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Article: Deaf digital learning platforms (DDLPs) and online teaching and learning: Multimodality as lens for understanding deaf student communication practices in higher education

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By:  Michael E . Skyer, PhD, Warner School of Education and Human Development, University of Rochester April 21th, 2016—Revised and resubmitted May 20th, 2016 Literature Review

Download here: https://www.academia.edu/28033803/Deaf_Digital_Learning_Platforms_DDLPs_and_Online_Teaching_and_Learning_Multimodality_as_Lens_for_Understanding_Deaf_Student_Communication_Practices_in_Higher_Education?auto=download&email_work_card=download-paper


Abstract:

"Research on deaf students using digital technology in higher education shows that communication modality is an important feature of learning and teaching; distinct modes exert synergistic influences upon other modes, which affects communication practices for both students and faculty.

This paper establishes deaf digital learning platforms (DDLPs) and categorizes them under three broad headings:

(1) purposes,

(2) practices, and

(3) characteristics.

This paper uses multimodal theory to reveal the nuances of communication practices and tools used by deaf people in digital learning environments in order to clarify the diffuse work represented in the literature. Multimodality illuminates dynamic communication practices and reveals new tools for researchers and practitioners to design and reflect upon pedagogical practice.

Deaf technological communications are embedded in larger contexts of, social, political, and educational change; this paper contextualizes multimodal deaf communication as part of the digital paradigm shift effecting higher education, knowledge creation, and pedagogical practices.