Abstract
This chapter provides a framework—based on the theoretical background of self-directed multimodal demiurgic learning—that supports students to be able to act as content creators within higher education. This critical literature review shows how self-directed learning and multimodality provide affordances towards extending formal and epistemological access in order for students to take charge of their own learning and play a prominent role in generating new content. This chapter makes recommendations through a wider framework and description of a learning cycle towards enabling demiurgic access through self-directed multimodal learning within a South African university context.
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Acknowledgments
This work is based on research supported in part by the National Research Foundation of South Africa (Grant number 109330). Furthermore, this research is part of ongoing research by the UNESCO Chair on Multimodal Learning and Open Educational Resources.
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Olivier, J. (2020). Self-directed Multimodal Learning to Support Demiurgic Access. In: Burgos, D. (eds) Radical Solutions and eLearning. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-15-4952-6_8
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DOI: https://doi.org/10.1007/978-981-15-4952-6_8
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