ
language English
format Article
sources DOAJ
author Eva Insulander
Fredrik Lindstrand
Staffan Selander
spellingShingle Eva Insulander
Fredrik Lindstrand
Staffan Selander
Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom
Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education
Multimodality
Framing
salience
Curriculum
Learning Design
Substantive Knowledge
Procedural Knowledge
author_facet Eva Insulander
Fredrik Lindstrand
Staffan Selander
author_sort Eva Insulander
title Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom
title_short Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom
title_full Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom
title_fullStr Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom
title_full_unstemmed Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom
title_sort designing the middle ages: knowledge emphasis and designs for learning in the history classroom
publisher University of Newcastle
series Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education
issn 2203-7543
2203-7543
publishDate 2016-05-01
description Contemporary teaching and learning implies that pupils encounter curricular content in the form of multimodal representations such as film, museum visits, PowerPoint presentations, roleplay and digital games. Spoken language is no longer the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.
topic Multimodality
Framing
salience
Curriculum
Learning Design
Substantive Knowledge
Procedural Knowledge
url http://hej.hermes-history.net/index.php/HEJ/article/view/64/43
work_keys_str_mv AT evainsulander designingthemiddleagesknowledgeemphasisanddesignsforlearninginthehistoryclassroom
AT fredriklindstrand designingthemiddleagesknowledgeemphasisanddesignsforlearninginthehistoryclassroom
AT staffanselander designingthemiddleagesknowledgeemphasisanddesignsforlearninginthehistoryclassroom
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