Assessment, Learning and Sociological Imagination: From Word-Count to the Value of Learning

  • Lena Redman


This chapter links the development of the Ripple model of knowing with the two probes implemented in my doctoral study for the trial of cinematic writing (CW) as a multimodal approach of representing Open image in new window meaning-making, as well as cinematic bricolage (CB) as a methodology of gathering, recording, reorganising and analysing data. It starts with a discussion of a substantial problem that can be faced by the user of CW as a meaning-making approach. This is the assessment of a learning task by word-count. In contemporary learning conditions, the word-count assessment is designed such that that the importance of the number of linguistic symbols in articulating meaning draws to itself the entirety of time and effort allocated to the task. The Ripple pedagogy proposes the method of feedback loops, analysed and represented with self-reflective cinematic writing to be employed as an assessment methodology. This chapter also argues for considering the process of knowing as a social practice through which free minds can be cultivated to live in a democratic society.


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Authors and Affiliations

  • Lena Redman
    • 1
  1. 1.Monash UniversityMelbourneAustralia

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