1. A multi-modal is an interactive learning device that combines different modes such as movies, images, artifacts and activities to engage students in historical inquiry. 2. Mighty multi-modals are multi in mode, appropriate for the curriculum, save teachers time, and develop students' digital literacy skills without requiring advanced technology. 3. Various apps and tools can be used to create interactive timelines, infographics, videos and other multi-modal formats to bring history to life for students.

1. Making Mighty
Multi-Modals
iangray9@gmail.com
FB/Twitter – search for iangray9

2. What are YOU
doing now?
5 min sharing
Feel free to tweet at any time
Search for iangray9 or
#mightymultimodals

3. What we’re doing now…

4. But not pptlessness
What is a multi-modal?
• Not this:
• NOT an “oral”
OR
• Maybe this: …
Photographic essay – with occasional captions and optional voice over?

5. Multi-modal =
• Invisible theatre incorporating artefacts
• An interactive learning device - sequence of
guided activities beginning with a 3 min movie
then an option of sources to investigate and
feedback to the user
• A combination of objects from a Learning Fed
learning pathway
• A series of flipped charts from ActiveInspire for
the IWB
• Etc where the characteristics of the mode are
utilised

6. Mighty multi-modals are:
• Multi in mode and appropriate to the ‘main mode’
• “Historical”
– Eg Yr 8 – they can at least recognise and explain patterns
of change and continuity … explain causes and effects of
events and developments involving people
• Time-saving !!
– re-used as learning objects in subsequent years
• Develop General Capabilities related to digital literacies
• Do not require high levels of technology or
technological skill.
•  Samples coming up

7. Aust Curric: Year 8 standards in summary
• …students recognise and explain patterns of change and continuity
… explain the causes and effects of events and developments.
• identify motives and actions
• explain the significance of individuals and groups and how they
were influenced by the beliefs and values of their society.
• describe different interpretations of the past.
• sequence events and developments within a chronological
framework with reference to periods of time.
• When researching, develop questions to frame an historical inquiry.
= analyse, select and organise information from primary and
secondary sources and use it as evidence to answer inquiry
questions.
• Students identify and explain different points of view in sources...

8. An “Oral” according to Google images

9. Syllabus says:
• Sample portfolio:
• Sample 1 Descriptive report – Viking dragon ships
• Sample 2 Source analysis – Medieval period
• Sample 3 Descriptive report – The arrival of the Conquistadors
• Sample 4 Explanation – The Polynesian expansion
Zzzzzzzzzzzzzzzzzzzzzz !
BUT…all of these could
become part of a mighty
multi-modal
And generate more
engagement

10. Syllabus (well v3.0) also says:
• General ICT Capability History =
• …use ICT effectively and appropriately when
investigating, creating and communicating
ideas and information…
• Competence in ICT is most evident in
historical skills associated with locating,
processing and communicating historical
information. (what else is there?)

11. Syllabus says:
• …students use range of digitised online materials;
…technologies such as word processing,
publishing and presentation software …
• Communication technologies, such as wikis and
blogs, to enhance students’ analytical thinking
capabilities in their study of history; and online
forums and videoconferencing to discuss and
debate ideas.
•  there’s more!

12. Many options but we want:
• Mighty modals that save time:
•  An interactive learning device
- A Basic communication technology
• = ppt with hyperlinks
• Create your own adventure genre

13. Make a plan, but in reality use appx 50
A+
slides
Source 1 A
START
HEREQN A-
=? Source 2
B+
Source 3
False or ‘Red C
Herring’ path
D, for
stop here
or keep
going
ie you might even
Wrong = E ‘shepherd the user into
standard conclusions which
‘score’ different levels
of ‘points’ say on a 15
point scale !!

14. In reality m.m. often become descriptive
and rather single mode b/c:
• The struggle to think constructivist
amidst yard duties and discipline issues
• One way information flows – the lecture-
the “oral” are easier
• Positioning of pedagogy in Aust
Curriculum
• E-Learning literacy takes time and PD

15. Samples from the real world
• A.C. context:
• Depth Study = Medieval Europe (c.590 – c.1500)
– Continuity and change in society in ONE of the
following areas: crime and punishment; military and
defence systems; towns, cities and commerce
• Link to disease
• Link to transport
• Link to Warfare (military and defence systems)
•  judgements according to m.m. criteria =?

16. Comments?
• ??
• ??
• ??
• Warfare one had more analysis; some
appreciation of how artefacts are used by
historians and more “multi” …. Ppt with
embedded movie
• But not interactive

17. Syllabus Skills offer hope … egFrame questions
Yr 8
• Sequence events, developments and periods rather than
identify would
• Critical and creative thinking
• “Identify” a range of questions about the past have been better
but we can work
around it
• Draw conclusions about the usefulness of sources
• Identify and describe points of view, attitudes and values
in primary and secondary sources
• Develop texts, particularly descriptions and explanations
that use evidence from a range of sources
• Use a range of communication forms
(oral, graphic, written) and digital technologies
(ACHHS157)

18. Current apps for making modals mightier!
• Timeline tools eg timetoast
www.timetoast.com
And it can be
created
collaboratively

19. Capzules
•  www.capzles.com/
• helps anyone create beautiful, interactive,
tagged, collaborative, rich-media timelines
online using videos, photos, text, music, audio
and most documents
• For How To see YourTube:
www.youtube.com/watch?v=hR_21MeVeqQ

20. Dipity
•  www.dipity.com/
• Create an interactive, visually engaging
timeline in minutes. Use dynamic visualization
tools to display photos, videos, news and
blogs in chronological order
• If you like the timeline being created you can
“follow” the creator as you do with twitter
• Plenty of P-10 timelines

21. Dipity
•  www.dipity.com/

22. Voicethread
• http://voicethread.com/
• safe , collaborative, recordable conversations
in the cloud - with video, voice, and text
commenting.
• For 350 users about $450

23. Animoto
• http://animoto.com/
Saves you/students
using Movie-Maker & allows video to be made
of photos and movies and put to music +
captions etc
• - an online video maker turns your
photos, video clips and music into video in
minutes
• Time?? – see sample on site

24. Glogster
•  http://www.glogster.com/
•

25. …ePosters
Glogster
•

26. http://www.thinglink.com/
Make your images intgeractive http://www.thinglink
.com/scene/2550295
49165707264?butto
THINGLINK nSource=otherScene

27. Easel.ly …. Like smartart on steriods
•  infographics - easily drop
and drag visual ideas/flow charts
• http://www.easel.ly/
–  play the short video

28. Moviemaker of course
•  but also
• Prezi
• Screencasting software like
screencaster, community clips, jing,

29. diigo – web search tool assistant that aids note
taking and collaboration
• http://www.diigo.com/
• Collaborative annotation tool
– Annotate websites then share in apps for Android and
Apple
– Time? Play sample?
Webnotes allows you to highlight and add notes to both
web pages and PDFs. You can also use it to organize your
bookmarks and share them with others
Bounce - lets you take a snapshot of any webpage and
add note to it before sharing it with others.

30. Others??
•  suggestions
•  Need PD help? … Note footnote
of paper handout …cpd4teachers
•  Discussions/Questions
• Tweets …??