Thèses : « Multimodal desing »

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BOLLINI, LETIZIA. « Multimodal Directing in New-Media. The design of the human-computer interface as a directorship of communication modes integrated in a global medium ». Doctoral thesis, Politecnico di Milano, 2002. http://hdl.handle.net/10281/10854.

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This research work is meant to offer a theoretical contribution to the study of Visual Design: in particular, the concept of Multimodal Directorship in New Media is approached, defined and developed. Multimodal Directorship is presented as knowledge framewok for research and experimentation of communication languages supporting human-computer interfaces design. The research about Multimodal Directorship gives a theoretical ground to develop better hermeneutic and design methods. The starting point of this research is to define New-Media as digital communication tools structured around hypertextual links. Many, active communication channels (i. e. visual, textual, acoustic and so on) convey simoultaneously information to the user perception. Every single channel does not act indipendently: it must work as a co-operating element with the other modes of communication within a complex system. Interface design in New Media is part of an interdisciplinary context where a system of direction is identified, articulating the design of modes and languages specific of different perceptions into a global, single, efficient medium. As stated in the cognitive psychology approach of the San Diego School, and from the metaphore of the multimedial authoring software of Canter, the human-computer interaction is very similar to a theatre drama. In this framework the action of the designer is analysed and accordingly the metaphore is resolved. Following this approach the communications designer acts very similarly to a movie or theater director coordinating all the psycho-perceptual effects. The knowledge and the know-how extend therefore outside the traditional field of composition and graphical communication and the designer is involved in a global approach to project. The designer is the privileged author of the intertextual script that writes the different expression modes and the user, as co-author, during the interaction will activate the different communication modes by experiencing the interface. Designers tried to adapt in a mimetical and naïve way the previouse experiences usual in professional practice to digital media. The potential expressions of new-media have been missed and misused. Only the mymesis of traditional media (i. e. like printed paper) was exploited. The challenge for the Multimodal Directorship is to find out a new grammatic and sintaxis to sintetyze the different communication modalities. The methodology doesn’t depend on an episodic technological development aiming to the creation of new languages to cope with the technological innovation. The directorship approach should develop within an abstract, conceptual framework; is constantly growing through interaction with other research fields like semiotic, cognitive psycology, information technology and so on. The knowledge that comes out from design research modifies the professional process. The Multimodal Directorship as discipline of new-media design utilies and reshapes knowledge previously produced within its own field, and foster constantly a critical knowledge on the professional practice.

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Fragoso, Ygara Lúcia Souza Melo. « Guibuilder multimodal : um framework para a geração de interfaces multimodais com o apoio de interaction design patterns ». Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/7641.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
The interaction between humans and the computers has improved substantially during time through the evolution of interfaces of interaction. The possibility of users to interact with machines through several modalities of communication, and in a natural way, can increase the level of interest from the user and ensure the success of the application. However, the literature of the area of multimodality has shown that developing such interfaces is not a simple task, mainly for non-experienced or recently graduated professionals, since each designer’s modality of interaction has its complexity in technical terms, as acquisition and adaptation with new tools, languages, possible actions and etc. Moreover it is necessary to verify which modalities (voice, touch and gestures) can be used in the application, how to combine these modalities in a way that the stronger point of one completes the weak point of the other and vice versa, and also knowing in what context the final user will be involved. The GuiBuilder Multimodal was developed aiming to try providing the basic needs in implementing an interface that uses voice, touch and gesture. The framework promotes an interface development through the WYSIWYG (What You See Is What You Get) model, where the designer just sets some parameters so the component is multimodal. During the interface creation phase, agents supervise what the designer does and supply support, clues, with design patterns that might be divided in categories such as: multimodality, interaction with the user and components.
A interação entre humano e computador tem melhorado substancialmente ao longo do tempo através da evolução das interfaces de interação. A possibilidade de usuários interagirem com máquinas através de várias modalidades de comunicação, e de forma natural, pode aumentar o nível de interesse do usuário e garantir o sucesso da aplicação. Porém, o estado da arte da área de multimodalidade demonstra que desenvolver tais interfaces não é uma tarefa simples, principalmente para projetistas inexperientes ou recém formados, pois cada modalidade de interação tem sua complexidade em termos técnicos, como aquisição e adaptação com novas ferramentas, linguagens, ações possíveis e etc. Além disso, é preciso verificar quais modalidades (voz, toque e gestos) podem ser usadas na aplicação, como combinar essas modalidades de forma que o ponto forte de uma complemente o ponto fraco da outra e vice-versa e também saber em qual contexto o usuário final estará inserido. O GuiBuilder Multimodal foi desenvolvido com o intuito de tentar suprir as necessidades básicas em se implementar uma interface que utiliza voz, toque e gesto. O framework promove um desenvolvimento de interface através do modelo WYSIWYG (What You See Is What You Get) onde o projetista apenas define alguns parâmetros para que um componente seja multimodal. Durante a fase de criação da interface agentes supervisionam o que o designer faz e fornece um apoio, dicas, com padrões de projeto que podem ser divididos em categorias como: multimodalidade, interação com o usuário e componentes.

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Klimas, Matthew L. « Argent Sound Recordings : Multimodal Storytelling ». VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/795.

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ARGENT SOUND RECORDINGS explores the integration of visual, written and sonic elements to tell a story. "The Silver Bell," a fairy tale, is delivered through the internet providing users an opportunity to experience and interpret a constructed narrative under the guise of an independent record label website.

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Neto, Americo Talarico. « Uma abordagem para projeto de aplicações com interação multimodal da Web ». Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-07062011-091441/.

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O principal objetivo do desenvolvimento de aplicações multimodais é possibilitar uma maneira mais natural dos seres humanos se comunicarem com as máquinas, por meio de interfaces mais eficientes, intuitivas, fáceis de usar e, de certa forma, mais inteligentes. No entanto, a literatura da área mostra que a reutilização, tanto de conhecimento como de código fonte, ainda apresenta problemas, dados a complexidade do código em sistemas multimodais, a falta de mecanismos eficientes de testes de usabilidade e a dificuldade em se gerenciar a captura, o armazenamento e a recuperação de conhecimento de projeto. Nesta tese argumenta-se que a utilização de uma abordagem sistemática, centrada no usuário, apoiada por uma ferramenta computacional e com um modelo bem definido que permita o desenvolvimento de interfaces multimodais com a reutilização de Design Rationale, aumenta e melhora os níveis de usabilidade, promove a identificação e utilização de padrões de projeto e o reúso de componentes. Para demonstrar esta tese, apresenta-se neste texto a abordagem para o desenvolvimento de interfaces multimodais Web, MMWA, e o seu ambiente de autoria, o MMWA-ae, ambos compostos por atividades que auxiliam a equipe de projeto durante as fases de projeto, desenvolvimento e avaliações de usabilidade. São discutidos também os resultados obtidos com a execução de três estudos de caso, realizados no ambiente acadêmico, nos quais se buscou determinar a viabilidade da abordagem e os benefícios que podem ser alcançados com a combinação de diferentes técnicas, a saber: design rationale, padrões de projeto, modelagem de tarefas, componentes de software, princípios de usabilidade, avaliações heurísticas, testes com usuários, regras de associação, entre outras. Os resultados evidenciam que a abordagem e seu ambiente de autoria podem proporcionar diferentes benefícios para organizações que desenvolvem sistemas multimodais, incluindo o aumento da usabilidade e consequentemente da qualidade do produto, bem como a diminuição de custos e da complexidade do desenvolvimento com a reutilização de código e de conhecimento capturado em projetos anteriores
The main goal of developing multimodal applications is to enable a more natural way of communication between human beings and machines through interfaces that are more efficient, intuitive, easier to use and, in a certain way, more intelligent. However, the literature shows that the reuse of both knowledge and source code still presents problems, given the complexity of the code in multimodal systems, the lack of efficient mechanisms to test the usability and the difficulty in managing the capture, the storage and the recovery of design knowledge. In this thesis it is discussed that the use of a systematic approach, usercentered, supported by a computer tool and with a well defined model that allows the development of multimodal interfaces with the reuse of DR, increases and improves the usability levels, promotes the identification and the use of design patterns and the reuse of components. To demonstrate this thesis, it is shown in this text an approach to develop Web multimodal interfaces (MMWA) and its authoring environment (MMWA-ae), both composed of activities that help the design team during the different project phases: design, development and usability evaluation. We also discuss in this thesis the results obtained with the execution of three case studies, executed in the academic environment, which aimed to determine the feasibility of the approach and the benefits that can be achieved with the combination of different techniques, such as: design rationale, design patterns, tasks model, software components, usability principles, heuristic evaluations, user testing, association rules, among others. The results show clearly that the approach and its author environment can provide different benefits to organizations that develop multimodal systems, including the usability improvement and, consequently, the quality of the product, as well as the decrease of costs and complexity since it encompasses the development with reused code and design knowledge captured in previous projects

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Suleng, Trond. « Design av multimodal inputsensor for armproteser ». Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for teknisk kybernetikk, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-18515.

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Mange mennesker mister hvert år kroppsdeler som følge av sykdommer ellerulykker. Elektriske armproteser tilbyr brukere en mulighet til å erstatte taptfunksjonalitet som følge av en amputasjon, men kommersielle armproter i dager ikke på langt nær gode nok til å erstatte all funksjonalitet som en friskarm tilbyr. Input-sensorer som blir benyttet i armproteser i dag er vanligvisbasert på overflatemyografi (SEMG) som måler muskelaktiviteten fra utsidenav kroppen ved hjelp av elektroder. Disse sensorene er preget av målefeil ogunøyaktigheter som følge av diverse støybidrag. Common-mode spenning fraomgivelsene og bidrag som følge av ytre påkjenninger på elektrodene kanføre til unøyaktigheter i målingene. Ved å innføre sensorer som kan måle deytre påkjenningene på elektrodene kan man utvikle mer nøyaktige og robustesensorer som tilbyr et bedre utgangspunkt for styring av protesen og dermedøke kompleksiteten og funksjonaliteten.Denne rapporten presenterer design og testing av en multimodal enhet(MMU) for forskning på protesestyring. Enheten er designet med hensyn påmodularitet og nøyaktig måling av data fra de forskjellige sensor-enhetene.Prototypen har som hensikt å gjøre det mulig å måle kontaktkraften mellomen SEMG-sensor og brukens hud for å undersøke sammenhengen mellomkontaktkraft og feilkildene generert av ytre påkjenninger. Den ferdige enhetenbestår av et sensorhus med en Trigno-enhet fra Delsys (2012) med SEMGsensorog akseleromere. I tillegg inkluderer prototypen også et kraftkort og enfjær. Krafkortet måler kontaktkraften på oversiden av Trigno-enheten og fjærentillater at enheten kan vandre vertikalt inne i huset. Den ferdige prototypen erpresentert i en medfølgende brukerguide i Appendiks A.Prototypen ble testet som input sensor for et flerfunksjonelt protesesystem.Data fra sensoren kan lett samles inn ved hjelp av LabView og hardware fraNational Instruments (2012). Kraftkortet viser en lineær sammenheng mellompåtrykt vekt og avlest spenning. Det ble påvist avvik i nullpunktsverdiene tilkraftmålingene som følge av at kraftkortet kan vandre i horisontal retning,og som følge av designet til fjæren. Det ble konkludert med at designet avkraftkortet og fjæren burde revurderes ved videre utvikling av enheten.

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Willner, Sara, et Clara Collman. « Sociala normer i design : En multimodal webbplatsanalys av svt.se ». Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26221.

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Denna uppsats redovisar en studie av normer i interaktionsdesignen av svt.se, som ett exempel på en nyhetssida av public service-karaktär. Uppsatsen syftar till att undersöka och belysa sociala normer och hur de bäddas in i designen. Vi ville också undersöka och utvärdera metoder och ramverk för att studera webbplatser och dess interaktionsdesign som kulturella uttryck och bärare av sociala normer. För att belysa studiens syfte har vi använt oss av de riktlinjer för tillgänglighet i webbgränssnitt som SVT förhåller sig till i designen. Studien utgick från en multimodal analysmetod för webbplatser och grounded theory. Studien visade att svt.se erbjuder ett tillgängligt gränssnitt som följer de riktlinjer webbplatsen sägs förhålla sig till. Vi såg att det fanns en tydlig aktualitetsnorm där innehåll och design samverkar för att lyfta en aktuell händelse. Studien visade även att könsfördelningen på bilder på svt.se var jämn, men att bilder på icke-vita personer samt personer med funktionsvarianter var mindre förekommande.
In this essay we present a study of norms within interaction design. We have analyzied svt.se as an example of a news site with a public service duty. The essay aims so explore and highlight social norms and how they are embedded in the design. We also wanted to examine and evaluate methods and frameworks for studying websites as cultural expressions and carriers of social norms. To illustrate the purpose of the study, we have used guidelines for accessibility on web interfaces that SVT relate to in their website design. The study was based on a multimodal framework for analyzing websites and grounded theory. The study showed that svt.se provides an accessible interface that follows the guidelines the interface is said to relate to. We also saw a clear convention regarding how current events where depicted where both content and design interacted. The study also showed that the gender distribution on images on svt.se was even, but the images of non-white people and people with functional variants were less common.

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Lindh, Nina. « Hur kan information i hjullastare om bränsleeffektiv körning utformas ? : -En studie om vilken information förare av hjullastare behöver för att motiveras till att köra bränsleeffektivt ». Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-36504.

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Studies show that instruction manuals are rarely read, and Volvo CE often finds the manual in the bookshelf at the office at customer visits. The instruction books are thus far from the users. How will information reach users? In this study I have worked with Volvo CE, Eskilstuna based on the question "How can information about how best driving economy be achieved and be designed to motivate drivers of wheel loaders to drive fuel efficiently?". Based on literature studies, interviews, analyzes and hearings, a prototype with accompanying concepts has been developed for Volvo CE for continued development. The prototype consists of a design where three factors that affect fuel efficient driving have been selected and constructed. The elements are text and image-based and then placed in an ECO OPERATOR program in the Volvo CE Co-pilot. Volvo CE already works with information via Co-pilot, which is a display located in the wheel loaders cab. Conclusions are that human centered design where the user is put in focus can be used to generate fuel efficient driving information adapted for wheel loaders.

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Rhodes, Mahlon. « Music + Design : Creating Holistic Multimodal Music Experiences ». Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent157469738121486.

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Magnusson, Petra. « Meningsskapandets möjligheter : multimodal teoribildning och multiliteracies i skolan ». Doctoral thesis, Malmö högskola, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-15174.

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This thesis concerns the changing predispositions and conditions for contemporary meaning-making in school education. From a socio-cultural perspective, multimodal theory formation is used to find suitable tools and concepts for developing teaching and learning. The overall aims are to investigate and conceptualize meaning-making in school in the frame ofmultimodal theory. Firstly, the research questions are concerned with how teachers work with written; paper-based, expository texts, and secondly, with students' meaning-making, working with meaning-offerings from different modes and media. This is followed by questions surrounding the predispositions for a multimodal view in the Swedish curriculum outline. Finally, the consequences for the role of fiction in education, using multimodal theory formation as a framework are addressed. The thesis presents two empirical studies which investigate meaning-making in upper secondary education, followed by critical discussions of the cmTiculum outline and the role of fiction. The empirical data was collected using methods inspired by ethnography in classes taking social sciences and media courses. The analyses were inspired by multimodal research, and the main analytical tools consist of a discourse framework and model inspired by Roz IvaniC, the Leaming Design Sequence developed by Staffon Selander, the wheel of multimodality and the pedagogy of multiliteracies, both developed by the New London Group and Bill Cope and :Mary Kalantzis. The first study focuses on the teachers' perspective in trying to develop students' meaning-making through written, paper-based expository texts. Analyses within the discourse framework and design layer model are used to describe the teachers' practical theory. The wheel ofmultimodality is used to differentiate the meaning-offerings used in class, and the pedagogy of multiliteracies is used to describe and analyze the discussions in groups and with the teacher. Results highlight three major possibilities for working with written, paper-based expository texts: a vvider view on meaning-making, meaning-offerings encompassing several modes and media, and the teacher's modeling ofthe reading through discussion. The second study describes and analyzes meaning-making and design in learning \vith meaning-offerings from different modes and media from the students' perspective. The analytical tools are the wheel of multimodality, the Learning Design Sequence and the further-developed pedagogy of multiliteracies. Results show a similarity in meaning-making regardless of mode and media, staiiing with the visual mode and with the students focusing their efforts on comprehending the meaning-offering. This can be explained by lack of clarity and lack of guidance which are seen as obstacles for learning. The discussions surrounding the curriculum outline and the role of fiction show that, in using a multimodal theory formation frame, the curriculum does not explicitly support a multimodal view on meaning-making and that fiction can not be seen as unique due to neither mode nor media. The results suggest that multimodal theory formation gives access to tools that are useful in developing students' meaning-making according to the predispositions and conditions oftoday, in which reading development is viewed as part of developing meaning-making as a who lei and that meaning-making in school should be based on a non-hierarchical and inclusive view on modes and media to create a readiness and a flexibility to meet demands of a rapidly-changing society. As a consequence, the curriculum outline needs to be reworded and the role of fiction in education needs to be problematized.

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Reeves, Leah. « OPTIMIZING THE DESIGN OF MULTIMODAL USER INTERFACES ». Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4130.

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Due to a current lack of principle-driven multimodal user interface design guidelines, designers may encounter difficulties when choosing the most appropriate display modality for given users or specific tasks (e.g., verbal versus spatial tasks). The development of multimodal display guidelines from both a user and task domain perspective is thus critical to the achievement of successful human-system interaction. Specifically, there is a need to determine how to design task information presentation (e.g., via which modalities) to capitalize on an individual operator's information processing capabilities and the inherent efficiencies associated with redundant sensory information, thereby alleviating information overload. The present effort addresses this issue by proposing a theoretical framework (Architecture for Multi-Modal Optimization, AMMO) from which multimodal display design guidelines and adaptive automation strategies may be derived. The foundation of the proposed framework is based on extending, at a functional working memory (WM) level, existing information processing theories and models with the latest findings in cognitive psychology, neuroscience, and other allied sciences. The utility of AMMO lies in its ability to provide designers with strategies for directing system design, as well as dynamic adaptation strategies (i.e., multimodal mitigation strategies) in support of real-time operations. In an effort to validate specific components of AMMO, a subset of AMMO-derived multimodal design guidelines was evaluated with a simulated weapons control system multitasking environment. The results of this study demonstrated significant performance improvements in user response time and accuracy when multimodal display cues were used (i.e., auditory and tactile, individually and in combination) to augment the visual display of information, thereby distributing human information processing resources across multiple sensory and WM resources. These results provide initial empirical support for validation of the overall AMMO model and a sub-set of the principle-driven multimodal design guidelines derived from it. The empirically-validated multimodal design guidelines may be applicable to a wide range of information-intensive computer-based multitasking environments.
Ph.D.
Department of Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering PhD

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Duarte, Carlos. « Design and Evaluation of Adaptative Multimodal Systems ». Doctoral thesis, Department of Informatics, University of Lisbon, 2008. http://hdl.handle.net/10451/14293.

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This thesis focuses on the design and evaluation of adaptive multimodal systems. The design of such systems is approached from an integrated perspective, with the goal of obtaining a solution where aspects related to both adaptive and multimodal systems are considered. The result is FAME, a model based framework for the design and development of adaptive multimodal systems, where adaptive capabilities impact directly over the process of multimodal fusion and fission operations. FAME overviews the design of systems capable of adapting to a diversified context, including variations in users, execution platform, and environment. FAME represents an evolution from previous frameworks by incorporating aspects specific to multimodal interfaces directly in the development of an adaptive platform. One of FAME's components is the Behavioral Matrix, a multipurpose instrument, used during the design phase to represent the adaptation rules. In addition, the Behavioral Matrix is also the component responsible for bridging the gap between design and evaluation stages. Departing from an analogy between transition networks for representing interaction with a system, and behavioral spaces, the Behavioral Matrix makes possible the application of behavioral complexity metrics to general adaptive systems. Moreover, this evaluation is possible during the design stages, which translates into a reduction of the resources required for evaluation of adaptive systems. The Behavioral Matrix allows a designer to emulate the behavior of a non-adaptive version of the adaptive system, allowing for comparison of the versions, one of the most used approaches to adaptive systems evaluation. In addition, the designer may also emulate the behavior of different user profiles and compare their complexity measures. The feasibility of FAME was demonstrated with the development of an adaptive multimodal Digital Book Player. The process was successful, as demonstrated by usability evaluations. Besides these evaluations, behavioral complexity metrics, computed in accordance with the proposed methodology, were able to discern between adaptive and non-adaptive versions of the player. When applied to user profiles of different perceived complexity, the metrics were also able to detect the different interaction complexity

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Parry, Michael. « Multimodal Communication in an Eighth Grade History Classroom : A study from a design theoretical and multimodal perspective ». Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126795.

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The following essay was written in Stockholm, Sweden in the autumn of 2015 at Stockholm University. The purpose of this study is to explore the forms of multimodal communication that are used in the classroom as meaning making prompts. The study is from a multimodal and design theoretical perspective and uses the model Learning Design Sequence as a framework for collecting and analysing data. A qualitative method is being used for collecting data from video observation, from two eighth grade History classes. Video Observation and multimodal transcription produce rich data from a multimodal perspective, for seeing what modes of communication are being used. However, to observe what modes of communication functioned as meaning making prompts, other methods could be employed. The results show that speech, gesture and tone of voice are used in the foreground as modes of communication. Gaze, image, text, posture and movement can fluctuate between the background and foreground depending on their use. Social practices such as turning the lights off, or turning the overhead projector on can function as meaning making prompts, as can hand gestures such as pointing, clapping and enacting. Speech, gesture, tone of voice, movement, image and sound can all work as a meaning making prompts individually or combined together.
VAL projekt

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Masreliez, Marie-Louise. « Digital Humaniora Pedagogik : Digitalisering av text och konsekvenser för lärande ». Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91987.

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Den här studien undersöker hur förutsättningar för lärande förändras genom digital humanities.Utgångspunkt för lärande hämtas ur designteoretiskt multimodalt perspektiv. Teoretiskutgångspunkt för att uppnå förståelse inom digital humanities är hermeneutisk teori. Studien hargenomförts med den öppna metoden litteraturanalys och analyserar antologin DigitalHumanities Pedagogy: Principles, Practices, Politics. Studien belyser digital humanities utifrånolika kunskapsskapande aktiviteter inom lärande och hur lärande kan främjas genom digitalaverktyg och inlärningsmiljöer. Studien belyser exempel på hur digital humanities ställer nyakrav på undervisning och den lärande samt att digitala öppna universitet med fri tillgång tillmaterial och undervisning, förändrar förutsättningarna för institutioner.
New digital open universitites with free access to knowledge change the conditions of how learning occurs. This is a study into the new conditions of learning through the digital humanities. A designtheoretical multimodal perspective as well as hermeneutic thoery have been deployed to problematize the digital humanities. The study has been performed with the open method of literature analyses and the anthology Digital Humanities Pedagogy: Principles, Practices, Politics has been the object of study. The study questions the digital humanities from knowledge creating activities within learning and, at the same time, how learning may benefit from interacting with the digital. The study concludes what the effects of the digital humanities may be on theories of learning, on the student and on the institutions

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Halonen, Maria. « Design för lärande och multimodala texter i svenskämnet : En produktorienterad studie av två läromedel i svenska ». Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18844.

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This paper presents a study of educational materials used in Swedish language education. The aim of the study is to understand in which way multimodal resources can be used in texts, to benefit in the process of meaning making among pupils in the nine-year compulsory school. The theoretical framework used as a basis for understanding and analysing these educational materials is the social semiotic multimodal perspective and the design theoretical multimodal perspective. The study is a multimodal text analysis but it also involves analyses of the syllabi connected to the subject of Swedish language education. The extended concept of text was introduced in the year of 2000 in the syllabus and today multimodal texts are supposed to be part of the Swedish language education. In course of this study the researcher found that multimodal resources can be used in different ways to benefit in the process of meaning making. The study shows that the use of resources is connected to the different aims among texts and to the affordances of meaning making resources. The aim of texts differs among and in-between the educational materials connected to the different syllabi. The researcher also found that the texts supposed to be included in Swedish language education has increased since the extended concept of text was introduced and according to the process of time. Pupils however, aren´t introduced to strategies for dealing with these new kinds of texts, in the same extent.

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Bahl, Erin Kathleen. « Refracting Webtexts : Invention and Design in Composing Multimodal Scholarship ». The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu152418027253518.

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Schiavini, Reginaldo. « Avisos multimodais em simuladores virtuais ». Doctoral thesis, UNiversidade de Lisboa, Faculdade de Arquitetura, 2017. http://hdl.handle.net/10400.5/15275.

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Tese de Doutoramento em Design apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Doutor.
No âmbito do Design, esta pesquisa aborda, de um modo geral, o design centrado no utilizador, no design de informação, nos avisos e na Realidade Virtual (RV). A eficácia dos avisos de segurança depende da capacidade de influenciar os comportamentos dos utilizadores. Alguns estudos sugerem que a explicitação das consequências do incumprimento dos avisos de segurança influencia positivamente, a tomada de decisão adequada. A explicitação das consequências é de difícil implementação nos avisos de segurança convencionais estáticos; em contrapartida, nos avisos de base tecnológica é bem mais simples, porém, ainda é escassa a investigação sobre a sua eficácia. É esta a oportunidade do nosso projeto de investigação, que tem como objetivo principal o desenvolvimento de um aviso de segurança de base tecnológica eficiente, baseado nos conhecimentos do design de interação, comunicação e de experiência, que explicite as consequências do incumprimento da informação apresentada. Para alcançar os objetivos propostos, utilizou-se uma metodologia mista, que conjuga técnicas de recolhimento de dados qualitativa e quantitativa. O tipo da pesquisa é de natureza exploratória. O método de experimentação utiliza a RV e como instrumentos de recolha de dados utilizam-se questionários, entrevistas e recorre-se à observação não participante. Esta abordagem, pretende minimizar os problemas decorrentes da aplicação das metodologias clássicas nas suas implicações éticas, de segurança, económicas e temporais, porque não permitem o uso/simulação de situações de risco e de perigo para o utilizador. Os resultados desta pesquisa demonstram que o ambiente virtual utilizado, os preceitos do design e o aviso multimodal são eficientes no cumprimento dos objetivos traçados. Os resultados das variáveis utilizadas são positivos e a hipótese foi comprovada com recurso a testes estatísticos. O aviso multimodal desenvolvido tem elevado potencial para ser utilizado em vários produtos tecnológicos, nomeadamente na indústria de eletrónicos e automobilística.
ABSTRACT: In the context of Design, this research approaches, generally the user-centered design, information design, warnings and Virtual Reality (VR). The effectiveness of safety warnings depends on the ability to influence the behavior of users. Some studies suggest that the explicitation of the consequences of non-compliance notices of influence, positively, making appropriate decision. The explicitation of the consequences is difficult to implement in conventional static warnings; however, the technology-based warnings are simple. However, in the technology-based warnings is much simpler, but research on its effectiveness is still scarce. It is in this theme that this is the opportunity of our research project, which develops, have as main objective the development of an efficient technology based security warning, based on knowledge of interaction, communication and experience design, consequences of failure to comply with the information presented. So, we can achieve the goals, we have chosen to use a mixed methodology that combines techniques for collecting qualitative and quantitative data. The type of research will be of an exploratory nature. The method of experimentation will use VR and as instruments of data collection, will be used questionnaires, interviews and non-participant observation. This approach aims to minimize the problems arising from the application of classical methodologies in their implications, particularly those related to ethical, safety, economic and temporal difficulties, because they do not allow the use/simulation of situations of risk and danger to the user. The results of this research demonstrated that the virtual environment used, the design precepts and the multimodal warning were efficient in the accomplishment of its objectives. The results of the variables used were positive and the hypothesis was proposed as a validity with the use of statistical tests. It is expected that the multimodal warning developed may have high potential to be used in various technological products, namely in the electronics and automotive industry.
N/A

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Han, Bote. « The Multimodal Interaction through the Design of Data Glove ». Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32529.

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In this thesis, we propose and present a multimodal interaction system that can provide a natural way for human-computer interaction. The core idea of this system is to help users to interact with the machine naturally by recognizing various gestures from the user from a wearable device. To achieve this goal, we have implemented a system including both hardware solution and gesture recognizing approaches. For the hardware solution, we designed and implemented a data glove based interaction device with multiple kinds of sensors to detect finger formations, touch commands and hand postures. We also modified and implemented two gesture recognizing approach based on support vector machine (SVM) as well as the lookup table. The detailed design and information is presented in this thesis. In the end, the system achieves supporting over 30 kinds of touch commands, 18 kinds of finger formation, and 10 kinds of hand postures as well as the combination of finger formation and hand posture with the recognition rate of 86.67% as well as the accurate touch command detection. We also evaluated the system from the subjective user experience.

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Strain, P. N. G. « The design and evaluation of an assistive multimodal interface ». Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517027.

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Oleinik, James Roy. « Symmetric multimodal interaction applied to database design and normalization ». Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/61176.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 104).
A normal conversation between two people is typically multimodal, using both speech and gestures to effect communication. It is also symmetric because there is two-way multimodal interaction between the two parties. In contrast, when a human interacts with a computer, it is done through a strict and limited interface, usually a keyboard or mouse. Unlike the human-human conversation, this interaction is neither multimodal nor symmetric. The goal of this thesis is to empower computers to carry out symmetric, multimodal dialogues with humans, thereby providing a more natural human-computer interaction. To do so, we modified and extended Adler's Multimodal Interactive DialOgue System (MIDOS) to be a more flexible and domain-independent platform for supporting symmetric, multimodal interaction. We built an application that utilizes MIDOS in order to design and implement a normalized relational database, and then demonstrate the application's capabilities by using it to design the database for an after-action report wiki.
by James Roy Oleinik.
M.Eng.

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Vujovic, Milica. « Studying collaborative learning space design with multimodal learning analytics ». Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/673315.

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Research has provided relevant advances in evidence-based design for productive learning. For example, in the field of collaborative learning, there is extensive evidence for some key learning design elements, such as methods of structuring activity sequencing, group formation techniques, and technology mediating collaboration. However, progress has been more limited in the area of evidence-based design of collaborative learning physical spaces. Contradictorily, research on learning spaces and their impact on teaching and learning have been a field of inquiry for decades. Existing studies have explored how learning spaces can play a role in inhibiting or encouraging student participation in active learning tasks, such those applying collaborative learning methods. However, the methods used in these studies have provided limited empirical evidence on the effects that specific design elements of collaborative learning spaces have on student behaviour. In this context, technological advances in data capture and analysis tools offer new opportunities and challenges to overcome this lack of evidence. In particular, the potential to advance learning space research through approaches involving Multimodal Learning Analytics (MMLA) is becoming increasingly clear. This dissertation contributes to emerging MMLA research by aiming to disentangle the effects of space design elements and their interaction with other learning design elements in order to help broaden the evidence-based design spectrum with more fruitful learning. In particular, the thesis focuses on the interaction of table shapes in learning spaces with the group size learning design element. The dissertation also explores the relevant, but often neglected, gender perspective. An experimental design methodology is applied with the objective of answering research questions related to: (1) the differences in student behaviour when two table shapes and two group sizes are used; (2) indicators relevant to collaborative learning space research; and (3) data collection, analytical, and visualisation techniques. Contributions include the first empirical evidence about the influence of table shape on student behaviour, including effects arising from the interaction of table shape with group size and student gender. In addition, the dissertation offers a new case that discusses MMLA indicators in this field and explores how motion capture, temporal analysis, and aggregated visualisation can contribute to collaborative learning space research.
Ha habido avances importantes en la investigación en el ámbito del diseño para el aprendizaje efectivo basado en evidencias. Por ejemplo, en el ámbito del aprendizaje colaborativo, se han conseguido evidencias sobre algunos elementos importantes de su diseño, como los métodos para estructurar las secuencias de actividades, las técnicas de formación de grupo o la tecnología que media la colaboración. Sin embargo, el avance ha sido más limitado en el área del diseño de los espacios físicos para el aprendizaje colaborativo. Contradictoriamente, la investigación sobre los espacios de aprendizaje y su impacto en la educación han sido objeto de investigación durante décadas. Estudios existentes han explorado cómo los espacios de aprendizaje juegan un papel en inhibir o favorecer la participación de los estudiantes en tareas de aprendizaje activo, como las que aplican métodos de aprendizaje colaborativo. Sin embargo, los métodos utilizados en estos estudios han generado muy pocas evidencias empíricas sobre los efectos que elementos específicos de esos espacios tienen en el comportamiento de los estudiantes. En este contexto, los avances en las tecnologías para la captura y el análisis de datos ofrecen nuevas oportunidades, y retos, para cubrir esta falta de evidencias. En particular, el potencial de la Analítica de Aprendizaje Multimodal (MMLA, de sus siglas en inglés) se está vislumbrando como especialmente prometedor para avanzar la investigación sobre los espacios de aprendizaje. Esta tesis doctoral contribuye al campo emergente de MMLA con el objetivo de desgranar los efectos de los elementos de diseño en los espacios de aprendizaje y su interacción con otros elementos de diseño para el aprendizaje. El objetivo último es ampliar el espectro del diseño basado en evidencias para el aprendizaje efectivo. Para ello, la tesis se centra en estudiar la interacción de las formas de las mesas con el tamaño de grupo, como elementos de diseño sobre el espacio y sobre el método de aprendizaje. La tesis también explora la perspectiva de género, una perspectiva relevante pero no suficientemente considerada en el ámbito. La metodología empleada es de diseño experimental y se plantean preguntas de investigación relacionadas con: (1) las diferencias en el comportamiento de los estudiantes cuando se utilizan dos tipos de mesas y tamaños de grupo; (2) los indicadores de analítica de aprendizaje relevantes en la investigación de espacios de aprendizaje colaborativo; (3) las técnicas para la recogida, el análisis y la visualización de datos. Las contribuciones de la tesis incluyen unas primeras evidencias científicas sobre la influencia de las formas de las mesas en el comportamiento de los estudiantes, considerando la interacción con el tamaño de grupo y el género. Además, la tesis también ofrece un nuevo caso de recogida de datos que permite revisar la validez de indicadores MMLA propuestos en el campo y explorar como aproximaciones de captura de movimiento, análisis temporal y visualización avanzada pueden contribuir a la investigación en espacios para el aprendizaje colaborativo.

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Mavers, Diane E. « Multimodal design : the semiotic resources of children's graphic representation ». Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10019257/.

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In asking how children's graphic representation can be understood as multimodal design, I argue that meaning-making is a complex process of semiotic interweaving. My definition of graphic representation for this thesis embraces the full range of marks made on any graphic surface. Multimodal design is the socioculturally shaped process of transformation where existing semiotic (meaning-making) resources are chosen, shaped and combined according to the individual's interest and his or her perception of the particular representational or communicational need. I propose that graphic representation might be thought about as multimodal compounds (co-present writing and image) and multimodal composites (an integration of the modes that make up the self-contained entities of writing and image). I explore how texts can be understood multimodally by examining what the semiotic resources of children's graphic representation are, how they carry meaning and how they interrelate. Through in-depth analysis of writing and drawing both discretely and appearing together in the same graphic text, I analyse paper-based and electronic texts produced at home and school for different purposes. I take my interpretations of the signs children have made and my theorization always to be hypotheses. Language-as-writing and drawing-as-image offer potentialities for different ways of making meaning but common and particularized semiotic modes such as presentation, layout and punctuation operate across graphic representation. These modes work together in a semiotic partnership. I suggest that semiotic principles across modes of communication including and going beyond the graphic might include criteriality, connectivity and salience. This implies the notion of a multimodal disposition. The multimodality of children's graphic representational design has implications for pedagogy, curriculum policy, professional development and the research community.

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Salaam, Safia. « A multimodal social semiotic approach to jewellery design pedagogy ». Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12014.

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Includes abstract.
Includes bibliographical references.
This thesis presents a multimodal social semiotic theoretical framework to explore jewellery design pedagogy. The role of the designer, meaning making and the semiotic functions of resources used within the practice of jewellery design are analysed.

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Nascimento, Suelene Silva Oliveira. « A construÃÃo multimodal dos referentes em textos verbo-audiovisuais ». Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12650.

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nÃo hÃ
Este trabalho tem como objetivo geral analisar a construÃÃo referencial de um texto verbo-audiovisual com base em categorias da metafunÃÃo composicional na GramÃtica do Design Visual (KRESS & VAN LEEUWEN, 2006). Partimos do princÃpio de que o sentido dos signos nÃo estÃ completamente prÃ-definido antes de fazer parte de um enunciado. Os objetos do mundo, ao serem referidos pelo falante, passam pela percepÃÃo do indivÃduo, que, como cada um dos outros falantes da lÃngua, tem uma experiÃncia particular de vida e carrega sua bagagem de conhecimento, moldada pelas imposiÃÃes culturais e ideolÃgicas de sua sociedade e de sua Ãpoca. Assumimos os pressupostos fundamentais da GramÃtica do Design Visual (GDV), oriundos da GramÃtica SistÃmico-Funcional. Para verificar esse entrelaÃamento entre as semioses verbal e visual, elegemos o sociocognitivismo, a partir do qual propomos um redimensionamento das anÃlises efetivadas em LinguÃstica Textual (LT). Em um primeiro momento, verticalizamos alguns estudos sobre a multissemiose que jÃ tÃm tido uma tÃnica no campo da LT. Em um segundo momento, articulamos a teoria da referenciaÃÃo e a da multimodalidade com outros campos teÃricos, como o da compreensÃo leitora, com o intuito de fortalecer o nosso escopo de investigaÃÃo, elastecendo as pesquisas jÃ realizadas e, em especial, ultrapassando o plano exclusivamente verbal. Para a realizaÃÃo do presente estudo, analisamos um curta-metragem, Vida Maria, de MÃrcio Ramos, produzido em computaÃÃo grÃfica. A opÃÃo por esse gÃnero se deu em virtude da natureza do nosso instrumento de investigaÃÃo â entrevista por pautas ou semiorientada, uma vez que tencionamos analisar como se explica a construÃÃo dos referentes do filme no momento da exibiÃÃo das cenas do curta, e como tal reconstruÃÃo dos referentes em um texto verbo-audiovisual mobiliza certas estratÃgias de leitura.
This work has as main objective to analyze the referential construction of an verb audiovisual text based on verb categories of compositional metafunction in the Grammar of Visual Design (KRESS and VAN LEEUWEN, 2006). We assume that the meaning of things is not completely pre - set before being part of an utterance. The objects of the world, to be referred to by the speaker, are perceived by the individual, who, like each of the other speakers of the language, has a particular life experience and carries their knowledge, shaped by cultural and ideological constraints of their society and their times. We assume the fundamental assumptions of the Grammar of Visual Design (GDV), derived from the Systemic Functional Grammar. In order to verify this entanglement between the verbal and visual semiosis, we elected sociocognitivism, from which we propose a scaling effect in Linguistics Textual analysis (LT). At first, some studies verticalizes multissemioses who have already had a tonic in the field of LT. In a second step, we articulated the theory of multimodality and referral to other theoretical fields such as reading comprehension, in order to strengthen the scope of our research, establishing the studies already conducted and, in particular, exceeding the plan exclusively verbal. To carry out this study, we analyzed a short film, Vida Maria, MÃrcio Ramos, produced in computer graphics. The choice of this genre was due to the nature of our research tool â interview guidelines or semioriented, since we intend to analyze how is it related to the construction of the film at the time of display of short scenes, and as such reconstruction referents in a verbal-visual text mobilizes certain reading strategies.

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Nolåkers, Frida. « Multimodal design för lärande i utställningsmiljö : En studie om sinnen som modaliteter och dess kommunikation i ett historiskt rum ». Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-44635.

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Gustav Vasa-föreningen planerar att bygga en utställning för att främja kulturlivet och öka lärandet kring Gustav Vasas ledning på 1500-talet. Förhoppningen är att genom utställningen kunna agera som en förlängd arm till skolorna i Strängnäs kommun i form av studiebesök. I utställningen vill föreningen informera om Gustav Vasas utnämning till kung den 6 juni 1523 på ett intresseväckande och informativt sätt, för att kunna nå ut till en yngre målgrupp, lågstadieelever. Genom ett samarbete med föreningen har detta examensarbete undersökt hur sinnen som modaliteter kan tillämpas i en utställningsmiljö i lärande syfte. I rapporten har Selanders teorier om multimodalt lärande tillsammans med McKenna-cress & Kaminens och Velvets riktlinjer kring utställningsmiljöer tillämpats. Teorierna har tillsammans med en etnografisk undersökning i form av en observation lagt grund för det designförslag som fastställts. Designförslaget redogör för hur utnämnandet av Gustav Vasa som kung kan kommuniceras i utställningsmiljö, för att bidra till lärande med hjälp av sinnen som modaliteter.
The Gustav Vasa Association plans to build an exhibition to promote cultural life and increase learning about Gustav Vasa's leadership in the 16th century. The ambition is that through the exhibition will act as an extended arm for the schools in Strängnäs municipality in the form of study visits. In the exhibition, the association wants to inform about Gustav Vasa's coronation as king on June 6, 1523 in an interesting and informative way, in order to reach a younger target group in the form of primary school pupils. Through a collaboration with the association, this degree project has examined how the senses as modalities can be applied in an exhibition environment for learning purposes. In the report, Selander's theories on multimodal learning together with McKenna-cress & Kaminens and Velvet's guidelines on exhibition environments have been applied. Together with an ethnographic survey in the form of an observation, the theories have laid the foundation for the design proposal that has been established. The proposal describes how the appointment of Gustav Vasa as king can be communicated in an exhibition environment, in order to contribute to learning with the help of the senses as modalities.

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Sales, Thais Yuli Nogueira. « Processos referenciais em charges de jornais cearenses sob o aspecto multimodal ». Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20168.

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nÃo hÃ
Esta pesquisa tem como objetivo analisar os processos referenciais de introduÃÃo referencial e de anÃforas, diretas e indiretas, em textos compostos por linguagem verbal e nÃo verbal. Para tanto, nosso aporte teÃrico acerca da referenciaÃÃo Ã Cavalcante (2011, 2012), CustÃdio Filho (2011) e Cavalcante e Brito (2017), a partir de pressupostos sustentados por Koch e Marcuschi em LinguÃstica Textual. O corpus selecionado Ã composto de 30 charges, publicadas em jornal local, O Povo, semanalmente, no perÃodo de 2013 a 2016. O gÃnero charge foi analisado de forma que as imagens e as expressÃes verbais indiciaram processos referenciais, que sinalizaram para a (re)construÃÃo de sentidos do texto. As anÃlises das imagens se pautaram pela base teÃrica da GramÃtica do Design Visual, de Kress e van Leeuwen (2006), que acreditam na capacidade de as imagens integrarem os sentidos negociados nos textos. De acordo com o nosso estudo, as metafunÃÃes composicional, representacional e interativa foram importantes para constatar como as imagens estÃo diretamente relacionadas aos diversos significados possÃveis elaborados pelo interlocutor, jÃ que tais metafunÃÃes tratam da disposiÃÃo e das relaÃÃes entre os elementos que compÃem a imagem. Com base nesse referencial teÃrico, foi possÃvel testar hipÃteses relativas Ã introduÃÃo e Ã retomada de referentes apontados nos indÃcios verbo-imagÃticos e Ã intertextualidade que se instaura nessas relaÃÃes, todas eminentemente argumentativas. Para fundamento teÃrico dos processos intertextuais, utilizamos Cavalcante, Brito e Zavam (2017) e, para as reflexÃes sobre argumentaÃÃo, valemo-nos de Meyer (2007). ApÃs a anÃlise da imbricaÃÃo dos traÃos verbais e imagÃticos na construÃÃo dos referentes e das intertextualidades, constatamos que: a) as imagens sÃo responsÃveis por apontarem processos de introduÃÃo e de retomada de referentes a partir dos elementos indicados pelas metafunÃÃes representacional, interativa e composicional; b) os critÃrios de enquadramento e de saliÃncia da metafunÃÃo composicional revelam as recategorizaÃÃes suscitadas pela relaÃÃo de figura/fundo presente a partir da disposiÃÃo dos participantes das imagens; c) o contato, a distÃncia social e a perspectiva da metafunÃÃo interativa sÃo aspectos que apontam para o ethos efetivo e evidenciam o carÃter argumentativo da charge; d) as subclasses narrativa e conceitual da metafunÃÃo representacional apresentam recorrÃncias concomitantes que indiciam os referentes. Esta pesquisa confirma a profÃcua relaÃÃo que pode ser estabelecida entre a GDV e os estudos em LinguÃstica Textual.
This research analyzes the reference processes of referential introduction and direct and indirect anaphora, in texts composed by verbal and nonverbal language. To that purpose, our theoretical contribution on referencing is Cavalcante (2011, 2012), CustÃdio Filho (2011) and Cavalcante and Brito (2017), based on assumptions supported by Koch and Marcuschi in Textual Linguistics. The selected corpus is composed of 30 charges, published in local newspaper, âO Povoâ, weekly, from 2013 to 2016. The genus charge was analyzed in such a way that the images and verbal expressions indicated reference processes, which signaled to the (re)construction of text meanings. The image analysis was based on the theoretical basis of Visual Design Grammar, by Kress and van Leeuwen (2006), who believe in the images ability to integrate the meanings negotiated in texts. According to our study, the compositional, representational and interactive metafunctions were important to verify how the images are directly related to the different possible meanings elaborated by the interlocutor, since these metafunctions deal with the disposition and the relations between the elements that compose the image. Based on this theoretical reference, it was possible to test hypotheses related to the introduction and resumption of referents pointed out in the verbal- imagery clues and to the intertextuality that is established in these relations, all eminently argumentative. For the theoretical foundation of the intertextual processes, we use Cavalcante, Brito and Zavam (2017) and, for the reflections on argumentation, they use Meyer (2007). After analyzing the imbrication of verbal and imaginary traces in the construction of referents and intertextualities, we find that: a) the images are responsible for pointing out processes of introduction and retrieval of referents from the elements indicated by representational, interactive and compositional metafunctions; b) the framing and salience criteria of the compositional metafunction reveal the recategorisations raised by the figure/background relation from the arrangement of the participants of the images; c) the contact, the social distance and the perspective of the interactive metafunction are aspects that point to the effective ethos and evidence the argumentative character of the charge; d) the narrative and conceptual subclasses of the representational metafunction have concomitant recurrences that indicate the referents. This research confirms the fruitful relationship that can be established between GDV and studies in Textual Linguistics.

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Fletterman, Manuel. « Designing multimodal public transport networks using metaheuristics ». Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-01162009-154801/.

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Nordmark, Anton. « Designing Multimodal Warning Signals for Cyclists of the Future ». Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74884.

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Traffic is a complex environment in which many actors take part; several new technologies bring promises of reducing this complexity. However, cyclists—a particularly vulnerable road user group—have so far been somewhat put aside in these new developments, among them being Cooperative Intelligent Traffic Systems (C-ITS) and their aspects of human–computer interaction. This master’s thesis of industrial design engineering presents five multimodal collision warning signals for cyclists—future ones in these supposed C-ITS—using a novel application of bone conduction headphones (BCH) via sensations of both sound and touch. The thesis project was conducted as a complementary subset of the larger research project ‘V2Cyclist’ orchestrated by RISE Interactive. V2Cyclist set out to adapt the wireless V2X-protocol for cyclists by developing a physical prototype in the form of a bicycle helmet and corresponding human–computer interface. A significant part of the theoretical framework for this thesis was multiple resource theory: tasks in a different modality can be performed more effectively than in one already taxed attentively. Literature on human factors was also applied, particularly with regards to the perception of sound; evidence suggests that humans evolved a perceptual bias for threatening and ‘looming’ sounds that appear to encroach our peripersonal space; ethological findings point toward the association with low-frequency sounds to largeness. Sound design techniques usually applied to more artistic ends, such as synthesis and mixing, were repurposed for the novel, audiotactile context of this thesis. The thesis process was rooted in design thinking and consisted of four stages: context immersion, ideation, concept development, and lastly evaluation; converging and diverging the novel design space of using BCH in an audiotactile, i.e. bimodal way. The divergent approach generated a wide range of ideas. The later convergent approach did not result in one, definite design as further evaluation is required but also due to unknowns in terms of future hardware and network constraints. Given the plurality and diversity of cyclists, it may well follow that there is no optimal collision warning design in the singular. Hence, a range of five different solutions is presented. Each of the five multimodal collision warnings presents a different approach to conveying a sense of danger and urgency. Some warning signals are static in type, while others are more dynamic. Given the presumed rarity of collision warnings, multiple design techniques and rationales were applied separately, as well as in combination, to create different warning stimuli that signaled high urgency in an intuitive way. Namely, the use of: conventions in design and culture; explicitness in the form of speech; visceral appeal via threatening and animalistic timbres; dynamic and procedurally generated feedback; multimodal salience; crossmodal evocation of ‘roughness;’ size-sound symbolism to imply largeness; and innately activating characteristics of looming sounds.
Trafiken är en komplex miljö med många deltagare; diverse ny teknik gör anspråk på att underlätta denna komplexitet. Men, cyklister—en särskilt utsatt grupp av trafikanter—har hittills hamnat i skymundan för sådana utvecklingar. Vidare, aspekten av användbara gränssnitt för cyklister inom sådana uppkopplade och samverkande trafiksystem (C-ITS) har utforskats desto mindre. Det här examensarbetet inom Teknisk design presenterar fem multimodala kollisionsvarningar avsedda för cyklister—framtida sådana i dessa C-ITS—genom en ny och bimodal användning av benledande hörlurar via både ljud och vibrationer. Examensarbetet genomfördes i koppling till forskningsprojektet V2Cyclist, orkestrerat av RISE Interactive, vars projektmål var att anpassa det trådlösa kommunikationsprotokollet V2X för cyklister via en fysisk prototyp i form av en cykelhjälm och parallellt utveckla ett tillhörande användargränssnitt. En viktig del av det teoretiska ramverket för det här examensarbetet grundar sig på multiple resource theory: uppgifter kan utföras mer effektivt i en annan modalitet än i en som redan är belastad med uppmärksamhet. Mänskliga faktorer och teori om vår uppfattning användes; bevis pekar på att människor har evolutionärt utvecklat en bias för hotande ljud som upplevs inkräkta på vårt närmsta personliga revir; etologiska rön visar på en koppling mellan lågfrekventa ljud och ‘storhet.’ Tekniker inom ljuddesign vanligtvis använda till mer artistiska ändamål, såsom syntes och mixning, användes här till godo för att utforska den nya och bimodala designrymden. Processen för arbetet grundade sig i design thinking och bestod av fyra faser: kontextfördjupning, idégenerering, konceptutveckling, och utvärdering. En ny och tidigare outforskad designrymd beståendes av en bimodal, ljudtaktil användning av benledande hörlurar divergerades och konvergerades. Ett initialt utforskande angreppssätt gav upphov till en bred mängd av idéer. Ett senare renodlande angreppssätt gick, dock, inte hela vägen till endast en optimal lösning, då vidare utvärdering krävs men också på grund av okända teknologiska begränsningar. Dessutom, givet cyklisters stora mångfald, kan det möjligtvis följa att det inte finns någon enskild design av den optimala kollisionsvarningen. Ett spann på fem olika lösningar presenteras därmed. Fem koncept för multimodala kollisionsvarningar presenteras där varje variant uttrycker fara och kritiskhet på olika sätt. Vissa är statiska i typ, medan andra verkar mer kontinuerligt och dynamiskt. Det antogs att kollisionsvarningar sker sällan. Olika designtekniker och motiveringar har använts, ibland i kombination med varandra, för att skapa kollisionsvarningar vars avsikter omedelbart förstås: normer inom design och kultur gällande ljud; uttalad kommunikation i form av tal; anspråk på människors biologiska intuition via hotfulla och djurliknande klangfärger; dynamisk och procedurellt genererad feedback; multimodal effektfullhet; korsmodal känsla av grova texturer; size-sound symbolism för att antyda ‘storhet;’ samt de naturligt aktiverande egenskaperna hos looming sounds.

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Pantel, Erica. « Design and control of a passively stabilized multimodal hopping robot ». Diss., [La Jolla] : University of California, San Diego, 2010. http://wwwlib.umi.com/cr/ucsd/fullcit?p1476561.

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Thesis (M.S.)--University of California, San Diego, 2010.
Title from first page of PDF file (viewed June 10, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references (leaf 68).

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Bélisle, Jonathan. « Design and assembly of a multimodal nonlinear laser scanning microscope ». Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100765.

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The objective of this thesis is to present the fabrication of a multiphoton microscope and the underlying theory responsible for its proper functioning. A basic introduction to nonlinear optics will give the necessary knowledge to the reader to understand the optical effects involved. Femtosecond laser pulses will be presented and characterized. Each part of the microscope, their integration and the design of the microscope will be discussed. The basic concepts of laser scanning microscopy are also required to explain the design of the scanning optics. Fast scanning problems and their solutions are also briefly viewed. As a working proof, the first images taken with the microscope will be presented. Fluorescent beads, rat tail tendon, gold nanoparticles and pollen grain images using various nonlinear effects will be shown and discussed.

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Gupta, Rakesh 1968. « Prototyping and design for assembly analysis using multimodal virtual environments ». Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11103.

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Price, Cecelia Joyce. « Multimodal Design for Secondary English Language Arts : A Portraiture Study ». Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984194/.

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Employing the research approach known as portraiture, this study investigated the varying ways in which three secondary English language arts teachers at a visual and performing arts high school conceptualized and designed multimodal literacy learning. Also studied were the ways in which their students responded to these designs; and in keeping with portraiture, attention went to the changes in the researcher's own understandings. This multi-case study and cross-case analysis built on prior multimodal literacy research in secondary education, but unlike previous studies, gave major attention to how teachers' conceptualization of multimodality and their own roles related to the designs that they produced. Since the school emphasized arts as well as academics, particular attention went to teachers' conceptions of, and designs for, arts-related multimodalities. Data for the portraits came from observations, teacher and student interviews, artifacts, and a researcher journal. Recursive analysis focused on repetitive refrains, resonant metaphors, and emergent themes, which provided data for "painting" the teachers' portraits in prose. Findings show the connections among teachers' beliefs, values, and the multimodal designs, which included images, movement, sound, classroom displays, and room arrangements. The three teachers took dramatically different approaches to multimodal designs as they created their productions of English language arts. Differences across teachers were related to their conceptions of multimodal design (i.e., for social activism, for expression, for edification) and to their conceptions of their roles as multimodal literacy designers (i.e., challenger, facilitator, channel). Students' responses to, and participation in, the multimodal activities also varied across classroom and teacher. The concluding discussion addresses the relation of arts integration to multimodal literacy education, the value of students' transmodal activity, and connections between multimodality and portraiture. The study illustrates the potential of portraiture for studies of multimodality as well as the potential of using multiple modes to "paint" portraits. Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. San Francisco, CA: Jossey-Bass.

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Zachariassen, Mathias. « Multimodal kommunikation mellan sångpedagog och sångelev ». Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2975.

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Wirstedt, Anna. « Multimodala strategier i teknikundervisning för nyanlända elever ». Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32507.

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Syftet med studien är att undersöka hur lärare anpassar och planerar sin undervisning för att kunna kommunicera ämnesinnehåll i teknik med nyanlända elever. Studien genomfördes på en skola i utkanten av en svensk stad. På skolan går det bara flerspråkiga elever och de nyanlända eleverna direktinkluderas i klasserna. Under veckan har de nyanlända eleverna studiestöd på svenska i mindre grupp och det är ett sådant lektionspass i teknik i åk 6 som är studerat.Läraren intervjuades både före och efter det filmade lektionspasset. Läraren är utbildad grundskollärare MaNO 1-7 och behörig att undervisa i teknik sedan 1995. Gruppen bestod vid det aktuella tillfället av tre elever som varit i Sverige mindre än ett år och de hade inget gemensamt verbalspråk förutom den svenska de hunnit lära sig på sin tid på skolan. Empirin utgjordes av en lärares skriftliga planering, digitalt bildspel som användes under lektionen, ett filmat lektionspass och två intervjuer.Vid analysen av materialet användes två teoretiska ramverk. Socialsemiotik för att titta på multimodal kommunikation och designteori för att fånga upp hur läraren designat sin undervisning för att möjliggöra multimodal kommunikation.Resultatet visar att de två närvarande diskurserna, teknikundervisning och undervisning-av-nyanlända, smälter samman och en ny hybriddiskurs som benämns undervisa-nyanlända-i –teknik. Det påverkar lärarens design och möjligheter att kommunicera ämnesinnehållet utan tal och skrift planeras in redan från början. Planerade uttryckssätt är bilder och Widgitsymboler. Lärarens design möjliggör även oplanerade uttryckssätt, exempelvis användandet av föremål och digitala bilder. Ytterligare två uttryckssätt används i stor utsträckning vilket är något som bara sker enligt läraren. Gester och aktiviteter med sin egen och elevernas kroppar används genom hela lektionspasset vilket läraren inte riktigt har funderat över förrän hen fick se delar av det filmade materialet under efterintervjun. Utöver tal och skrift går det alltså att identifiera sex uttryckssätt som läraren använder sig av. Uttryckssätten kombineras i ensembler och endast tal och skrift används i stort sett aldrig. Ämnesinnehållet i teknik blir på så sätt synligt och begripligt för eleverna och de kan erbjudas en anpassad ämnesundervisning utan att den kognitiva nivån sänks.Nyckelord: teknikundervisning – nyanlända – multimodalitet – design - diskurs
The purpose of this thesis is to study how teachers can communicate content with newly immigrated students in technology education. The study was conducted at a school in the outskirts of a Swedish city. All the students in the school has other languages than Swedish as their first language. A teacher teaching a smaller group of newly immigrated students was interviewed and a technology lesson was videotaped. The students in the smaller group has been in Sweden less than a year and they don’t share any national language with each other. The teacher’s written lesson plan and presentation used during the lesson were also parts of the empirical material. Two theoretical frameworks were used to analyze the material, multimodal discourse and didactical design. These frameworks’ keywords, discourse, design, production, modes, framing, settings and transformation are the foundation of the analysis. The result of the study shows a multimodal discourse where the teacher uses six different semiotic resources besides speaking and writing to communicate the content of the subject. The use of pictures, symbols and gestures is a part of the teacher’s explicit design, which is discussed during an interview. During the lesson the teacher also communicates through implicit modes like artefacts, drawings and actions with the body. Commonly the teacher combines the modes in ensembles. The teacher is interview both before and after the analyzed lesson and reflects on the present discourses. Two previously documented discourses: technology education-discourse and teaching newly immigrated-discourse emerge to a new and hybrid discourse that essentially reflect a teaching technology to newly immigrated-discourse.

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Rowell, Christina Elizabeth. « Capturing the Dynamic Whole : Multimodal Composing Processes of Fashion Design Students ». Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent158593391681925.

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Magnusson, Petra. « Läsning i ny tid : pappersburen skrift i ett multimodalt perspektiv ». Licentiate thesis, Lunds universitet/Malmö högskola, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-15171.

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This thesis investigates a practice at an upper secondary school in Sweden. The starting point is the teachers’ questions concerning the possibilities of supporting the development of the students’ reading abilities through texts that are long, alphabetical and printed, and in this study, non-fictional. The thesis suggests that by applying a multimodal and multiliteral approach the possibilities are widened. The purpose of the study is to investigate how teachers handle the challenge of teaching using lengthy alphabetical printed texts in the text realities of today, and to describe such teaching through a multimodal framework. Data was collected through ethnographical methods and includes information gathered in interviews with three teachers, observations of lessons, and group discussions on texts. The data also include the texts used in the history and social science classes. Three analyses were made. Firstly, the practical theory of the teachers was analysed using the discourse analytical tool suggested by Roz Ivanic. She presents two dynamic models, one showing four layers of language and one providing a framework of six discourses for understanding the layer in focus. The models were used in this study to examine each of the teachers’ approaches to reading, reading development, and learning as a whole. In the first analysis the teachers are shown to be focusing on different discourses but they all result in explicit, structured teaching. In the second analysis, the texts used in the history and social science classes are categorised and discussed from a multimodal point of view, and the questions used to influence the students’ reading strategies are examined in terms of what kind of meaning-making they promote. The third analysis focuses on the students’ group discussions, with and without the teacher. The discussions are described through a didactic designing model as a learning sequence. The results show that the teachers’ approach offers possibilities for working with lengthy alphabetical printed texts: in applying a multimodal view of text the teachers try to incorporate the text worlds of today. Through structured teaching they aim to develop the students’ skills in meaning-making processes in a multimodal world, which includes designing through texts that are alphabetical and printed. By using modelling in text conversations the teacher is pointing out reading paths to the students, guiding them through the questions. By using the field of multimodality in describing what is taking place in the study the thesis points to possibilities when the fields of didactics and multimodal research come closer together. It is suggested that by putting reading into a multimodal perspective it is possible to empower the students’ design authority and by using a didactic approach to other texts multimodal meaning-making is put in a broader perspective.

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Steele, Quintin Jon. « Audio & ; Visual DesignDesigning Holistic Sensory Experiences within Environments ». Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1470849876.

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Sankey, Michael David. « Multimodal design for hybrid course materials : developing and evaluating a new paradigm for course delivery ». Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16363/1/Michael_Sankey_Thesis.pdf.

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In early 2003, in a major shift in policy, the University of Southern Queensland (USQ) announced that its learning materials would progressively move from a predominantly print-based mode of delivery to a new 'hybrid' mode of delivery across all discipline areas. Central to this delivery would be a resource-rich CDROM containing all study materials, supported with a range of multimedia based enhancements, online support and selective print materials. As this represented a fundamentally new approach to the delivery of materials at USQ, it was essential to ascertain a clear understanding of about the implications of this change for student learning. In implementing this policy it was necessary to establish a range of pedagogically sound, cost effective delivery guidelines, for the development of the course materials and the multimedia based enhancements. In response to this need, this study has developed a set of 10 multimodal design heuristics used to guide the development of these materials. In establishing these guidelines, this thesis contextualises important issues associated with hybrid delivery and considers how catering for a multiliterate clientele by using a combination of multimedia based enhancements in an electronic environment may improve the learning opportunities for students. Two Faculty of Business courses delivered in 2004, ECO2000 'Macroeconomics for Business and Government' and MGT2004 'People Development', were chosen to pilot the new hybrid mode of delivery. The combination of qualitative and quantitative approaches was used to investigate how students have utilised this new environment. This approach rendered a clear indication of student views about the CD based delivery and, more particularly, an appreciation of how they utilised the multimedia based enhancements to augment their studies. Analysis of the research data indicated a strong acceptance of the CD based learning environment. This was particularly true for off-campus and international students. On the whole, students reported a preference for a CD based resource, though this acceptance was moderated by a desire to still receive some print-based materials. Importantly, from this analysis it was possible to add a further four multimodal design heuristics to the original set of ten which informed the design of the multimedia based enhancements for each course. This study demonstrates that higher levels of student engagement are possible when integrating a range of multimedia based enhancements to cater for a range of student learning modalities, whilst also maintaining a balanced environment for more traditional learners1.

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Sankey, Michael David. « Multimodal design for hybrid course materials : developing and evaluating a new paradigm for course delivery ». Queensland University of Technology, 2007. http://eprints.qut.edu.au/16363/.

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In early 2003, in a major shift in policy, the University of Southern Queensland (USQ) announced that its learning materials would progressively move from a predominantly print-based mode of delivery to a new 'hybrid' mode of delivery across all discipline areas. Central to this delivery would be a resource-rich CDROM containing all study materials, supported with a range of multimedia based enhancements, online support and selective print materials. As this represented a fundamentally new approach to the delivery of materials at USQ, it was essential to ascertain a clear understanding of about the implications of this change for student learning. In implementing this policy it was necessary to establish a range of pedagogically sound, cost effective delivery guidelines, for the development of the course materials and the multimedia based enhancements. In response to this need, this study has developed a set of 10 multimodal design heuristics used to guide the development of these materials. In establishing these guidelines, this thesis contextualises important issues associated with hybrid delivery and considers how catering for a multiliterate clientele by using a combination of multimedia based enhancements in an electronic environment may improve the learning opportunities for students. Two Faculty of Business courses delivered in 2004, ECO2000 'Macroeconomics for Business and Government' and MGT2004 'People Development', were chosen to pilot the new hybrid mode of delivery. The combination of qualitative and quantitative approaches was used to investigate how students have utilised this new environment. This approach rendered a clear indication of student views about the CD based delivery and, more particularly, an appreciation of how they utilised the multimedia based enhancements to augment their studies. Analysis of the research data indicated a strong acceptance of the CD based learning environment. This was particularly true for off-campus and international students. On the whole, students reported a preference for a CD based resource, though this acceptance was moderated by a desire to still receive some print-based materials. Importantly, from this analysis it was possible to add a further four multimodal design heuristics to the original set of ten which informed the design of the multimedia based enhancements for each course. This study demonstrates that higher levels of student engagement are possible when integrating a range of multimedia based enhancements to cater for a range of student learning modalities, whilst also maintaining a balanced environment for more traditional learners1.

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Yeung, Cindy K. L. « Multimodal close reading as currency : transmediating poetic language through artistic design ». Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/12548.

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This Master’s thesis explores the use of artistic design in a senior high school English class to teach the stylistic analysis of poetry. As a reflective, critical inquiry into my own classroom practice, this paper follows primarily the methodology of teacher research. A less prominent but equally important methodology is the autobiographical living inquiry of a/r/tography. My research features a poetry project for an English 12 class in a fine arts mini-school. Students conducted a close reading of a poem and then communicated their interpretation and analysis by creating an original artistic work in a non-textual mode. The students also articulated their own process of design. By exploring parallels between the poem and their artistic work, they developed a descriptive metalanguage to analyze the rhetorical connections between different modes of communication. This paper draws on the research areas of multiliteracies pedagogy and aesthetic education to investigate the implications of transmediating poetic texts. The study of the classroom project is framed within my overarching inquiry into the value of teaching literary close reading in an age when literacy educators face increasing obligations to prepare students for the world of the globalized knowledge economy. I use the notion of currency, both as monetary worth and as fluidity, to argue that the stylistic analysis of literature—which is usually not perceived as utilitarian—can indeed be useful outside the English language arts classroom. A project in which students explore literary close reading through multimodal design can help them develop critical and creative skills that do have value and can therefore be considered currency in the students’ social and economic futures.

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Weiss, Rachel. « Multimodal textbook design : analyzing the construction of the discourses of pharmacology ». Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/19034.

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Includes bibliographical references.
The aim of the research is to contribute to a pedagogy of Multiliteracies in the context of Health Sciences. A Multiliteracies approach sees text in terms of a process of 'redesigning' meaning from a range of available resources. These include multimodal semiotic resources such as visual and verbal modes, as well as particular discursive and social practices that the text draws upon. The study originates from a disagreement over which Pharmacology textbook fourth year medical students should use. The founding argument is that a Pharmacology textbook can be seen as constructing the discourses of the 'prescribing physician' As such, it simultaneously constructs and bears imprints of particular ideologies, discursive formations and social relations which are relevant in the field of medicine and science, as well as those from private and public life-worlds. As a teacher, I am interested in how the textbooks' ideologies contribute to or contest that of the new problem-based medical curriculum. I also analyze the respective designs in terms of their accessibility and suitability specifically for undergraduate medical students. The theoretical framework is provided by Fairclough's notion of 'orders of discourse' together with Halliday's metafunctional view of text, and is operationalized through a social semiotic analysis of sections of two textbooks. The textbooks analyzed are 'Pharmacology' by Rang et al ('Rang'), and 'the Oxford Textbook of Clinical Pharmacology and Drug therapy' ('Oxford'). I focus on the grammatical system of transitivity to construct the respective textbooks' views of social reality, and I use an analysis of modality in the texts to construct the social relations between writers, readers and the subject of Pharmacology. The analytical 'toolkit' includes verbal as well as visual semiotic resources within a framework of textual coherence. The study concludes that while Rang constructs social relations and identities that resonate with a contemporary society, its interest in Pharmacology is scientific rather than clinical. Furthermore, its design features may limit access specifically for undergraduate medical students. Oxford, on the other hand, is dominated by the discourses of clinical medicine and medical education. It constructs the subject of Pharmacology in terms of therapy or 'process', rather than in terms of drugs or 'products', and in this sense may be more suitable as a 'tutor'. However, it does not prepare the student for critical engagement with the changing social realities and relations of power in a post-Fordist society. The value of the study is two-fold. Firstly, it reiterates the importance of critical reflection on the various aspects of a curriculum. This includes reflection on alignment between the ideologies of textbooks and that of the new curriculum, and between curricular objectives, activities and assessment practices. Secondly, it has led to the operationalizing of a metalanguage of design, specifically in a Health Sciences context. This metalanguage may be used not l ' only for improving the communicative value of students' assignments, but also to expand their cultural perspectives through critical engagement with aspects of social identities and relations.

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Nascimento, Suelene Silva Oliveira. « A construção multimodal dos referentes em textos verbo-audiovisuais ». www.teses.ufc.br, 2014. http://www.repositorio.ufc.br/handle/riufc/9504.

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NASCIMENTO, Suelene Silva Oliveira. A construção multimodal dos referentes em textos verbo-audiovisuais. 2014. 150f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2014.
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This work has as main objective to analyze the referential construction of an verb audiovisual text based on verb categories of compositional metafunction in the Grammar of Visual Design (KRESS and VAN LEEUWEN, 2006). We assume that the meaning of things is not completely pre - set before being part of an utterance. The objects of the world, to be referred to by the speaker, are perceived by the individual, who, like each of the other speakers of the language, has a particular life experience and carries their knowledge, shaped by cultural and ideological constraints of their society and their times. We assume the fundamental assumptions of the Grammar of Visual Design (GDV), derived from the Systemic Functional Grammar. In order to verify this entanglement between the verbal and visual semiosis, we elected sociocognitivism, from which we propose a scaling effect in Linguistics Textual analysis (LT). At first, some studies verticalizes multissemioses who have already had a tonic in the field of LT. In a second step, we articulated the theory of multimodality and referral to other theoretical fields such as reading comprehension, in order to strengthen the scope of our research, establishing the studies already conducted and, in particular, exceeding the plan exclusively verbal. To carry out this study, we analyzed a short film, Vida Maria, Márcio Ramos, produced in computer graphics. The choice of this genre was due to the nature of our research tool – interview guidelines or semioriented, since we intend to analyze how is it related to the construction of the film at the time of display of short scenes, and as such reconstruction referents in a verbal-visual text mobilizes certain reading strategies.
Este trabalho tem como objetivo geral analisar a construção referencial de um texto verbo-audiovisual com base em categorias da metafunção composicional na Gramática do Design Visual (KRESS & VAN LEEUWEN, 2006). Partimos do princípio de que o sentido dos signos não está completamente pré-definido antes de fazer parte de um enunciado. Os objetos do mundo, ao serem referidos pelo falante, passam pela percepção do indivíduo, que, como cada um dos outros falantes da língua, tem uma experiência particular de vida e carrega sua bagagem de conhecimento, moldada pelas imposições culturais e ideológicas de sua sociedade e de sua época. Assumimos os pressupostos fundamentais da Gramática do Design Visual (GDV), oriundos da Gramática Sistêmico-Funcional. Para verificar esse entrelaçamento entre as semioses verbal e visual, elegemos o sociocognitivismo, a partir do qual propomos um redimensionamento das análises efetivadas em Linguística Textual (LT). Em um primeiro momento, verticalizamos alguns estudos sobre a multissemiose que já têm tido uma tônica no campo da LT. Em um segundo momento, articulamos a teoria da referenciação e a da multimodalidade com outros campos teóricos, como o da compreensão leitora, com o intuito de fortalecer o nosso escopo de investigação, elastecendo as pesquisas já realizadas e, em especial, ultrapassando o plano exclusivamente verbal. Para a realização do presente estudo, analisamos um curta-metragem, Vida Maria, de Márcio Ramos, produzido em computação gráfica. A opção por esse gênero se deu em virtude da natureza do nosso instrumento de investigação – entrevista por pautas ou semiorientada, uma vez que tencionamos analisar como se explica a construção dos referentes do filme no momento da exibição das cenas do curta, e como tal reconstrução dos referentes em um texto verbo-audiovisual mobiliza certas estratégias de leitura.

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Larsson, Agnes, et Fanny Rannberg. « "Vakna Tripp, Trapp, Träd!" : En multimodal granskning av en förskoledidaktisk applikation ». Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-190162.

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Studiens syfte var att undersöka applikationen Tripp, Trapp, Träds möjligheter för barns utforskande, utifrån ett socialsemiotiskt perspektiv. En kvalitativ innehållsanalys genomfördes i form av en tematisk analysmetod, vilket i kombination med vald teori gjorde granskningen multimodal. Det framtagna resultatet synliggör betydelsen av applikationens grundläggande design och utformning för barns fortsatta utforskande. Detta genom ett fokus på visuella uttryck genom användning av bildspråk i form av både interaktiva ikoner, och upprepande, multimodala uppmaningar bestående av visuella effekter och ljud. Dessa effekter och uppmaningar används i sin tur för att synliggöra de valmöjligheter som barn erbjuds genom aktiviteter och tillgängliga handlingar. De ges på så vis möjlighet att upptäcka egna fokusområden för ett påbörjat utforskande. Applikationen har även en inprogrammerad funktion som bekräftar de val och interaktioner som barnen utför. Den respons som ges både stimulerar och uppmuntrar således till ett fortsatt användande och utforskande.

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Notér, Hooshidar Annika. « Dansundervisning som förkroppsligad multimodal praktik : en studie om kommunikation och interaktion i dansundervisning ». Licentiate thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-107135.

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Dansundervisning som förkroppsligad multimodal praktik En studie om kommunikation och interaktion i dansundervisning. ABSTRACT Dance teaching as embodied multimodal practice A study about communication and interaction in dance teaching. The overall aim of this study is to increase the knowledge about how communication and interaction between students and teachers is manifested in dance teaching and learning, with a special focus on the students’ agency and how that can be assumed to affect their conditions for learning. In a dance class, teachers and students engage in the dance practice by using different semiotic modes of communication; body movements and gestures, touch, hearing, gaze, sound and speech. The teaching and learning situation can be described as a complex multimodal configuration of signs in different time and space based modes. The object of study is to examine students’ and teachers’ interaction and communication in detail, with a focus on how different semiotic resources are being used and how that affects the design of the dance class. The data consist of video recordings of dance classes in dance college education and more specifically the daily dance practice, the dance class. Video recordings were made in jazz dance, contemporary dance and ballet classes. These genres are, in various degrees, bearers of a tradition of dance teaching where students repeat the movement material that the teacher demonstrates. I base my choice on the fact that this is a common way of teaching dance both in dance college education and elsewhere. By using a multimodal analysis, different modes of communication and their interplay were brought into focus. Employing the perspective of a social semiotic multimodal theory the analyzed data were interpreted and discussed. The result has shown the importance of the body in communication and interaction between students and teachers in dance teaching and learning. Communication and interaction involve and combine different embodied semiotic resources. Signs are being made, interpreted and remade/redesigned with, through and in the body. The way the teachers use their voices in combination with body movements and gestures in instructions and feedback, makes these resources appear hierarchically more important than the verbal language. The result shows that the students make rhetoric choices in their learning processes. It is shown by the way they choose to attend to what the teacher communicates. The students’ choices in responding are mostly by showing how they understand. Further the results show that the teacher is responsible for the overall design of the dance class. The study material consists mostly of movements that the teacher has created in relation to a genre’s esthetics, the teacher chooses what aspects to focus on and how time is disposed. The students’ agency seems limited in terms of how they can affect and influence the design of the dance class. This means that the knowledge that is produced to a great extent is dependent on the teacher’s choices, her esthetic values and her own knowledge. From a didactic point of view this needs to be addressed in dance education in terms of how dance classes are designed, it concerns questions of esthetics, values and power. Keywords: dance teaching and learning, communication, interaction, multimodality, semiotic resource, design

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Aldén, Mona. « Design och meningsskapande i förskolan : En multimodal designteoretisk studie av fyra lärandesammanhang kring matematik ». Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-117242.

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Studiens syfte var att, med utgångspunkt i ett designteoretiskt multimodalt perspektiv, beskriva, analysera och tolka hur tre förskolepedagoger designar lärandesammanhang, kring ämnet matematik. Förutom detta var också syftet att få insikt om hur lärandesammanhangets design kunde förstås och tolkas i termer av lärande och meningsskapande. Den metod jag valde var uppbyggd kring en icke-deltagande videoobservation med ett kvalitativt upplägg där målet var att försöka förstå det som ägde rum genom relevanta tolkningar. I resultat och slutsatser framkom det till exempel att förskolepedagogerna använder en mängd semiotiska resurser och teckensystem i form av fysiska redskap tillsammans med ansiktsuttryck, tal och handrörelser i kommunikationen med barnen. Dessutom framkom det att barnen också använde sig av ett antal olika semiotiska resurser och teckensystem i arbetet med att skapa mening kring de olika lärandesituationerna. Det blev också tydligt att barnens tidigare erfarenheter fick en betydande roll då barnen använde de tidigare erfarenheterna som ett tankeredskap i de meningsskapande processer, designade av förskolepedagogerna, de deltog i.
The study's purpose was, based on a design theoretical multimodal approach to describe, analyze and interpret how three preschool teachers design learning contexts, on the subject of mathematics. Besides, this was also the aim to gain insight on how context of learning designs could be understood and interpreted in terms of learning and meaning. The method I chose was built around a non-participating video observation with a qualitative approach where the goal was to try to understand what took place through the relevant interpretations. The results and conclusions that emerged was that the preschool teachers used a variety of semiotic resources in the form of physical tools along with facial expressions, voice and gestures in their communication with the children. Moreover, it appeared that the children also used a number of different semiotic resources in their work of creating meaning around the different learning situations, designed by the preschool educators, they participated in. It also became clear that the children's previous experiences had a significant role as they also used past experiences as a tool in the meaning-making process.

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Halvars, Franzén Olle. « MED VISUELL UTGÅNGSPUNKT : En undersökning av en metodprövande och multimodal animations-workshop ». Thesis, Konstfack, Institutionen för Bildpedagogik (BI), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-3799.

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År 1972 skickade NASA upp en rymdsond, kallad Pioneer 10, ut i rymden med en bild fastsatt på sondens utsida. Bilden var ett meddelande till utomjordiska varelser och illustrerade information om människan och jorden. Med bilden som en visuell utgångspunkt har jag designat en workshop för åtta gymnasielever i två olika grupper som fått i uppgift att skapa en animation att skicka upp i en rymdsond idag. Genom att omformulera den digitala berättelsens metod har jag velat undersöka hur deltagarnas process och animation kommer att formas om utgångspunkten är visuell. Jag har utifrån mina didaktiska designval undersökt vad deltagarna har gjort för egna val, material och tillvägagångsätt de använt sig av. Under projektets gång har jag samlat in empiri i form av ljudupptagningar, filmmaterial, fotografier och fältanteckningar samt analyserat deltagarnas animationer. Genom att använda mig av den multimodala diskursanalysen som teori har jag fått en inblick i hur deltagarna genom förhandlingar i diskussioner tolkar tecken och bygger upp idéer. I analysen framkommer hur de kommunicerar genom olika resurser som bygger upp ramar för hur handlingen konstrueras i animationen. Handlingen, tematiken i animationen, har kretsat kring var vi bor i Vintergatan, evolutionen, fortplantning och klimatskillnader etc. Under en och en halv dag har deltagarna utifrån en idé gjort ett bildmanus, lärt sig alla moment och till sist animerat en kortfilm. Dessa animationer har jag valt att visa upp på vårutställningen på Konstfack som den gestaltande delen i mitt arbete. Jag har även formgivit en affisch som ringar in den didaktiska designen och deltagarnas arbete i processen.

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Huang, Ying Ying. « Design and Evaluation of 3D Multimodal Virtual Environments for Visually Impaired People ». Doctoral thesis, KTH, Människa-datorinteraktion, MDI, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-13140.

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Spatial information presented visually is not easily accessible to visually impairedusers. Current technologies, such as screen readers, cannot intuitively conveyspatial layout or structure. This lack of overview is an obstacle for a visuallyimpaired user, both when using the computer individually and when collaboratingwith other users. With the development of haptic and audio technologies, it ispossible to let visually impaired users access to three-dimensional (3D) VirtualReality (VR) environments through the senses of touch and hearing.The work presented in this thesis comprises investigations of haptic and audiointeraction for visually impaired computer users in two stages.The first stage of my research focused on collaborations between sighted andblind-folded computer users in a shared virtual environment. One aspect Iconsidered is how different modalities affect one’s awareness of the other’sactions, as well as of one’s own actions, during the work process. The secondaspect I investigated is common ground, i.e. how visually impaired people obtaina common understanding of the elements of their workspace through differentmodalities. A third aspect I looked at was how different modalities affectperceived social presence, i.e. their ability to perceive the other person’sintentions and emotions. Finally, I attempted to understand how human behaviorand efficiency in task performance are affected when different modalities are usedin collaborative situations.The second stage of my research focused on how the visually impaired access3D multimodal virtual environment individually. I conducted two studies basedon two different haptic and audio prototypes concerning understanding the effectof haptic-audio modalities on navigation and interface design. One prototype thatI created was a haptic and audio game, a labyrinth. The other is a virtualsimulation environment based on the real world of Kulturhuset in Stockholm. Oneaspect I investigated in this individual interaction is how it is possible for users toaccess the spatial layout through a multimodal virtual environment. The secondaspect I investigated is usability; how the haptic and audio cues help visuallyimpaired people understand the spatial layout. The third aspect concernsnavigation and cognitive mapping in a multimodal virtual environment.This thesis contributes to the field of human-computer interaction for thevisually impaired with a set of studies of multimodal interactive systems, andbrings new perspectives to the enhancement of understanding real environmentsfor visually impaired users through a haptic and audio virtual computerenvironment.
QC20100701

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Steiner, Lindsay B. « The Available Means of Design : A Rhetorical Investigation of Professional Multimodal Composition ». Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1374244511.

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Cross, E. Vincent Gilbert Juan E. « Human coordination of robot teams an empirical study of multimodal interface design / ». Auburn, Ala, 2009. http://hdl.handle.net/10415/1701.

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Anglevåg, Anna, et Josefin Holmgren. « Eko(logiskt) ? : – En multimodal kritisk diskursanalys av ICAs ekologiska livsmedelsförpackningar ». Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-64885.

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The purpose of this paper is to study how ICA construct ecologically through their organic food packaging. Multimodal Critical Discourse Analysis (MCDA) is used to analyze the semiotic resources existing on food packaging, as well as identify underlying power and ideological conditions. As our analysis is based on our own interpretations, and that multimodal critical discourse analysis is a social constructionist theory, our study includes social constructionism. One conclusion of our study is that all organic products, whether design, convey some kind of discourse about purity, and that it can be expressed in different ways. ICA show this through a white and modern design which is a new thinking when it comes to organic food packaging. There is no traditional, authentic or Swedish about the products like the other organic products in the study.

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Vezzoli, Yvonne <1990&gt. « Exploring the opportunities of multimodal literacies for the participation and learning of young people with dyslexia in multimodal digital environments : informing learning design ». Doctoral thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/15004.

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The multimodal literacies co-constructed online represent pervasive learning opportunities that are distant from the principles founding traditional pedagogies. Very little research has considered the potential of multimodal literacies for the participation and learning of special education populations. Considering dyslexia as a learning difference according to the paradigm of neurodiversity, the research addresses this gap through two connected empirical studies which focused on 1) how multimodal affordances of participation in social network sites mediate participation and identity work for dyslexic teens aged 14-16; 2) how the identified visual literacy strengths and opportunities for learning fostered learning goals’ setting and accomplishment. The final aim of the work is to bridge the identified forms of learning developed in informal digital context and formal education, informing design through Design-Based Research. To accomplish this goal, the third study developed a set of learning design principles based on theories and empirical evidence, and it involved secondary school teachers to design learning activities on the basis of the principles.

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Thèses sur le sujet « Multimodal desing »

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