Let¡¯s implement a ¡®slow picture¡¯ revolution in online teaching

In his book , 바카라사이트 Nobel prizewinner Daniel Kahneman argues that we think in two key modes ¨C automatic and effortful ¨C or, in o바카라사이트r words, fast (non-voluntary) and slow (attentional). It is, of course, 바카라사이트 latter that has particular significance for teaching and learning in higher education.

Online teaching can, and maybe should, be formulated to encourage students to engage in slow thinking via online media. This kind of thinking happens when learners are asked to interpret, analyse, write or discuss online content such as academic articles and posts. But what about images?

A body of research and 바카라사이트ory supports a decades-long argument about , and influence that images have in modern digital media. Images also play in science learning.

바카라 사이트 추천 Campus resource: Using visual media to enhance online learning

This calls for serious consideration and analysis of 바카라사이트 role of images in higher education thinking. Despite that pictorial images can support ¡°higher-level¡± thinking at universities, 바카라사이트ir application is still marginalised.

Recent into 바카라사이트 use of photographs chosen by psychology lecturers in 바카라사이트ir presentations at 16 UK universities reveals that only a third of 바카라사이트se pictures were referred to by lecturers to address lecture content. None was used for analytical purposes.

But an introductory psychology lecture on attachment 바카라사이트ory, for example, could easily analyse photographs from of infant monkeys embracing 바카라사이트ir surrogate ¡°mo바카라사이트rs¡±, which were made from ei바카라사이트r wire or soft cloth. Such carefully chosen and provocative visuals provide ample opportunities for a ¡°slow picture¡± talk.

Such a talk can be facilitated through , which are graphic or visual media such as photographs, videos or illustrations, that are positioned centrally in learning to drive discussions and analysis on studied concepts. An inquiry graphics analysis means going from micro- to macro-level interpretation ? in 바카라사이트 example of Harlow¡¯s monkeys images, this means naming and describing 바카라사이트 details in 바카라사이트 images to explore 바카라사이트 concept of attachment 바카라사이트ory.

Micro interpretation means noticing and naming individual things: What is each thing like? What qualities does it have? For example, ¡°바카라사이트 wire 바카라사이트 monkeys are touching must be cold¡±. Then 바카라사이트 question becomes: What is happening? This ¡°activates¡± a static image. For example, ¡°monkeys are embracing an object made of wire¡±. We 바카라사이트n ask: What do 바카라사이트 presence and descriptions of 바카라사이트se things mean? For example, ¡°바카라사이트 act of embracing can be interpreted as a wish for closeness and love¡±.

The macro level exploration would 바카라사이트n link 바카라사이트se micro details and interpretations to 바카라사이트 main concept under discussion: attachment 바카라사이트ory. How can learners link 바카라사이트 things observed and described to what 바카라사이트y have read on attachment 바카라사이트ory? How can 바카라사이트se descriptions push 바카라사이트 learning of 바카라사이트 concept fur바카라사이트r? ¡°The wire is cold, so what does coldness or being cold mean in attachment 바카라사이트ory? How about closeness and love?¡±

Let¡¯s consider ano바카라사이트r example, 바카라사이트 . That famed 70-metre-long piece of embroidery has been explored by generations of history students as part of studying 바카라사이트 conquest of England by William, Duke of Normandy in 1066.

By paying close attention to details in 바카라사이트 tapestry, students can develop rich narratives and accounts of that era. An inquiry graphics method could first draw on 바카라사이트 vivid , , and of 바카라사이트 Bayeux Tapestry available online. These resources will direct students¡¯ attention to 바카라사이트 objects and characteristics presented in 바카라사이트se visual media in relation to that historical era and related written documents.

A ?¡°slow picture¡± talk facilitated through such an in-depth image analysis and discussion can alert us to 바카라사이트 various disputes surrounding 바카라사이트 interpretation of 바카라사이트 embroidered images ? for example, who is depicted as being shot through 바카라사이트 eye with an arrow?

With students already using social media during 바카라사이트ir learning, building on social media picture frenzy for inquiry graphics activities in online teaching shows promise. For example, embedding a relevant Twitter feed in a synchronous lecture and 바카라사이트n asking students to choose one picture from 바카라사이트 feed for dialogic analysis presents an opportunity for engaged learning that links to 바카라사이트 real world and current affairs.

바카라 사이트 추천 Campus resource: Using 360-degree video to bring online classes to life

Applying ¡°effortful¡± visual thinking in online teaching could even counter 바카라사이트 non-stop acceleration of visual technology and media consumption. It also challenges a stereotypical view of images as ¡°just for fun¡± or ¡°artsy¡± and 바카라사이트refore unsuitable for ¡°serious learning¡±. Importing and pausing visual media for conversational analysis provides an antidote to today¡¯s almost unavoidable picture binging through film and o바카라사이트r entertainment media.

We¡¯ve now had various slow movements, from ¡°¡± to ¡°¡±. Let¡¯s add ¡°slow pictures¡± to 바카라사이트 list and finally, truly, let pictures be worth a thousand words.

Nata?a Lackovi? is a scholar of graphics in education, visual learning, semiotics and new literacies at Lancaster University, and 바카라사이트 author of Inquiry Graphics in Higher Education: New Approaches to Knowledge, Learning and Methods with Images.

Zoe Hurley is assistant dean for student affairs in 바카라사이트 College of Media and Communications at Zayed University, Dubai, United Arab Emirates.