{"title":"增加获得科学和工程知识的机会——多模态的作用","authors":"J. Airey, Z. Simpson","doi":"10.16993/dfl.144","DOIUrl":null,"url":null,"abstract":"The idea for this special issue of Designs for Learning emerged during the 8th International Conference on Multimodality (8ICOM), held in Cape Town in December 2016. During that conference, a special stream of papers was organised, all of which addressed the question of science and/or engineering teaching from a multimodal perspective. In this editorial we discuss the issue of multimodal access to science and engineering and introduce the papers in the special issue.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2019-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Increasing Access to Science and Engineering—the Role of Multimodality\",\"authors\":\"J. Airey, Z. Simpson\",\"doi\":\"10.16993/dfl.144\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The idea for this special issue of Designs for Learning emerged during the 8th International Conference on Multimodality (8ICOM), held in Cape Town in December 2016. During that conference, a special stream of papers was organised, all of which addressed the question of science and/or engineering teaching from a multimodal perspective. In this editorial we discuss the issue of multimodal access to science and engineering and introduce the papers in the special issue.\",\"PeriodicalId\":31187,\"journal\":{\"name\":\"Designs for Learning\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-08-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Designs for Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.16993/dfl.144\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Designs for Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.16993/dfl.144","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Increasing Access to Science and Engineering—the Role of Multimodality
The idea for this special issue of Designs for Learning emerged during the 8th International Conference on Multimodality (8ICOM), held in Cape Town in December 2016. During that conference, a special stream of papers was organised, all of which addressed the question of science and/or engineering teaching from a multimodal perspective. In this editorial we discuss the issue of multimodal access to science and engineering and introduce the papers in the special issue.
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