Digital Imagery and Informational Graphics in E-Learning

Hai-Jew, Shalin

doi:10.4018/978-1-60566-972-4

Cited by 2 publications

(3 citation statements)

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“…That is, what one sees and perceives about the same message is highly affected by both the substance of that message and the manner in which it is transmitted to the audience, viewers, users, or in educational terminology, to learners. With respect to this, Hai-Jew (2010) posited that "Meanings may be interpreted at the top level of what is observed and depicted" (p. 270).…”

Section: Visual Communication Definedmentioning

confidence: 99%

“…Cognitive science suggests that deeper semantic coding is required for learners' sense-making. That is, they need to be able to see the visual image and place information into their long-term memory with a certain level of preparedness, which, according to Hai-Jew (2010), is a view supporting human cognition, critical thinking, and problem-solving skills. Besides the frameworks and pedagogies related to imagery use in cognitive learning and information processing theory, Hai-Jew (2010) contended that there are also cultural implications for including visuals in learning and that both the Internet and the World Wide Web (WWW) culture have a high role in how designers make informed decisions about using these visual aids.…”

Section: Visual Communication and Its Support On Learningmentioning

confidence: 99%

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Visual Communications and Learning

Khadimally¹

2016

UCER-A

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Visual representation of content during the design and delivery of instruction emerges as an integral component of the process. Use of visuals that helps transmit a certain message to learners or users of a particular instructional or an industrial product plays a crucial role in active learning. From a pedagogical viewpoint applied in learning and teaching, when learners are provided with a solid instructional product, they get to actively engage in the learning activities with higher cognitive process and apply their newly gained knowledge in real-life cases. This is a view highly congruent with the cognitive processing approach to learning where students become active participants and builders of the content. It is through this understanding that, in this paper, the concept of visual communication in learning and teaching, its support in the learning process, as well as the role of visual literacy and visual intelligence during this process will be discussed and presented with visual illustrations. Keywords: visual communication, instructional design, active learning, cognitive processing approach, visual literacy, visual intelligence, adult English as a second language (ESL) learning contexts Visual Communication DefinedIn their study regarding principles of design, Costello, Youngblood, and Youngblood (2012) referred to the design elements as the "ingredients used in making visual art" (p. 114). In support of adding visuals to the content of a rather text-rich instructional product, Mayer (2003) argued that "adding relevant graphics to words can be a powerful way to help learners engage in active learning. Overall, [one's] view of the cognitive stages of how learning works can influence [his/her] decisions about how to design instruction" (as cited in Clark & Mayer, 2011, p. 79). According to Costello et al. (2012), visual communication is an area of study that "investigates the transmission of ideas and information through visual forms and symbol. On a deeper level, it also looks at the cognitive and affective processes that affect the way we perceive (or sense) visual stimuli" (p. 95). Communication through visuals is effective when content and form successfully interact with one another. In the instructional design (ID) terminology, the what (i.e., content) and how (i.e., form) of this message that the designer desires to communicate to the viewers involves an overlap of both elements that influence one's objective and subjective reality. That is, what one sees and perceives about the same message is highly affected by both the substance of that message and the manner in which it is transmitted to the audience, viewers, users, or in educational terminology, to learners. With respect to this, Hai-Jew (2010) posited that "Meanings may be interpreted at the top level of what is observed and depicted" (p. 270).In regards to the interaction of content and form that plays a considerable role in the way one expresses or communicates his/her message, Costello et al. (2012) provided that while content is the "t...

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Section: Visual Communication Definedmentioning

confidence: 99%

Section: Visual Communication and Its Support On Learningmentioning

confidence: 99%

Visual Communications and Learning

Khadimally¹

2016

UCER-A

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“…As a general rule, the teaching that takes place in universities or schools is usually depicted as "third-person symbolic experiences", when in fact learning is inherently based on first-person nonsymbolic events (Hai-Jew, 2010, p. 173). As a result, VWs can assist in making the connection between information representation and experiential learning (Hai-Jew, 2010). It is the immersion sensation experienced by learners in a VE which increases the user's first-person experience type of learning due to the possibility to visualise ideas by using virtual representations .…”

Section: The Cases Of Mr J and Mr Rmentioning

confidence: 99%

Pre-service teachers’ perceptions of cooperative learning in a face-to-face and 3D virtual environment: an exploratory study

Salinas¹,

Vladimir²

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This study focused on exploring Chilean pre-service English teachers' perceptions regarding the use of structured cooperative groups to learn about Australian historical events and geographical information in the virtual world of Second Life and face-to-face.Currently, there is a dearth of research in the area of pre-service teachers' perceptions in the use of a cooperative approach to learning in these two types of environments.Additionally, it was important to understand if cooperative learning helps to improve preservice teachers' preparation, regardless of the type of environment in which it is implemented.A case study methodology with two case studies, each incorporating two embedded units of analysis, was used to have an in-depth look at the use of cooperation for teaching and learning in Second Life and face-to-face. The cases of Mr "R" and Mr "J" and their respective teachers in each environment were analyzed. Qualitative information gathered from interviews and focus groups showed that both case study participants perceived the use of a cooperative approach to learning as highly beneficial to not only improve their learning but also develop their social skills. Similarly, both teachers, Miss "A" and Miss "V", also reflected on the benefits of cooperation for improving their teaching practices.Qualitative data claims were backed up by quantitative information obtained from a Cooperative Learning Questionnaire and the achievement test. An ANOVA questionnaire analysis showed that there were no significant differences in cooperation perception in both types of environments. This means that cooperation is perceived similarly regardless of the context in which it is used. Additionally, an ANCOVA analysis was conducted for test results which showed that even though the virtual group performed significantly better the second time, the face-to face group also improved its performance the second time. This means that a cooperative approach to learning had a positive significant impact on both types of environments.Based on the results of this study, the development of a framework to assist establishing cooperative group work in virtual environments is proposed. The framework combines Salmon's (2011) five-stage model, the elements that a structured cooperative group must comprehend (Gillies, 2007), Hannafin, Land andOliver (1983) and Roehler and Cantlon's (1997) scaffolding components. The proposed framework stands as a helpful element towards effectively implementing cooperative learning in virtual environments and making virtual environments even more effective when used in a learning experience.ii In summary, this study helped to explore Chilean pre-service English teachers' perceptions of the use of a cooperative approach to learn about Australia. It also contributed to create a holistic picture of the benefits that working under a cooperative approach entails, regardless of the context. Further, the use of a virtual world such as Second Life proved that cooperative learning can be fostered by the visu...

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Digital Imagery and Informational Graphics in E-Learning

Cited by 2 publications

References 0 publications

Visual Communications and Learning

Visual Communications and Learning

Pre-service teachers’ perceptions of cooperative learning in a face-to-face and 3D virtual environment: an exploratory study

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