10.10 Criss-cross and other components in M3C

To multiple modes: thinking, learning, and communicating with multiple modes can be categorized as a type of criss-crossing if the uses of various modes are in an intertwined and spiral way. It can belong to the “How” camp.

 

To cognitive conflicts: the more criss-crossing is done, the better chance is it that more cognitive conflicts are encountered, and therefore a learner tends to have the opportunity to face and solve the conflicts. Moreover, for the same cognitive conflict, criss-crossing is a way of seeing it from different perspectives, and therefore, the true nature of the cognitive conflict tends to float out of the water surface; therefore, the learner tends to solve it. Finally, as the learner becomes unbelievably familiar with a situation with certain possible conflicts, he becomes unbelievably capable of solving the conflicts. This relating can belong to all the criss-crossing camps: when, where, who, why, and how.

 

To cognitive tools: the power of information technology enables the building of case-generating-and-reviewing working environment, both generated and reviewed by experts and learners; about historical cases, current encountered cases, and potential imagery/simulated cases; in multiple modes; with deliberately and random assigned combinations of 4W1H (when, where, why, who, and how). The concept of data-warehousing, data-mining, simulation, learner as designer, teacher, and researcher are important for this relating. This relating can belong to all the criss-crossing camps: when, where, who, why, and how.