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This article presents an analysis of empirical literature on classroom assessment of students’ multimodal compositions to characterize the field and make recommendations for teachers and researchers.

An interpretive synthesis of the literature related to practices and possibilities for assessing students’ multimodal compositions.

Findings present three overarching types of studies across the body of literature on assessment of student multimodal compositions: reshaping educational practices, promoting multiliteracies approaches to learning and evaluating students’ understanding and competence. These studies’ recommendations range along a continuum of more to less structural changes to “what counts” in classrooms.

This review only considers studies published in English from 2000to 2019. Future studies could extend these parameters.

This analysis of the literature on assessing student multimodal compositions highlights foundational differences across studies’ purposes and offers guidance for educations seeking to revise their practices, whether their goals are more theoretical/philosophical, oriented toward reshaping classroom practice or focused on ways of measuring student understanding.

Rethinking assessment can reshape educational practices to be more equitable, more theoretically commensurate with teachers’ beliefs and/or include more thorough and accurate measures of student understanding. Changes to any or all of these facets of educational practices can lead to continued discussion and change regarding the role of multimodal composition in teaching and learning.

This study fills a gap in the literature by considering what empirical studies suggest about why, how and what to assess with regard to multimodal compositions.

The purpose of this paper is to explore the conditions under which a co-design team comprised of in-house professionals and leading-edge service users can generate innovative service design concepts.

The investigation used a field-experimental design to conduct two studies. Observations and open-ended questionnaires were used to examine cross-comparison matrices with experts rating the generated outcomes and t-tests being used to compare the outcome ratings between teams of different compositions.

The outcomes produced by a co-design team seem to be linked to the team diversity – process facilitation relationship. Bringing a variety of knowledge and skills into the team can lead to original outcomes, while a high disparity between members’ backgrounds can require extensive efforts to facilitate a collaborative process. Separation between users’ objectives can result in a user-driven process and outcomes that are too specific for the broader marketplace. Co-design teams that characterize minimum separation, maximum variety, and moderate disparity are likely to produce the most promising results.

The research was restricted to a narrowly defined study setting and samples. Future research should replicate the current study in other service contexts using different team compositions.

Co-design requires the careful selection of users based on their background and motivations, as well as the facilitation of a process that enables the team to collaboratively transform relevant knowledge into innovative outcomes.

The research contributes to a better understanding of the team composition – process facilitation relationship affecting innovation outcomes. Doing so provides a more fine-grained picture of the co-design team composition and the facilitation requirements for service design.

Web services composition engineering (WSCE) is a big challenge because of the increasing complexity, openness and extensibility of services based on the information system (IS). In the absence of an adequate framework for IS engineering, the authors assume that the overall problem is consequently no longer easy to resolve. This paper aims to explore some of the issues underlying WSCE through a framework, which is built based on the state of the art. The proposed framework is structured around five views that mainly highlight aspects of personalization and security concerns. The main objectives of this framework are: to help understand and clarify the basics of the WSCE domain; to evaluate web services composition (WSC) methods; to analyze and compare existing personalization, secure methods and identify new research axes; and to identify the main criteria of the ongoing approach for the design of a secure IS based on personalized WSC.

This work develops a framework that is used as an analytical study to compare the existing WSCE methods and come up with research issues. Then, the proposed framework is considered as an abstract model for the new WSCE approach.

A set of criteria that the proposed framework should consider when developing a new approach to a secure IS based on personalized WSs composition.

The paper has theoretical implications as the personalization and security issues provide a research roadmap toward the realization of an approach for the design of a secure IS based on personalized WSs composition.

As proof, the authors are interested in a web services repository of a real mall. To do this, the authors deployed the application in a cloud environment and observed the results of personalization and security concepts in WSCE.

None of the existing comparison frameworks has raised both personalization and security issues in WSs composition, while personalization and security must be present in the whole composition process.

Computer aided design systems are routinely used by designers for creating part geometries. Interfaces to computer aided analysis and manufacturing are also commonplace enabling the rapid fabrication of the designed part. Thus far, however, the focus was on objects with homogeneous interior. Two recent advances use of functionally graded materials in parts, and layered manufacturing technology have brought to the forefront the need for CAD systems to support the creation of geometry as well as the graded material inside. This paper reports on such a system. We describe the need, the components and implementation of a CAD system for creating heterogeneous objects. Two examples illustrate the use.

Purpose – The purpose is to expand multimodal composition frameworks and practices to include tactile design and use of maker technologies, situated in a larger context of designing for equity and increasing access to picture books for children with visual impairments.

Design – As part of the Build a Better Book project, we designed workshops to engage students in composing tactile books enhanced with sound and Braille for young children with visual impairments. Education undergraduates in a children’s literature class crafted tactile retellings over a 2-session workshop, and high school students in an ELA class designed and fabricated 3D printed tactile books over several weeks.

Findings – Both pre-service candidates and high school students developed awareness of the importance of inclusive, equity-oriented design of picture books, and especially for children with visual impairments. They collaborated in teams, developing design skills manipulating texture, shape, size and spatial arrangement to express their tactile retellings and enhanced meaning with sound. The high school students had more opportunity to build technical and computational thinking through their use of Makey Makey, Scratch, and TinkerCad.

Practical Implications – Multimodal composition and making can be effectively integrated into pre-service candidates’ literacy education, as well as high school English Language Arts, to develop multimodal communication and inclusive design skills and values. Success depends on interdisciplinary expertise (e.g., children’s books, tactile design, making technologies, etc.), and sufficient access to physical and digital materials and tools.

The aim of this article is to demonstrate the development of environment friendly, low cost natural fibre composites by robust engineering approach. More specifically, the prime objective of the study is to optimise the composition of natural fibre reinforced polymer nanocomposites using a robust statistical approach.

In this research, the material is prepared using multi-walled carbon nanotubes (MWCNT), Cantala fibres and Epoxy Resin in accordance with the ASTM (American Society for Testing and Materials) standards. Further, the composition is prepared and optimised using the mixture-design approach for the flexural strength of the material.

The results of the study indicate that MWCNT plays a vital role in increasing the flexural strength of the composite. Moreover, it is observed that interactions between second order and third order parameters in the composition are statistically significant. This leads to proposing a special cubic model for the novel composite material with residual analysis. Moreover, the methodology assists in optimising the mixture component values to maximise the flexural strength of the novel composite material.

This article attempts to include both MWCNT and Cantala fibres to develop a novel composite material. In addition, it employs the mixture-design technique to optimise the composition and predict the model of the study in a step-by-step manner, which will act as a guideline for academicians and practitioners to optimise the material composition with specific reference to natural fibre reinforced nanocomposites.

This paper aims to consider the visual literacy mobilized by consumers in their use of brand aesthetics to construct and communicate a curated self.

The research surveyed a range of visual material from Instagram. Specifically, the goal was to use “compositional interpretation”, an approach to visual analysis that is not methodologically explicit but which, in itself, draws upon the visual literacy of the researcher to provide a descriptive analysis of the formal visual quality of images as distinct from their symbolic resonances. The research also incorporates 10 phenomenological-type interviews with consumers. Consistent with a phenomenological approach, informants were selected because they have “lived” the experience under investigation, in this case requiring them to be keen consumers of the Orla Kiely brand.

Findings indicate that consumers deploy their visual literacy in strategic visualization (imaginatively planning and coordinating artifacts with other objects in their collection, positioning and using them as part of an overall visual repertoire), composition (becoming active producers of images) and emergent design (turning design objects into display pieces, repurposing design objects or simply borrowing brand aesthetics to create designed objects of their own).

This research has implications for the understanding of visual literacy within consumer culture. Engaging comprehensively with the visual compositions of consumers, this research moves beyond brand symbolism, semiotics or concepts of social status to examine the self-conscious creation of a curated self. The achievement of such a curated self depends on visual literacy and the deployment of abstract design language by consumers in the pursuit of both aesthetic satisfaction and social communication.

This research has implications for brand designers and managers in terms of how they might control or manage the use of brand aesthetics by consumers.

To date, there has been very little consumer research that explores the nature of visual literacy and even less that offers an empirical investigation of this concept within the context of brand aesthetics. The research moves beyond brand symbolism, semiotics and social status to consider the deployment of abstract visual language in communicating the curated self.

This research purpose was to explore the meaning of historicism, architectural historicism, the architectural attributes, design principles, elements and ornamentations of churches in medieval Western architecture, and how they were reflected in contemporary churches' design in Jordan.

This research used the historical descriptive–interpretive qualitative research method. Around 24 Western medieval churches were selected, studied and analyzed to explore the common design attributes of each historical era. The design attributes of each era were segmented under three categories: Design principles (plans' typology, facades, shapes, details, composition and building form), design elements (openings, towers and entrances) and ornamentation (sculptures, paintings and interior decoration). Additionally, three modern Jordanian churches were analyzed using the same method to compare with the historical churches through personal observations, field trips, researchers' memories, site visits, archival records, plans, images, books, slides, details and note-making. Different types of evidence were used, such as determinate, contextual and inferential. In addition, different tactics for analysis were used in analyzing the historical churches: site familiarity, use of existing documents, virtual and visual inspection and comparison with conditions elsewhere. Credibility was achieved when the results were reviewed and compared with the original and similar information.

Early Christian design principles, elements and ornamentations were reflected in Jordanian churches more than in Byzantine, Renaissance, Romanesque and Gothic. The design principles of Western medieval architecture were reflected in the selected Jordanian churches more than in ornamentation and design elements. Moreover, this research found that the highest reflection of Western medieval architecture on Jordanian churches was in designing the plans, which is a basilica with a central nave and aisles followed by opening styles, façade, shapes, entrances design, composition, painting and the minimum reflection was in sculptures. Additionally, there was no reflection on tower design and interior decoration.

This research encourages architects to enhance architectural historicism by focusing on historical styles in contemporary designs and using design elements, principles and decorations of historical styles in medieval architecture to enrich the variety and originality of architectural design and create new modern stylistic architecture. Architectural historicism increases historical self-awareness and helps a generation of architects to answer the question: In what style should be built.

Learning the design principles, not copying the past, is becoming a trend for most architects. Architectural historicism introduces new temporal elements, gives a new meaning and primary function to architecture to become socio-temporal and contextual contrast and reflects the essential points of references of the past through design methodology to express the present. The advantage of this research is to put an end to architects' role in syncretism and subjectivism. Instead, historicism architects equipped with the necessary knowledge and supported by the published research and inventors of historical architecture, can choose, imitate, adapt, borrow and use the correct historical forms that originated in a given period.

Data service (DS) is a special software service that enables data access in cloud environment and provides a unified data model for cross-origination data integration and data sharing. The purpose of the work is to automatically compose DSs and quickly generate data view to satisfy users' various data requirements (DRs).

The paper proposes an automatic DS composition and view generation approach. DSs are organized into DS dependence graph (DSDG) based on their inherent dependences, and DSs can be automatically composed using the DSDG according to user's DRs. Then, data view will be generated by interpreting the composed DS.

Experimental results with real cross-origination data sets show the proposed approaches have high efficiency and good quality for DS composition and view generation.

The authors propose a DS composition algorithm and a data view generation algorithm according to users' DRs.

The purpose of this paper is to address the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content Knowledge (TPCK or TPACK), the importance of affect in instructional design.

The authors reviewed relevant literature related to the fields of music education, instructional design, and technology integration. Accordingly, they developed guidelines for designing technology-enhanced learning for the activities of music composition and listening.

The authors propose a set of design principles based on the TPCK framework through the subject matter of music focusing on the affective domain, and identify interrelations among musical content, emotions, and technology. The design guidelines were tested in an empirical investigation and the results showed statistically significant differences between the control and the experimental groups in favor of the experimental group.

Further investigation is necessary to test the effectiveness of the proposed design principles. Including affect in the design process is a complicated and mostly unchartered area, and, thus, further research toward this direction is fully justified.

The research has practical significance, addressing a gap in the field of music education, as it provides teachers with explicit guidance about how to design music lessons with technology while incorporating affect.

The study extends the theoretical framework of TPCK to a design framework and proposes instructional design guidelines that address both the cognitive and the affective domains of learning, a focus that is currently missing from the existing TPCK or TPACK literature as well as the music education literature.