[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601116-105":59,"doc-detail-601116-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-multimodal-meaning-making-process-in-educational-design-team-meetings-research","The Multimodal Meaning-Making Process in Educational Design Team Meetings - Research","","The study investigates how educational designers build shared understanding in face-to-face team meetings through multimodal communication. It examines intricate verbal and non-verbal interaction with tools, resources, and representations, highlighting how designers reconstruct pre-made visual artefacts by drawing inscriptions over them to blend digital and non-digital materials. The findings show gestures as essential to meaning-making and emphasize building knowledge to support both practice and research in educational design.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-multimodal-meaning-making-process-in-educational-design-team-meetings-research/601116/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-multimodal-meaning-making-process-in-educational-design-team-meetings-research/601116.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main aim of the study?","Question",{"text":112,"@type":113},"The study aims to explain the nuances of multimodal communication through which educational designers construct shared meanings and ideas in team meetings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do educational designers create shared meaning in the meetings?",{"text":117,"@type":113},"Meaning-making is achieved through complex verbal and non-verbal interactions involving tools, resources, and representations, including the reconstruction of visual artefacts using drawn inscriptions.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are gestures important in educational design team meetings?",{"text":121,"@type":113},"Gestures are presented as indispensable to the meaning-making process, enriching understanding of how designers communicate and collaborate while working with design representations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601116,1792165205,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Wardak, D. (2020). The Multimodal Meaning-Making Process in Educational Design Team Meetings. Designs for Learning, 12(1),56–70. DOI: [https://](https://)[ ](https://)[doi.org/10.16993/dfl.117](doi.org/10.16993/dfl.117)  \n\n| RESEARCH\u003Cbr>The Multimodal Meaning-Making Process in Educational Design Team Meetings\u003Cbr>Dewa Wardak |\n| --- |\n| The aim of this study is to contribute to a better understanding of the nuances of multimodal communication through which educational designers construct shared meanings and ideas. Educational design is abroad and multi-faceted area. Meaning-making in face-to-face educational design meetings is a complex process but is yet to gain attention as a topic of research. Most educational design projects involve various stakeholders, including professional designers and people who offer distinct expertise according to the needs of the project. Effective communication is imperative in such environments. We need a thorough understanding of how educational designers work together before we theorise their practice and attempt to create prescriptive tools and process models. The analysis of the meaning-making process reported in this paper shows that educational design is accomplished through intricate verbal and non-verbal interaction with various tools, resources, and representations. In particular, the results show how educational designers reconstructed pre-created visual design artefacts through drawing inscriptions over them – blending digital and non-digital artefacts. In addition, this study shows that gestures are indispensable to the meaning-making process in educational design team meetings. It is important to build a body of knowledge in this area that supports the practice and research in educational design. This paper would be of primary interest to researchers who study the way in which educational design is accomplished. Beyond this, those who work as educational designers or those who work with educational designers, might benefit from an awareness of the different interactional tools at their disposal. |\n| Keywords: meaning-making; educational design; inscriptions; gestures |\n\nIntroduction  \nBorrowed from cognitive semiotics, meaning-making in design is concerned with the construction of meaning – that is, ‘a thought induced in the receiver, which is originated by the contact with a design’(Kazmierczak, 2003: 47) . It is an interpretive process which is the result of interaction between people and design artefacts and shapes how humans act toward designs (Ma, 2015) or representations of designs.  \nThe process of meaning-making in educational design team meetings is yet to become a topic of research. It is important to build a body of knowledge in this area that supports the practice, research and teaching of educational design. A thorough understanding of how educational designers work is essential because the educational design ‘field is replete with prescriptive theories and systemic process models that attempt to theorize practice, often without a rich and detailed understanding of that practice’(Gray et al., 2015: 43) .  \nThe University of Sydney, AU[dewa.wardak@sydney.edu.au](dewa.wardak@sydney.edu.au)  \nEffective communication is considered imperative for educational designers to succeed in their roles (Ritzhaupt & Kumar, 2015) . This communication is often multimodal ([e.g. talk](e.g. talk), gestures, posture, gaze, and drawing). The various communicative modes complement and supplement each other by working in concert (Tversky, Heiser, Lee, & Daniel, 2009) . While some modes are lasting others are fleeting. Gestures are fleeting, and to some extent, words too can easily escape our attention. Inscriptions on the other hand leave a visible, more persistent and tangible record of interaction. Each communicative mode has a role to play in the meaning-making process. Gestures in particular are an important part of multimodal interaction with the environment, including drawings, which can","cbCaiaSHHAkbnf7R","https://ap.wps.com/l/cbCaiaSHHAkbnf7R","pdf",1340651,15,"English","# Introduction\n# Defining educational design\n# Methods\n# Results\n## Hybrid inscriptions\n## Reconstruction of meaning through the globe inscription\n## Meaning-making while enacting the globe gesture\n# Discussion\n# Conclusion","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"The study aims to explain the nuances of multimodal communication through which educational designers construct shared meanings and ideas in team meetings.\"},{\"question\":\"How do educational designers create shared meaning in the meetings?\",\"answer\":\"Meaning-making is achieved through complex verbal and non-verbal interactions involving tools, resources, and representations, including the reconstruction of visual artefacts using drawn inscriptions.\"},{\"question\":\"Why are gestures important in educational design team meetings?\",\"answer\":\"Gestures are presented as indispensable to the meaning-making process, enriching understanding of how designers communicate and collaborate while working with design representations.\"}]","The Multimodal Meaning-Making Process in Educational Design Team Meetings - Research | PDF",1792092011,38]