Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom

Eva Insulander, Fredrik Lindstrand, Staffan Selander


Contemporary teaching and learning implies that pupils encounter curricular content in the form of multimodal representations such as film, museum visits, PowerPoint presentations, roleplay and digital games. Spoken language is no longer the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.


Multimodality, framing, salience, learning design, curriculum, substantive knowledge, procedural knowledge

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Copyright (c) 2021 Eva Insulander, Fredrik Lindstrand, Staffan Selander

Historical Encounters is a double blind peer-reviewed, open access, interdisciplinary journal dedicated to the empirical and theoretical study of historical consciousness, historical cultures, and history education.

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The University of Newcastle
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