| Biography | |
|---|---|
 Dr. Susan Bridges The University of Hong Kong, China |
|
| Title: Dialogic intervisualizing: Re-conceptualising the role of digital texts in collaborative multimodal inquiry | |
| Abstract: The notion of ‘intervisuality’ originally arose in medieval art history research to examine the relationship between visual objects as depicted within and across works of art (Burke, 2007). In the field of social semiotics, Kress’ (2010) work on multimodality helped identify how intervisual links provider readers with connections within and across texts. In parallel, Wegerif’s (2007) framing of dialogic education and technology as expanding the ‘space’ of learning encouraged a closer examination of dialogic approaches in computer supported collaborative learning environments. However, the co-construction of visual texts within digital information flows in inquiry-based learning designs has been underrepresented in this field. In this presentation, I draw upon over a decade of video-based ethnographic research examining small group, inquiry-based learning in technology-rich environments with a particular focus on problem-based learning (PBL) in the health professions education (see Bridges & Imafuku, 2020; Bridges et al, 2012, 2016). This agenda has sought to not only embrace but also to build upon these rich concepts and to examine how they may support our understanding of emerging technology-rich learning designs in higher education (Hmelo-Silver, Bridges & McKeown, 2019). In an inquiry-based, collaborative learning environment such as PBL, we have identified emerging practices and processes where multimodal texts are not only synchronously and asynchronously accessed and retrieved for curation and appropriation but are central to the student group’s developing causal chain of dialogic reasoning. In this presentation, I will share illustrative case studies of ‘dialogic intervisualizing’ in practice to identify the multifaceted dimensions of this new concept. References Bridges, S.M. & Imafuku, R. (Eds). (2020). Interactional research into problem-based learning. Purdue University Press: Indiana. Bridges, S. M., Botelho, M. G. Green, J., & Chau, A. C. (2012). Multimodality in PBL: An interactional ethnography. In S. Bridges, C. McGrath & T. Whitehill (Eds.), Problem-based learning in clinical education: The next generation. Netherlands: Springer. Bridges, S. M., Jin, J., & Botelho, M. G. (2016). Technology and group processes in PBL tutorials: An ethnographic study. In S. Bridges, L.K. Chan & C. Hmelo-Silver. (Eds). Educational technologies in medical and health sciences education. Netherlands: Springer. Burke, P. (2007). Eyewitnessing: The uses of images as historical evidence (Picturing history). London: Reaktion Books. Hmelo-Silver, C*. Bridges, S.M., & McKeown, J. Facilitating Problem-based Learning. In W. Hung, N. Dabbagh, & M. Moallem (Eds). Wiley handbook of problem-based learning. New York, NY: John Wiley & Sons, Inc. Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London and New York: Routledge. | |
| Biography:
Dr Susan Bridges is an Associate Professor and Assistant Dean (Learning & Teaching) with the Faculty of Education/ Centre for the Enhancement of Teaching and Learning at The University of Hong Kong. In 2014, she was appointed as Adjunct Professor to the Institute for Learning Sciences and Teacher Education at the Australian Catholic University (ACU).
As an award-winning teacher, researcher and curriculum designer, Dr Bridges is passionate about her field. Her work is inherently interdisciplinary and she leads and supports a range of curriculum and faculty development projects. Her higher education initiatives focus on professional education, particularly integrated curriculum designs and inquiry-based learning and how educational technologies can support and enhance these. In 2016, she was invited to join the Universitas21 (U21) Steering Group for the Educational Innovation Cluster to support network-wide innovation. Since 2017, she has served as a judge for the QS Wharton Reimagine Education Awards.
Dr Bridges’ research explores the ‘how’ of effective pedagogy and communication through interactional and ethnographic approaches. She has over 170 publications and 34 invited presentations, is the co-editor with Lap Ki Chan and Cindy Hmelo-Silver of Educational Technologies in Medical and Health Sciences Education (Springer, 2016), and co-author with Judith Green on Interactional Ethnography in the Routledge Handbook of the Learning Sciences (Routledge, 2018). She serves on the Editorial Board for the Interdisciplinary Journal of Problem-based Learning (Purdue University Press).
| |
