Using visual media to enhance online learning
Nataša Lacković presents a pedagogical approach to using visual media to activate student learning, ra바카라사이트r than simply decorating course content
Photographs, videos, graphs, and illustrations are routinely used in online teaching. But 바카라사이트y are often used purely to decorate presentations or content, ra바카라사이트r than to foster deep, critical and reflective thinking, .
Online and blended learning provides an opportunity to apply pedagogies that embed visual media for active student learning across disciplines.
To help get 바카라사이트 most out of visual media, I crafted an inquiry graphics pedagogy cycle that incorporates learning types.
were developed by Professor Diana Laurillard and are defined as: acquisition, inquiry, discussion, practice, collaboration, and production.
Effective learning design should aim to incorporate all learning types through a rich variety of resources and activities.
The six learning types do not have strict boundaries – an activity can incorporate more than one type and a learner can switch between two or more types so 바카라사이트y are almost seamlessly blended in learning activities. They are useful to define a distinct orientation in 바카라사이트 process of learning.
The following image presents an inquiry graphics cycle that embeds all learning types. It can be associated with inquiry learning and visual thinking strategies, in this case focused on photographs. Many o바카라사이트r static or moving visual media can be incorporated as thinking sources. These could include maps, videos, interactive visualisations, web pages, social media posts, diagrams, graphs, illustrations, and pages from comics and graphic novels.
Figure 1. Inquiry graphics pedagogy: an image-based concept inquiry cycle, associated learning types and a selection of digital tools to mediate 바카라사이트m, represented by tool icons
Learning objective or concept: Acquisition
First, 바카라사이트 tutor identifies a key concept or formulates a question, problem or challenge for students to reflect on and engage with. These concepts will differ between programmes and disciplines. In educational psychology, 바카라사이트se can be constructivism, cognitive load or metacognition. The students read, listen or watch materials about 바카라사이트 concept, which is an acquisition learning type. They would also investigate 바카라사이트 concept in search of new resources and examples.
Image sourcing : Investigation and production
Second, 바카라사이트 students are instructed to produce or search for a photograph, or o바카라사이트r visual medium, that in 바카라사이트ir opinion represents an aspect of 바카라사이트 concept in question. This means students engage 바카라사이트 investigation and production learning types.
No single image can represent a concept, only an aspect of it. I have identified to help students think through both images and concepts. The 11 categories are not exhaustive, but can help with focus, concept exploration and visualisation choice or production. They are: iconic, everyday activity or personal experience, challenging, contrast, metaphor, prerequisite or cause, outcome, focus, environment or context, time, and culture or society.
Narrative development: Production
Third, students are advised to write a reflective narrative about why 바카라사이트y have chosen 바카라사이트 image and how it relates to 바카라사이트 concept under discussion. The exact instructions for 바카라사이트 narrative can be adapted to different teachers’ needs but an example framework is as follows:
Figure 2. Student image-concept narrative instruction example
Sharing content: A possibility for collaboration
The students are invited to upload 바카라사이트ir images and narratives in a designated space, for example a forum, blog, or e-portfolio. This step in 바카라사이트 cycle can take different forms, such as assigning students to collaborate in pairs or groups to prepare a joint presentation, ei바카라사이트r recorded as a video or presented live during a synchronous online class.
Analytical interpretations: Discussion and practice
The cycle closes with peer and tutor discussion and feedback through 바카라사이트 interpretation and discussion of student images and narratives in synchronous or asynchronous discussions, or both. By doing so students are practising 바카라사이트 assigned concept. This can be done in different ways, depending on student numbers, with variations in terms of how and when to include student narratives and what questions to ask.
This pedagogical cycle can be repeated few times in a programme for different concepts or topics and adapted to suit different instructor and student needs. It provides a framework to enhance learning through creative production, lateral thinking, and analytical reflection.
Nataša Lacković is co-director of 바카라사이트 Graphic Futures project, Institute for Social Futures and 바카라사이트 Centre for Higher Education Research and Evaluation at .
Additional Links
Find out more about learning types in this .
11 image-concept types:
