Below is a description of what the members of the Multimodal Study Group produced:
Emily Wortman-Wunder’s first reaction to this study group: “my immediate reaction to the suggestion to incorporate more multimodal assignments into my curriculum is ACK,” but she challenged herself to see what such an approach might add.
Emily added to her already existing curriculum of asking students to shift genres and interpret/then report on a peer-reviewed journal article via popular media:
Colleen Donnelly 
came to the study group hungry for even more ways to engage students in literary pursuits using multimodal means. What she may not have realized initially was that she was already doing the work well. Still, she challenged her navigation of digital tools (by designing a collaborative Prezi) to come up with new ways to collectively represent the sensory details in the texts her students read.
Amy Vidali (who can be found at amyvidali.com) said before the study group met: “My interest particularly lies in where multi modal pedagogy and approaches intersect with inclusive pedagogy. I teach all sorts of writing classes, many of which focus on argument and all of which engage multimedia in some way (especially Multimedia Composition). I’m excited about multimodality but am sad when it’s reduced to technology, and I’m especially interested in thinking about multimedia as a means to inclusion for disabled people in our classrooms (though my experience is that multimedia is often more exclusive than inclusive).”
By the end of our 3-part workshop series, Amy had not only articulated just how much work she already does with multimodal composing processes, but recognized the hard work that goes into crafting and editing such a project herself. Her infographic serves to explain infographics rhetorically for the student:
Nicole Piasecki
is no stranger to multimodality. In fact, she entered into this study group as the single most experienced educator in the room. But that didn’t stop her room challenging herself to new heights to learn something new about the pedagogy of multimodality.
Christopher Merkner: Chris teaches Composition and Creative Writing. He’s the author of The Rise and Fall of Scandamerican Domestic and brought to the group a shift in focus to the places where multimodality and creative writing meet. 
Here’s something he added to the group early on: “Here’s Scott Howard, who works with Literature and Digital Technologies: Check out this blog interview with Scott Howard, too, via Counterpath.”
Dr. Merkner crafted a new assignment as a participant of this study group that allows students to compose using a wider range of semiotic resources:
Julie Vick: “I most often teach Business Writing and Core Comp II. I am really interested in using more multimodality in the classroom.
I have tried some different projects in the past, but would like to incorporate more of the most effective practices.”
Julie writes creative non-fiction in her ‘spare’ time, with a long list of credits. To learn more, follow her on Twitter @vickjulie.
For this study group, Julie crafted an infographic assignment for her upper division English students:
Lisa Spears considers herself new to the concept of multimodality in her own pedagogy, but chose to broaden the means through which her students could submit an Annotated Bibliography. She challenged herself by crafting an example of this visual representation, using Smart Draw.
Kyle Crawford also already employs several multimodal pedagogies, even if joined the study group with an idea that he wasn’t yet doing that sort of engaging work.
Teaching Multiliteracies 