Exploring Effective Approaches: Enhancing Transferable Skills in HE through Multimodal Assessment

Summary

This research presentation explores the impact of multimodal assessments in enhancing transferable skills among university students. Focusing on a Year 1 Common Core English communication course, the study identifies how skills like digital literacy, teamwork, and time management are developed through creating multimodal projects, such as videos. The research findings highlight both technical and soft skills improvement, with an emphasis on the importance of collaborative learning. The study concludes with recommendations for incorporating more team-based tasks in multimodal assessments, aiming to provide valuable, real-world transferable skills for students in higher education.

Takeaways

• 😀 The study explores the effectiveness of multimodal assessment in higher education, focusing on transferable skills development in language courses.
• 😀 The research is based on a Year 1 Common Core English Communication course at the Hong Kong University of Science and Technology.
• 😀 Key transferable skills identified through multimodal assessment include technical abilities (e.g., video editing, information search) and soft skills (e.g., communication, collaboration).
• 😀 The study uses a mixed-methods approach, combining quantitative data from surveys and qualitative insights from interviews to gather comprehensive findings.
• 😀 The literature review highlights the increasing importance of digital modal composing (DMC), involving the use of digital media for communication such as videos, podcasts, and web pages.
• 😀 Two major theoretical frameworks are used: the multiliteracies framework (1996) and the social semiotic multimodality approach (Press, 2010).
• 😀 A gap in existing research is identified around skill transfer, specifically how skills developed through multimodal assessment can be applied in different contexts.
• 😀 The study identifies key themes such as digital literacy, audience awareness, communication, collaboration, and personal growth as significant outcomes of multimodal assessments.
• 😀 A major finding is that students perceive the development of technical skills (e.g., video production) more than soft skills (e.g., leadership and conflict management).
• 😀 The study emphasizes the importance of incorporating collaborative work in multimodal assessments to foster teamwork, critical thinking, and conflict resolution skills.
• 😀 Limitations of the study include a small sample size for interviews and the challenge of capturing the long-term effects of skill transfer, as the data was collected before the course was fully completed.

Q & A

What is the main goal of the research project discussed in the transcript?

The main goal of the research project is to explore effective approaches to enhancing transferable skills in higher education through multimodal assessment. The project aims to identify key transferable skills gained from multimodal assessment, highlight recurring themes, and provide recommendations for designing and evaluating such assessments in higher education language courses.

What are the two major theories influencing the research on multimodal composition (DMC)?

The two major theories influencing the research are the Multiliteracies Framework proposed by the New London Group in 1996, which outlines five modes of communication (spatial, gestural, linguistic, oral, and visual), and the Social Semiotic Multimodality Approach by Kress (2010), which emphasizes that communication in daily life is inherently multimodal, utilizing various social semiotic resources.

What gap in the literature does this research aim to address?

This research addresses the gap in the literature regarding the broad range of transferable skills developed through multimodal composition (DMC). While previous studies have focused on specific competencies or skills as learning outcomes of DMC, few have examined a wide range of soft skills and how these skills transfer to different contexts.

What is meant by 'skill transfer' in the context of this research?

'Skill transfer' refers to the application of skills learned in one context to another, potentially different context. In this study, the researchers look at both near transfer (where learned skills can be directly applied in similar situations) and far transfer (where skills are applied in distinctly different contexts). The research draws on the theory of adaptive transfer, which suggests that students actively reshape and adapt their knowledge when transferring it to new situations.

How was data collected for this research, and what methods were used?

Data for this research were collected using a mixed-methods approach. The quantitative data were obtained through an online questionnaire administered to 76 students, focusing on their perceptions of skill development through multimodal video creation. The qualitative data were collected through semi-structured interviews with four high-achieving students who had completed the course one year prior.

What were the main findings from the quantitative data analysis?

The quantitative data revealed that students perceived significant development in technical skills, such as video editing, information searching, audience awareness, and planning/organization. However, skills like conflict management and leadership were rated as the least improved, likely due to the individual nature of the assessment. Time management and aesthetic sense were also rated lower in terms of perceived improvement.

What were the six main themes identified in the qualitative data?

The six main themes identified from the qualitative data were: communication and collaboration, transferability of skills, digital literacy, prioritization and time management, audience awareness, and learning and personal growth.

What differences were observed between the quantitative and qualitative findings regarding time management?

While both the quantitative and qualitative data mentioned time management, they showed contrasting results. The qualitative sample, which consisted of high achievers, reported improved time management skills, including setting deadlines and staying organized. In contrast, the quantitative sample, which had more intermediate-level students, struggled with time management and showed little improvement in this area.

What unique themes were identified in the qualitative interview data that were not highlighted in the quantitative survey?

Two unique themes identified in the qualitative interview data were the 'transferability of skills' and 'learning and personal growth.' Students reported that the skills developed through multimodal assessment could be applied in real-world settings beyond the classroom, and they also gained confidence through the challenging task of making videos, which included teamwork and coordination.

What limitations were acknowledged in the study, and how might they affect the findings?

The study acknowledged several limitations, including the small sample size of the qualitative interviews, the convenience sampling of high-achieving students, and the focus on technical skills in the survey questions rather than soft skills. Additionally, the data were collected before the official completion of the course, meaning the students had not yet had time to apply the skills in other contexts, which could impact the ability to capture the long-term benefits of the multimodal assessment.