Visual Learning

Introducing Global Pandemics: a cutting-edge, browser-based, digital learning experience—designed to enhance student understanding of the role of pandemics in world history. One year in the making, and involving a talented, interdisciplinary team from around the world—the new product features cutting-edge digital learning design, web animation, interaction design, and digital storytelling. 

Explore Plague of Athens now!
Experience our fully animated, interactive web app on desktop Chrome browser!
https://pandemics.historyadventures.app/

History Adventures: Global Pandemics
Presenting Chapter 1: “To Do No Harm,” the story of Nikos of Athens, a physician during the Plague of Athens, 429 BCE, who struggles to treat the multitude who fall ill during this world-upending ordeal, causing him to question everything he holds dear, from his faith in Apollo, healer under the gods, to the meaning of his Hippocratic Oath, and what is truly at stake in medical ethics.

Interactive Digital Storytelling
The Global Pandemics prototype consists of over 50 uniquely designed, animated web pages featuring over 2 hours of engaging, rewarding learning material for students to explore. The product combines digital storytelling with interactive learning design to craft a rich, complex pedagogical experience that immerses students in the power of story—narrativizing the experiences of diverse people, around the globe, who lived through history’s worst pandemics—interwoven with rich, multimodal learning content.

Applied Educational Research
Global Pandemics provides historical context for students about the challenges COVID-19 has presented to people around the world. The design of Global Pandemics is positioned at the nexus of innovative pedagogical, theoretical, and technological practices—including narrative studies, multimodal literacies, and game-based learning research. Synthesizing the best of history games, visual learning, interactive textbooks, and history apps, Global Pandemics introduces novel features, design elements, and affordances—demonstrating the effectiveness of applied educational research to enhance learning outcomes. The central question posed is whether—and to what degree—the innovative digital learning design of Global Pandemics will result in a measurable increase in student interest, engagement, and understanding of key concepts in epidemiology as well as the role of pandemics in world history. A secondary question is how to iterate product design to improve engagement and successful learning outcome metrics even further.

Global Pandemics, Chapter 1: “To Do No Harm,”
Plague of Athens, 4th Century BCE

Building on a rich tradition of digital media and learning research, Global Pandemics immerses and engages students through meaningful choice and multimodal interaction design; provide systems-based interpretations that emphasize complexity, interdependencies, and causal connections; played out within a problem space that encourages students to perceive connections between past and present—making that understanding more visceral, tangible, and real—and in the process sparking enthusiasm for learning about the past. Global Pandemics offers an innovative solution for engaging millennial students and inspiring curiosity for learning about history.

This browser-based digital learning experience introduces multiple novel technologies, including:
3D Motion Design to Recreate History
Advanced Web Animation to Simulate Pathogens
Immersive 360 Panoramas of Historical Locations
Animated Historical Timeline & Maps
Choice-based Narrative Design
Interactive Original Historical Documents
Media-Rich Adaptive Assessments

Created by Spencer Striker, PhD
Digital Media Design Professor at Northwestern University in Qatar

Tags
#digitallearning #digital #education #innovation #anthemawards #WebbyAwards #worldhistory #peopleshistory #connectedlearning #curiosity #animation #exploration #revolution #othersideofhistory #narrativedesign #interactiondesign #GamesBasedLearning #chooseyourownadventure #worldofcharacters #jamespaulgee

With the large uptake of online learning environments in educational institutions, students and teachers interact no longer solely face-to-face and are often geographically dispersed. Distance education can make it much harder for students to position themselves in the group of fellow students and to self-reflect on their work. The teacher can have similar problems by losing the general overview of the class, which makes it hard to discover potential pitfalls of students in time. To assist with this problem, we have developed a set of visualizations of learner activities to increase awareness and to support self-reflection. This paper discusses those visualizations and evaluates the usability and user satisfaction. From these studies, first preliminary results are available of the usefulness of the tool for the students. A planned future evaluation is discussed to evaluate the real usage and impact of the tool.

Appearance-based visual learning and recognition techniques that are based on models derived from a training set of 2D images are being widely used in computer vision applications. In robotics, they have received most attention in visual servoing and navigation. In this paper we discuss a framework for visual self-localization of mobile robots using a parametric model built from panoramic snapshots of the environment. In particular, we propose solutions to the problems related to robustness against occlusions and invariance to the rotation of the sensor. Our principal contribution is an "eigenspace of spinning-images", i.e., a model of the environment which successfully exploits some of the specific properties of panoramic images in order to efficiently calculate the optimal subspace in terms of principal components analysis (PCA) of a set of training snapshots without actually decomposing the covariance matrix. By integrating a robust recover-and-select algorithm for the computation of image parameters we achieve reliable localization even in the case when the input images are partly occluded or noisy. In this way, the robot is capable of localizing itself in realistic environments.

The problem of automatically learning object models for recognition and pose estimation is addressed. In contrast to the traditional approach, the recognition problem is formulated as one of matching appearance rather than shape. The appearance of an object in a two-dimensional image depends on its shape, reflectance properties, pose in the scene, and the illumination conditions. While shape and reflectance are intrinsic properties and constant for a rigid object, pose and illumination vary from scene to scene. A compact representation of object appearance is proposed that is parametrized by pose and illumination. For each object of interest, a large set of images is obtained by automatically varying pose and illumination. This image set is compressed to obtain a low-dimensional subspace, called the eigenspace, in which the object is represented as a manifold. Given an unknown input image, the recognition system projects the image to eigenspace. The object is recognized based on the manifold it lies on. The exact position of the projection on the manifold determines the object's pose in the image.

Many educational possibilities happen in visually animated 3D virtual world. This kind of environment captures students' interests, making them willing to spend more time to learn. Everything students do in the virtual world can be a learning experience. Learning by doing or learning by seeing foster students' self-determined learning. The UBC Virtual Immersive Education World (VIEW) is Dr. Han's research project funded by the UBC Faculty of Education since 2012. This paper discusses the process and outcome of the UBC EDCP course: Visual learning in 3D animated virtual worlds. This course uses virtual worlds as learning environments for education and focuses on the importance of learning through the visual in the virtual world. Through this course, students examine how people learn from their vision, how they can use visual learning skills to help their own students to learn, and create their own virtual learning space in accordance with good visual learning principles and present teaching demonstrations in the virtual world. While educators are trying to teach the deep understanding of visual learning theories and hope students will be able to apply these theories into practice, virtual worlds might be one of the best solutions for current educational field. Introduction Many educational possibilities can happen in 3D virtual world. According to Dickey (2005), " educational MOOs (Multiple User Domains Object Oriented) promotes an interactive style of learning, collaboration opportunities, and meaningful engagement across time and space " (p. 440). In addition to communication, another powerful effect of the 3D animated virtual world is visual stimulation. This kind of visually animated environment captures students' interests, making them willing to spend more time in the 3D e-learning environment. Everything students do in the virtual world can be a learning experience. Learning by doing or learning by seeing foster students' self-determined learning. This paper discusses the process and outcome of the UBC EDCP 585D Winter Term 2 course, Seminar in Curriculum and Pedagogy: Visual learning in 3D animated virtual worlds. This course uses virtual worlds as learning environments for education and focuses on the importance of learning through the visual in the virtual world. Through this course, students examine the theories of visual learning and create their own virtual learning space in accordance with good visual learning principles and present teaching demonstrations in the virtual world.

One of the main aspects of the technological landscape in which we find ourselves and in which the future evolution of education sciences is situated, is the radical change not only in the text of teaching (the «textbook » which becomes an interactive text, of which video games are the most complete form at present) but also in the context within which it is placed. The «network » of books, which in the past was such a context (with libraries as places to explore and bibliographies as navigation tools, with all the connected critical and scientific apparatus), becomes the network of (hyper)textual and interactive microcosms in the Cloud , a widespread place of suspension of data and knowledge. The most important peripherals of this Sernio-sphere are-and will increasingly be in the future-the mobile ones, which through various dedicated Apps have a direct, continuous, responsive, and interactive access to this «Cloud». The main character of this new context of gamification of knowledge consists of its reference to processes that are more self-learning than learning processes : they have at their center the user-student rather than the author-teacher. Within it, moreover , the image is fundamental, since the thought behind these processes is essentially a symbolic and visual thought, as well as an interactive one. The new dynamics that are thus created present operational aspects that have many strengths but also many risk factors. The challenge is to be able to manage these dynamics by controlling their problematic aspects.

Uno degli aspetti principali del paesaggio tecnologico nel quale ci troviamo e nel quale si situa l'evoluzione futura delle scienze dell'educazione è costituito dal cambiamento radicale non solo del testo dell'insegnamento (il "libro di testo" che diventa testo interattivo, del quale il videogame è la forma attualmente più compiuta) ma anche del contesto all'interno del quale esso si colloca. La "rete" di libri, che in passato costituiva tale contesto (con le biblioteche intese come luoghi da esplorare e le bibliografie come strumenti di navigazione, con tutto l'apparato critico e scientifico connesso), diventa la rete dei microcosmi (iper)testuali ed interattivi presenti nel cloud, luogo diffuso di sospensione dei dati e dei saperi. Di tale semiosfera le periferiche più importanti sono-e saranno sempre maggiormente in futuro-quelle mobili, che attraverso diverse App dedicate hanno accesso diretto, continuo, responsivo ed interattivo a tale "nube". Il carattere principale di questo nuovo contesto di Gamification del sapere consiste nel suo riferirsi a processi che più che essere di apprendimento sono di auto-apprendimento: essi hanno infatti al centro l'utente-discente, piuttosto che l'autore-docente. Al suo interno inoltre l'immagine è fondamentale, configurandosi il pensiero che sta alla base di tali processi essenzialmente come pensiero simbolico e visivo oltre che interattivo. Le nuove dinamiche che si vengono in tal modo a creare presentano aspetti operativi che posseggono molti punti di forza ma che presentano anche molti fattori di rischio. La sfida consiste nel saper gestire tali dinamiche controllandone gli aspetti problematici.

Dancers tend to be a visual and kinaesthetic group, hence this chapter adopts those characteristics too, making a graphic invitation to prompt thinking and curiosity about what constitutes dance. This is to equip a teacher with dance-orientated ideas, to structure their dance classes in a school setting. By way of overview and to lead the reader through this complex topic, the chapter first explores some conceptual and intellectual demands of dance as an area of human activity, progressing to more physical and performative requirements for teaching dance in practice.

Available in hard copy: https://www.amazon.co.uk/CARE-Curriculum-Physical-Education-Sport/dp/0995574464

Students believed in the traditional learning process, where teacher were the only source of knowledge as an instructors or ancient time dictators. But times are changing and the mode of teaching and methods of learning has totally changed. In the 21 st century, students are tech-savvy and multi-tasking personalities. They find it more comfortable to learn through visuals, web-sources and other aids that render experiencing effects rather than listening to lectures all day long. The invention of hybrid learning allows for learning through different modes and for locomotion within the system of education. The process of learning begins where a learner is more eager to learn than the teacher's interest to teach. This paper identifies how the students learn effectively through technology with teacher only as a facilitator, blending both the traditional guidance of an instructor and modern mode of learning through technologies.

This article reports on the use of comic strips in engineering laboratory sessions. Engineering students tend to be visual learners, and resources that depict circuit behaviour in terms of a sequence of figures rather than just mathematics or verbal descriptions, could appeal more to the students. Therefore, they could provide another perspective with which students could understand circuit behaviour. The method of testing involved the researcher as observer - participant during two undergraduate engineering laboratory sessions at the University of Malta. The data were collected through the researcher’s observations and interactions with students while participating in the laboratory sessions, and also through a short questionnaire, which was given to the students at the end of the session. Feedback from some electrical engineering lecturers about the nature of the resources was also sought. The results indicate that the learning aids were considered helpful for understanding the behaviour of the circuits in question. The students also commented that such qualitative resources make learning engineering more fun.

Objectives: To identify the learning styles of secondary school students and to find out the relationship of these learning styles with their academic achievement.
Methodology: The population of the study comprised of all tenth grade male and female students of public sector schools of Rawalpindi and Islamabad, Pakistan. A total of 745 students were randomly selected from 12 schools by applying simple random sampling technique.
Results: The major findings of the study were that male students had higher level of preference in visual and auditory learning styles as compared to female students at the secondary level. No significant relationship was found between learning styles and academic achievements of students.
Conclusion: Female students had higher level of preference in visual and auditory learning styles level, while male students only follow kinesthetic learning style and no relationship was found between students learning styles and academic achievement.

Key words: Learning styles, auditory learning style, visual learning style, tactile learning style, academic achievement

This online volume contains the papers prepared for the 9TH BUDAPEST VISUAL LEARNING CONFERENCE – HOW IMAGES BEHAVE, held online on Nov. 26, 2020, organized by the Department of Technical Education, Budapest University of Technology and Economics, by Corvinus University of Budapest, and by the Committee for Communication and Media Theory of the Hungarian Academy of Sciences (HAS). For the past ten years, the Budapest Visual Learning Conference Series has striven to make happen what should have happened long ago: a radical iconic turn. We were working against the tide. The 9TH BUDAPEST VISUAL LEARNING CONFERENCE was a breakthrough event. It is hoped to have an immediate continuation: the participants, with access to each other, should continue to communicate with each other and with the organizers of the series, recounting how their research progresses; we hope the participants to become a virtual research group, a very real virtual research community, a community that will change the tide.

La siguiente ponencia presenta la propuesta de diseño curricular del último ciclo de profundización de la Especialización Virtual en Diseño de Ambientes de Aprendizaje, emanada de un proceso investigativo desde el 2005, conducente a que los candidatos a especialista logren consolidar su proyecto de grado. Describimos las problemáticas que nos llevaron al rediseño y cómo este responde no solo a la necesidad de grado de los estudiantes, también al hecho de reflejar los enfoques investigativos del programa académico (cognición y aprendizaje visual) y a la necesidad misma de aportar a la comunidad académica estrategias para la gestión de la investigación en ambientes virtuales de aprendizaje. El lector de la presente ponencia, podrá ver las búsquedas que desde la práctica investigativa llevaron a la propuesta de seminario de investigación virtual en la especialización y los impactos que a nivel de aprendizaje han tenido.

Como as limitações da Memória de Trabalho afetam o modo como se aprende, devem também, por óbvio, condicionar o modo como se ensina. A Teoria da Carga Cognitiva, tendo em vista essas limitações, oferece 29 diretrizes sobre como elaborar um ensino que diminua a Carga Cognitiva improdutiva e, ao mesmo tempo, maximize a Carga Cognitiva produtiva para tornar a aprendizagem mais eficiente. Todas essas diretrizes fundamentam-se em experiências cientificas, não sendo, portanto, meros construtos teóricos. Embora a aplicação dessa Teoria seja de grande utilidade, existe um vazio na literatura acadêmica em língua portuguesa com relação a sua origem, desenvolvimento e aplicações. Esta dissertação reúne e disponibiliza os conhecimentos empíricos, teóricos e metodológicos acumulados sobre essa teoria, os quais são expostos historiando-se a origem e o desenvolvimento teórico/experimental das suas principais diretrizes, dos três tipos de Cargas Cognitivas (Intrínseca, Estranha e Relevante), e das
“descobertas” dos Efeitos da Teoria da Carga Cognitiva: Efeito da Atenção Dividida, Efeito Modalidade, Efeito da Redundância, Efeito do Exemplo Resolvido e Efeito Reverso. Esta dissertação foi elaborada para ser utilizada por professores, pesquisadores
e, por óbvio, professores-pesquisadores, sendo particularmente útil àqueles professores que necessariamente utilizam a "resolução de problemas" como parte de sua prática pedagógica.

The thesis addresses a relatively under-explored area in this field of study within the socio-constructivist paradigm.  The main aim is to investigate how 9-year-old school children visualize habitat dioramas to build a mental model, how they make sense of the dioramas to understand local flora and fauna, and how previous knowledge influences the way they visualise habitat dioramas.  Data collected included a first drawing done in class, a second drawing done at the Natural History Museum before and a third following the viewing of the habitat dioramas.  Each pupil was interviewed after the respective task to allow for a comprehensive description of the content of the drawings. The children we also asked to produce a web (mind map) and they were also observed as they interacted with the dioramas. 

Data was mainly analysed qualitatively through direct examination of the drawings and with the aid of the computer package Atlas.ti.  Some general trends emerge in the findings such as animals being more present in drawings than plants. Animal diversity ranks in decreasing order from birds, mammals, arthropods and fish to reptiles, while plants are mainly seeded and ornamental. Generally drawings progress from imaginative in class and before seeing the diorama, to increasingly drawing from observation in the diorama drawings.  More significantly, pupils undergo a transformation through their drawings, which may show a change from isolated organisms on a sheet of paper to greater elaboration or better accuracy in placing organisms in habitat. However, others show an opposite transformation or no significant change at all. To a certain extent, children seem to interpret the diorama through the lens of their previously held mental model.  What children already know partly influences what they choose to represent, but they also accommodate new knowledge they obtain from the diorama. Dioramas that help recall familiar environments are more likely to capture attention and afford a longer viewing time, thus imparting new knowledge and moulding the child’s mental model.  Habitat dioramas have the potential to serve as models for learning in Biology and Environmental Education at primary level.  An interpretative model for museum settings is proposed, while its potential applications in other areas of science education and limitations are considered.

Expert interceptive actions are grounded in both perceptual judgment and movement control, yet research has largely focused on the role of anticipation. More recently, the emergence of ecological psychology has provided movement scientists with opportunities to develop further understanding of the processes underpinning the development of expert information-movement couplings. In this chapter we discuss key research that has enhanced our understanding of perceptual-motor learning with specific focus on the concepts of education of attention and calibration. We conclude by discussing the practical implications of this research in the study of expertise highlighting the need for future research using sporting tasks.

This year's conference was fifth in a series of events first held in 2001 as a meeting for university scholars sharing an interest in computer science education and, for many of the early participants, in computer science education research. The goal of the conference is to promote the exchange of relevant scientific and practical information between colleagues working on the same discipline. Furthermore, Koli Calling aims to combine practical teaching and learning experiences with solid research orientation. The conference is open for international computing education research (CER) community. Indeed, although held deep in the backyards of Finland, the meeting has gathered people from many countries from the very beginning. Over the years, it has developed into its present form of a rigorous scientific meeting and also gained more international visibility. Last year can be considered as the breakthrough of the conference, and this year we were able to keep up the continuous development in scientific quality and international impact. Today, the Koli Calling conference is well-established and recognized by the international CER community.

Plasticity appears to be a ubiquitous property of nervous systems, regardless of developmental stage or complexity. In the visual system of higher mammals, perceptual plasticity has been intensively studied, both during development and in adulthood. However, the last few years have seen some significant controversies arise about the existence and properties of visual plasticity after permanent damage to the adult visual system. The study of perceptual plasticity in damaged, adult visual systems is of interest for several reasons. First, it is an important means of unmasking the relative contribution of individual visual areas to visual learning, adaptation and priming, among other plastic phenomena. Second, it can provide knowledge that is essential for the development of effective therapies to rehabilitate the increasing number of people who suffer the functional consequences of damage at different levels of their visual hierarchy. This review summarizes the available evidence on the subject and proposes that visual plasticity may be just as ubiquitous after damage as it is in the intact visual system. However, damage may alter visual plasticity in ways that are still being defined.

Humans rely heavily on their sense of vision and learn from didactic images within their environments. For this reason, in traditional educational environments, educators care about visual representation. However, as today's technology brings images to wider audiences with diverse cultural backgrounds in the virtual world global community, the process of automatic cognition helps people build new knowledge based on prior regional experience. Therefore, when educators employ a technology like Second Life to deliver education, the whole virtual world can be seen as a school. Although most research participants agreed that the imagery in Second Life is fictional, the data show that users do learn from imagery in the virtual world.

Como as limitações da Memória de Trabalho afetam o modo como se aprende, devem também, por óbvio, condicionar o modo como se ensina. A Teoria da Carga Cognitiva, tendo em vista essas limitações, oferece 29 diretrizes sobre como elaborar um ensino que diminua a Carga Cognitiva improdutivae, ao mesmo tempo, maximize a Carga Cognitiva produtiva para tornar a aprendizagem mais eficiente. Todas essas diretrizes fundamentam-se em experiências cientificas, não sendo, portanto, meros construtos teóricos. Embora a aplicação dessa Teoria seja de grande utilidade, existe um vazio na literatura acadêmica em língua portuguesa com relação a sua origem, desenvolvimento e aplicações. Esta dissertação reúne e disponibiliza os conhecimentos empíricos, teóricos e metodológicos acumulados sobre essa teoria, os quais são expostos historiando-se a origem e o desenvolvimento teórico/experimental das suas principais diretrizes, dos três tipos de Cargas Cognitivas (Intrínseca, Estranha e Relevante), e das “...

This study investigated the learning styles of English learners (Armenian, Hmong, Korean, Mexican, and Vietnamese) in secondary schools. For statistical analyses a multivariate analysis of variance (MANOVA) and post hoc multiple comparisons of means tests (Scheffe tests) were used.

Recently, Huw Jones (no relative) has written about the pioneering work of the Welsh Arts Council and particularly the Art and Society series on which Peter and I worked. Readers interested in finding out more can read his articles in Planet and Visual Culture in Britain:

This paper discusses the process and outcome of the University of British Columbia EDCP 585D Winter Term 2 course, Seminar in Curriculum and Pedagogy: Visual learning in 3D animated virtual worlds. This course used virtual worlds as learning environments for education and focused on the importance of learning through the visual in the virtual world. Through this course, students examined theories of visual learning, which included cognitive psychology in visual learning, visual literacy, visual communication, new media theory of visual culture, semiotics in the virtual world, and ethics and plagiarism in imagery. Students created virtual learning spaces in accordance with visual learning principles and presented teaching demonstrations in the virtual world.

The aim of this paper is to show that there is an important connection between the different perceptual styles and the success in learning English as a foreign language. Moreover, thinking of relevant independent variables for our questionnaire was also very important for the making of this paper. Only by doing that, did we get satisfactory results. Furthermore, while interpreting the results, we particularly focused on the relationship between the perceptual styles and the skills that make the base of learning a foreign language: listening, reading, speaking and writing, because all the perceptual styles influence differently the aforementioned skills in both positive and negative manners. With this, we managed to fulfil our main research aim.

Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.

La sociedad en general y el mundo educativo en particular están cambiando. Los medios y los canales por los que nos informamos y aprendemos, han pasado de ser unos a ser otros. Las Tecnologías de la Información y la Comunicación (TIC) y más concretamente la red de redes que es Internet, han ori-ginado una serie de cambios que repercuten de forma muy directa en el aprendizaje, en la generación de conocimiento. Personas jóvenes y no tan jóvenes, ya no utilizan los medios clásicos (televisión, prensa escrita, radio, libros y enciclopedias, etc.) ni para obtener información ni para entretenerse. Ni tan siquiera buscadores como Google en Internet se utilizan ya en muchos casos para la búsqueda de información. En la actualidad, el uso y consumo de vídeos en canales y herramientas como Youtube, Whatsapp, Vimeo y otros, están sustituyendo a los canales y medios clásicos de informarse y aprender (Tan, 2013). Con el fin de comprobar que este cambio se está produciendo y que vídeos cortos pueden ayudar a mejorar el aprendizaje si se usan a modo de introducción motivadora, se lleva a cabo esta investigación. En ella, sin renunciar a métodos clásicos de aprendizaje, hemos visto de qué manera la introducción de la clase de alumnado universitario, mejora y predispone hacia un mejor aprendizaje si se realiza con el visionado, comentario y reflexión de pequeños vídeos, frente a otro tipo de introduc-ciones que no recurren a vídeos o sin introducción alguna. Quisimos ver en que grado el aprendizaje visual y reflexivo del alumnado mejoraba. Para ello, se analizaron los resultados obtenidos en dos grupos de estudiantes de 2º curso del grado de Magisterio Infantil de la Universidad de Alicante, un total de 91 estudiantes, que durante un cuatrimestre del curso 2016-2017 en la asignatura de Didáctica del Conocimiento del Medio Natural, trabajaron con introducciones de pequeños vídeos en todas sus clases. Se les pasó un cuestionario a la finalización del cuatrimestre y se analizaron sus resultados así como las reflexiones y opiniones vertidas en los blogs que a modo de cuaderno de aprendizaje estaban obligados a cumplimentar. La percepción del alumnado constata que son muy favorables a la utilización del vídeo como pequeña introducción de las clases y del conocimiento que se va a tratar en ellas. Consideran que mejora la calidad del aprendizaje que se produce en las clases, y que lo hace por delante de otros métodos más tradicionales (introducciones sin la utilización de ningún recurso audiovisual o sin introducción alguna). Así mismo, el reflejar por escrito las reflexiones y comentarios surgidos de dicho visionado en sus cuadernos de aprendizaje y el poder insertar en éstos los mismos vídeos, es considerado por los estudiantes como un valor añadido a su motivación e interés por los contenidos de la asignatura que a su vez se traduce en una mejora del aprendizaje, un aprendizaje más eficaz y de mejor calidad. Como inconvenientes a dicha práctica solo se mencionaron el que en algu-nos casos se trataba de vídeos que ya habían visto y que en algún caso de un vídeo un poco largo (un poco más de cinco minutos), costaba seguir manteniendo la atención y el interés. Como conclusión, destacar que los estudiantes encuentran muy motivadora y enriquecedora esta práctica y reconocen que despierta su interés y ganas de aprender sobre lo trabajado en dicha materia, demostrando así el poder que en nuestros días tienen los contenidos audiovisuales en la generación de conocimiento (de la Fuente, Solís & Martos, 2013).

PALABRAS CLAVE: Vídeo, aprendizaje visual, aprendizaje reflexivo, alumnado universitario.

Usually, students learn more if the method of instruction matches their learning style. Since Physics and Chemistry deal with three-dimensional (3-D) objects, the ability to visualize and mentally manipulate shapes is very helpful in their learning. In fact, much of what Physics and Chemistry students know takes the form of images. However, little attention has been given to the pedagogical effectiveness of visual stimuli in those disciplines. Computers are being increasingly used as teaching tools. The new approaches include simulations, multimedia presentations and, more recently, virtual environments. Computer-based worlds are useful to visualize physical and chemical processes allowing for better conceptual understanding. Since 3-D virtual environments need to be explored and evaluated in science education, we have created a virtual environment (Virtual Water) for studying phases of matter, phase transitions and atomic orbitals at the final year of high school and first year of university levels. Based on that work, we discuss the implications of visual learning in designing strategies to cater for differences in learning modes. Our study indicates that 3-D virtual environments may help students with high spatial aptitude to acquire better conceptual understandings. However, only some parameters (interactivity, navigation and 3-D perception) have shown to be relevant and only for some topics. On the other hand, stereoscopic visualizations do not seem to be relevant, with the exception of crystalline structures.

This article reports on an exploratory journey that examines the usage of visual arts as a learning tool in typography courses. Through the use of pangram and Singapore English, Singlish, the study explores interesting ways to explicate information, hoping to conceive and interpret typography in surprising and inventive ways. It also aims to reflect a range of thinking about conceptual and illustrative typography. Students participating in this research are third year BFA Visual Communication undergraduates. There are three parts to this study: firstly, students are told to create hybrid typeface through exploration of combination and elimination methods. Secondly, they are expected to create Singlish pangrams. Lastly, students formed into groups to design three-dimensional installations for their chosen pangram. The final designs were exhibited in the Singapore Design Festival to collect data. A questionnaire-survey was used and the result was measured by the experiences of the viewers. This study hopes to inspire students to do contemporary design with a touch of their eastern personality.

Strickler argues that the growth of visual communication as an academic discipline can only occur if there is an “empirical bridge between theory and practice” (1999: 38). Such a bridge is also a precondition for the evolution of visual communication as a forward looking and reflective industry as opposed to one that simply responds to the dictates of the market. However, building this bridge is no easy task; visually articulate and practically oriented students are reluctant to engage with theories that may challenge their passionately held understandings of design. All the more so when the commonest mode such inquiry is conducted through is reading and writing. The challenges and problems of writing for visual thinkers has been well articulated by Grow (1994). That such students are resistant to forms that they are generally not well equipped for or confident in is hardly surprising. Couple this with a seemingly near universal questioning of the relevance of theory by aspiring practitioners and it would seem the odds are stacked against such an enterprise. In this paper we will reflect upon efforts to build this bridge through design theory curriculum using visual mapping tools drawn from constructivist education theory. The efficacy of these efforts is explored through both quantitative and qualitative student feedback.

Xenia Danos' book contributes to the creation of a platform for education in the area of graphicacy and refocusing on visual learning. The foundation for the book is Xenia's literature review concerning the development of graphicacy in humans. Despite exploring over 2000 references, the prior research was limited in scope, but raised many potentially interesting points of departure. Ken Baynes puts this literature review in context with an opening essay on the significance of the visual in Western culture. He explores the role of graphicacy in cultural change, its role in establishing continuities, and particularly its significance for shaping the future through modelling and design. After discussing graphicacy in education, its development and progression, and relationship to students' learning, Xenia presents a new taxonomy that she designed primarily to facilitate the analysis of graphicacy across educational curricula, although it has wider application. Graphicacy is vital to an extraordinary range of human activities ranging from design to archaeology. It is a key medium for communicating ideas, information and proposals in everyday life. A feature of Xenia's book is a number of case studies demonstrating current graphic practice in professions as diverse as dentistry, psychotherapy and engineering. Taken together they serve to substantiate her argument for the use of graphic media as a means of learning and expression in education. The book's purpose is to get graphicacy on the educational agenda and it makes a powerful case. The book also provides a framework for more specialist forthcoming LDP titles that take the connection between graphicacy and design into related areas of practice and education.

Once upon a time, logical empiricism, or logical positivism, was buried under its (allegedly) defeated, dogmatic, intellectualist and abstract-technical package of problems and paradoxes. As a prominent member of the movement, after his death in 1945, Otto Neurath was regarded also as a bad guy, a narrow-minded logical positivist. He was attacked from various angles already: in the early-and mid-1940s, the New York philosopher, Horace Kallen eagerly insisted that Neurath was a(n at least pink) fellow-traveler and his ideal of social and economic planning was not compatible with the democratic, liberal, and anti-communist era of the (Cold War) United States. But Neurath had problems also with his Vienna Circle friends: Moritz Schlick and Carl G. Hempel claimed that his style was commercial-like, ambiguous, lacking solid and precise argumentations; he fell out with Rudolf Carnap over semantics and probability, furthermore disliked Friedrich Waismann's and Herbert Feigl's uncritical attraction towards Ludwig Wittgenstein. It was no accident that Neurath's usual signature at the end of his letters was a huge and clumsy elephant.

Expressing the existing content in different ways in social studies teaching is very important in terms of achieving the purpose of educational activities. Thus, diagrams, graphics, and visuals should be used in teaching social studies. One of the materials used in social studies lessons is infographics. Exploring the effect of infographics in social studies teaching is important in understanding the value of infographics as teaching materials. This study focused on the use of infographics and investigated the effects of using infographics in teaching social studies on students' academic achievement. The study used a quantitative experimental research design (Pretest-Posttest Control Group Random Design). The sample consisted of fifth-grade students attending a middle school in the city centre of Artvin in the 2018-2019 academic year. The data were collected using an Achievement Test developed by the researcher. For the purpose of the study, an experimental group and control group were formed. The "Global Connections" learning domain was taught to the experimental group using the infographics designed by the researcher and to the control group through the way specified in the curriculum. The academic achievement of the experimental group and the control group was compared. The data were analysed using the Mann-Whitney U test and Wilcoxon signed-rank test. As a result of the research, it was found that the academic achievement scores of the participants in the experimental group showed a statistically significant difference in favor of the experimental group compared to the control group. In other words, infographic assisted instruciton positively affects academic achievement. In line with the results obtained, it is suggested that infographics can be used as a teaching material in social studies lessons and that infographic design-application studies can be done for different subjects. Keywords: Infographic, infographic development process, social studies. Aydemir, A. (2021). Effect of infographic use on student achievement in the "global connections" learning domain in the social studies course.

In this article, we make the case for widgets as an appropriate vehicle for interacting with the Web of Data in learning applications and materials. In the article, an attempt is made to define and exemplify the concept of semantic widgets for learning (SW4L) and to suggest how such educational software may be exposed and utilized in the Web of Data. As an example of SW4L, we mention widgets operating on semantic learning content marked up using the web vocabulary of schema.org and illustrate how they may be designed to support instructional guidelines advocating the use of visual aids in learning materials.

This paper investigates whether prompting students to draw their own visual representations enhances students' learning from technology-based instructional activities with visual representations. Seventy-two undergraduate students were randomly assigned to receive an educational technology with (1) drawing prompts throughout instruction, (2) drawing prompts before and after instruction, or (3) no drawing prompts. We assessed learning outcomes with respect to instructional effectiveness and efficiency using immediate and delayed posttests. Results on instructional efficiency showed a significant advantage for drawing prompts. Results on instructional effectiveness showed an advantage at the delayed posttest for drawing prompts provided throughout instruction, compared to prompts before and after. Qualitative analyses suggest that adding drawing prompts throughout instruction promotes drawing quality. In sum, our findings expand theory by suggesting that drawing prompts facilitate visual sense making of concepts shown in visual representations. Furthermore, we provide practical recommendations on how best to implement drawing prompts with technology-based instructional activities.

The present study was designed to compare the efficacy of "self " versus "other" video-modeling interventions. Five children with autism ranging in age from 4 to 11 were taught to answer a series of conversation questions in both self and other video-modeled conditions. Results were evaluated using a combination of a multiple baseline and alternating treatments design. Three out of the five participants performed at levels of 100% accuracy at posttreatment. Results indicated no overall difference in rate of task acquisition between the two conditions, implying that children who were successful at learning from video in general, learned equally as well via both treatment approaches. Anecdotal evidence suggested that participants who were successful with video treatment had higher visual learning skills than children who were unsuccessful with this approach. Results are discussed in terms of a visual learning model for children with autism.

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The task of discovering natural groupings of input patterns, or clustering, is an important aspect machine learning and pattern analysis. In this paper, we study the widely-used spectral clustering algorithm which clusters data using eigenvectors of a similarity/affinity matrix derived from a data set. In particular, we aim to solve two critical issues in spectral clustering: (1) How to automatically determine the number of clusters? and (2) How to perform effective clustering given noisy and sparse data? An analysis of the characteristics of eigenspace is carried out which shows that (a) Not every eigenvectors of a data affinity matrix is informative and relevant for clustering; (b) Eigenvector selection is critical because using uninformative/irrelevant eigenvectors could lead to poor clustering results; and (c) The corresponding eigenvalues cannot be used for relevant eigenvector selection given a realistic data set.