“Multimodal Instruction” is an online webtext that is meant to provide a theoretical and instructional foundation for those who wish to create a multimodal course. The webtext itself is meant to be an example of what a multimodal course could look like. In this case, there are hyperlinks and embedded videos that are meant to provide additional instruction. The course designers used a learner-centered pedagogy informed by 21st Century Literacies, WPA administrator outcomes, and Frame of Success for Post secondary Writing. Multimodal learning is supposed to help students make connections to the material easier. Dual-coding theory, people can learn visually and aurally. Students can learn something through images, text, and oral means then they are learning through two different “modes.” Students experience content in more than one form retain the information better. 

The authors of the webtext offer many pragmatic tips in addition to the theoretical background. They suggest that instructors keep texts and videos short and separate them into different parts. They suggest that instructors use technology such as podcast and youtube videos to give their students more resources. Instructors should plan to reuse material whenever possible to minimize workload. There are also some ideas for multimodal assignments to use in class. One example uses a newsletter and reflection that a student wrote. Students could get feedback through videos. Instructors 

When creating an online course for a program, administrators and instructors should look into professional development. Workshops can help instructors learn some of the technologies available for making online courses.

I am really excited to speak use some of these principles when considering my own project for this course. My initial idea was an online class magazine where students could put up articles with hyperlinks and videos. I will definitely revise my idea using guidelines from this article. Creating a multimodal course is a lot of work and seems very challenging, but the work produced by the students is very persuasive. Of course, the authors are using good examples to make their argument. I would have been interested to hear some of the horror stories of multimodal assignments and teaching. I feel talking about some of the ways that multimodal teaching can go wrong would be helpful for future instructors to prepare. 

Learning through different means is a very valuable idea. I know that I learn best when I can connect an idea to a feeling or to a coherent narrative. Multimodal teaching is appealing because of the fact that it allows students to use different kinds of learning. The Brain Rules chapter, “Wiring” states that different people literally have unique connections in their brain due to their experiences. People, therefore, do not learn the same way. “ New Learning chapter “Learner Personalities” is also about learner differences. For Kalantzis and Cope learner differences are a result of different cultural and socioeconomic backgrounds. These different kinds of learners need to have different ways of interacting with the text in order to learn. 

Kalantzis, Mary. New Learning: Elements of a Science of Education. Port Melbourne, Vic.: Cambridge UP, 2008. Print.

Medina, John. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle, WA: Pear, 2008. Print.

Rankins-Robinson, Sherry, Tiffany Bourelle, and David Fisher. "Multimodal Instruction: Pedagogy and Practice for Enhancing Multimodal Composition Online." Kairos 19.1 (2014): n. pag. Web. 7 Oct. 2014.