Technology & Innovation

Multimodal learning framework: leveraging best practices to support students

January 19, 2022

Global

Multimodal learning framework: leveraging best practices to support students

January 19, 2022

Global
Phillip Cornell

Principal

Phillip Cornell is a principal at Economist Impact, where he has led the Policy & Insights team in the Americas and provides global leadership on energy and sustainability issues. He directs research programs for companies, multilateral finance institutions, foundations, and governments seeking evidence-based analysis and policy advice, and is a regular contributor at international fora on energy transition. He is also a senior fellow at the Atlantic Council Global Energy Center, specialising in energy economics, foreign policy, and global energy markets, and chairs the Clean Energy Ministerial initiative on energy interconnection. Prior to joining the Economist Group, Phillip held senior advisory and management positions at the World Bank, Saudi Aramco, the International Energy Agency, and NATO. He held research positions at the Naval Postgraduate School (Monterey), the Royal United Services Institute (London), and the Center for International Security and Cooperation (Stanford), and is the author of various published works on international energy security, economics, and governance. He holds a Masters degree with distinction in International Economics (energy) from the Johns Hopkins School of Advanced International Studies and received his BA cum laude in International Relations from Stanford University.

The 2021-22 Multimodal Learning Framework is an Economist Impact report, sponsored by Microsoft Education, that provides faculty educators with insights for how to successfully implement longer term multimodal learning approaches and address critical progress and learning equity gaps identified in previous reports.

By leveraging compelling insights from faculty and student surveys, expert interviews and desk research, this report provides a playbook of best practices to support educators’ use of multimodal learning to achieve a range of outcomes. These outcomes include reaching broader and more diverse student bases; integrating learning with technology-enabled platforms; motivating students to compose ideas in different modes and encouraging deeper connections to learning concepts; offering students the opportunity to participate in a range of cognitive and social learning activities that are responsive to their needs; and setting a platform for faculty educators to shift their emphasis from the delivery of instruction to the engagement of their learners.

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