A study in multimodality

QAA has published a study which explores a range of practice innovations in multimodal digital education.

This piece of research was conducted through a QAA-funded Collaborative Enhancement Project led by a team from Teesside University, working in partnership with colleagues from Anglia Ruskin University, the University of Greenwich and Birmingham City University.

The project sought to co-create sets of cross-institutional principles and interactive resources to model future-facing approaches to learning, teaching and assessment.

The collaborative study examines initiatives in simulation-based learning, spatial fluency, digital exam practice and the student and staff understanding of the application of generative artificial intelligence in higher education.

It concludes, by offering as a framework through which to explore the development of multimodal education, a toolkit which comprises and articulates the four lenses of authority, experience, practice and innovation.

This is intended to be used by leaders and practitioners to promote productive conversations underpinned by three key principles: clarity and transparency; an understanding of the relationships and interactions of learning ecologies; and a sensitivity to wider learning contexts.

Join the launch event!

QAA Members can join us for an online showcase event where the project team who led this work will discuss the research themes, unpack the practical implications, and help the sector to consider the future direction for multimodality in higher education. 

Delegates will have the opportunity to explore the resources and learn how to apply them in their own setting and context. 

QAA-funded Collaborative Enhancement Projects

We have supported 66 projects directly involving over 146 providers and partners since launching the scheme in 2020. These projects are funded from QAA Membership and provide a wealth of insights and practical materials. 

Get involved

We are inviting QAA Members to express their interest in leading a 2024-25 Collaborative Enhancement Project – find out more!