In 2019–2020, students of two English for Architects and Civil Engineers courses at a German university were tasked with creating a digital, multimodal video composition explaining a technical concept to a lay audience. The resultant multimodal artefacts, however, often did not exhibit typical semiotic patterns associated with explaining or describing in science-related disciplines. In particular, 78% of artefacts featured ‘mediated focalisation’, a framing technique used to align the composer with their audience and more commonly associated with fictional narrative or social media. The paper describes how this framing technique appeared in the artefacts and explores how and to what effect it was used. It will unpack the implications of using this technique for the performance of professionalism and ‘authenticity’ in architecture and STEM communication. A subsystem of mediated focalisation techniques and a new ‘coding orientation’ will be proposed, so that educators may better prepare students for these emergent shifts.

2019 年至 2020 年，德国一所大学的两门建筑师和土木工程师英语课程的学生的任务是创建一个数字多模式视频作品，向非专业观众解释技术概念。然而，由此产生的多模态人工制品通常不表现出与科学相关学科的解释或描述相关的典型符号学模式。特别是，78% 的文物具有“中介聚焦”的特点，这是一种用于将作曲家与观众联系起来的框架技术，更常见的是与虚构叙事或社交媒体相关。本文描述了这种加框技术如何出现在文物中，并探讨了它的使用方式和效果。它将揭示使用这种技术对建筑和 STEM 交流中的专业性和“真实性”表现的影响。将提出一个介导聚焦技术的子系统和一个新的“编码方向”，以便教育工作者可以更好地让学生为这些紧急转变做好准备。