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The Value of Practice-Based Collaborations across the Third Space: Reflections on Supporting Multimodal Assignments

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Title: The Value of Practice-Based Collaborations across the Third Space: Reflections on Supporting Multimodal Assignments
Language: English
Authors: Lauren Cross, Sara Sharun, Luciano da Rosa dos Santos
Source: Journal of Learning Development in Higher Education. 2025 (34).
Availability: Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Assignments, Educational Cooperation, Foreign Countries, Librarians, Specialists, Consultants, Undergraduate Students, College Faculty, Teacher Workshops, Worksheets, Audio Equipment, Visual Aids, Video Technology
Geographic Terms: Canada (Calgary)
ISSN: 1759-667X
Abstract: Multimodal assignments are becoming a prevalent strategy to enable assessment of student learning (Reid et al., 2016). However, due to their inherent complexity, supporting faculty members and students in adopting and implementing these types of assignments can be challenging (Wysocki et al., 2019). To overcome this, a group of 'third space' (Whitchurch, 2013) academic professionals came together to design and implement a support system that considered these assignments holistically. In this opinion piece, we reflect on the creation of a lifecycle approach to supporting multimodal assignments that built awareness and deepened understanding among faculty of our roles in teaching and learning. We also share how our informal, transdisciplinary collaboration can serve as a precursor for similar projects that support students and faculty.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1464962
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Value of Practice-Based Collaborations across the Third Space: Reflections on Supporting Multimodal Assignments
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  Data: <searchLink fieldCode="AR" term="%22Lauren+Cross%22">Lauren Cross</searchLink><br /><searchLink fieldCode="AR" term="%22Sara+Sharun%22">Sara Sharun</searchLink><br /><searchLink fieldCode="AR" term="%22Luciano+da+Rosa+dos+Santos%22">Luciano da Rosa dos Santos</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+Development+in+Higher+Education%22"><i>Journal of Learning Development in Higher Education</i></searchLink>. 2025 (34).
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  Data: Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/
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  Data: Multimodal assignments are becoming a prevalent strategy to enable assessment of student learning (Reid et al., 2016). However, due to their inherent complexity, supporting faculty members and students in adopting and implementing these types of assignments can be challenging (Wysocki et al., 2019). To overcome this, a group of 'third space' (Whitchurch, 2013) academic professionals came together to design and implement a support system that considered these assignments holistically. In this opinion piece, we reflect on the creation of a lifecycle approach to supporting multimodal assignments that built awareness and deepened understanding among faculty of our roles in teaching and learning. We also share how our informal, transdisciplinary collaboration can serve as a precursor for similar projects that support students and faculty.
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      – Text: English
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        PageCount: 13
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      – SubjectFull: Educational Cooperation
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      – SubjectFull: Foreign Countries
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