Titlebook: Knowing with New Media; A Multimodal Approac Lena Redman Book 2018 The Editor(s) (if applicable) and The Author(s) 2018 Reconnected Learnin

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Introduction,echnology logic. Throughout the following chapters, these two conceptual couplings are developed into undulating circularities that pulse through and activate all other circularities of the proposed pedagogical model. Current education methods are considered alienating the learner from their own psy

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Writing a Subtext,e presentation. The key-element is interpreted in the context of the ‘collateral vibration’ that it is represented by, and the two are therefore inseparable. Leaning on alphabetic text as a methodology for articulating the mind that has been in use for millennia, . suggests considering it as the key

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Culture of Webworking: Knowing with an Endless Catalogue of Resources,s engenders a pervasive expansion of the universal phenomenon of . In a digitised society, the . spawns rapidly into a multi-hybridised category. It manifests itself through mashups, collages, montages, memes and vidding and becomes the prevalent medium of message-transmission. Its hybridisation is

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Complexity of the World: Circular Interconnectedness,ons with its environment. By means of the feedback loops, it continuously undergoes self-organisation congruent to the medium of its existence. This chapter develops a contextual infrastructure for a learning model that is based on a view of . and frames . within its configuration. The teaching and

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Cinematic Bricolage as Reconnected Learning, inquiry-based approach to learning. The model is underpinned by the integrated system of five operational modes: ., ., ., . and .. The students organise their learning tasks around their individual interests and abilities. Thus, they establish their reconnection with natural and sociocultural envir

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Assessment, Learning and Sociological Imagination: From Word-Count to the Value of Learning,ltimodal approach of ..., as well as . (CB) as a methodology of gathering, recording, reorganising and analysing data. It starts with a discussion of a substantial problem that can be faced by the user of CW as a meaning-making approach. This is the assessment of a learning task by word-count. In co