When to Use Visuals

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When to Use Visuals

• Many aspects of the role of visuals may be
  represented by the Cone of Experience developed
  by Edgar Dale in 1946.
• Dales cone represents individuals experiences
  as shading from real experience through contrived
  (vicarious) experiences to the increasingly
  abstract realm of verbal symbols.
• As seen in the drawing on the next slide,
  Bruners ideas may be shown to parallel Dales.

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When to Use Visuals, Sounds or a combination of
the two.

• What this suggests is that the use of visual and
  other multimedia materials to replace direct
  human experiences provides a very powerful
  experience, closely analogous to having the real
  experience.
• By implication, and this has been borne out in a
  variety of research, such experiences can be very
  powerful in developing learning. The further one
  gets from direct experience toward the symbolic
  and abstract aspects of human experience the more
  the learner has to have developed skills in
  understanding and manipulating symbols in order
  for learning to take place.

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When to Use Visuals, Sounds or a combination of
the two.

• This is not to suggest that learning from
  abstract symbols, for example reading, is not a
  powerful way of learning, that would be nonsense.
  
• Rather, because of the abstraction learners can
  always make clear, direct connections to the uses
  of their learning without further, less abstract
  experiences.
• We should also remember that visuals themselves
  can be highly abstract and very symbolic.

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Visuals Can

• At a practical level, visuals of differing kinds
  can show us what the eye can see including
• Things too far away or
• Too dangerous to view in person

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Visuals Can

• At a practical level, visuals of differing kinds
  can show us what the eye might see

Historical events Historical re-creations Socia
l Modeling
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Visuals Can

• Show us what the eye cannot see by extending
  human capabilities including

Things which are too fast or too slow for us to
perceive. Things which are too large or too
small for us to perceive.
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Visuals Can
Show us things that do not (cannot) exist
Fantasy people, places, things Science
projections Science fantasy
Presentations of literature
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Visuals Can
Show us things that don't (can't) exist.
Fantasy people, places, things Science
projections Science fantasy
Presentations of literature
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How to Use New Media Effectively.

• Working with any of the new media to provide
  images and sound which are useful in learning and
  also of the quality necessary for the purpose
  require us to balance four factors

• Image quality.
• File size.
• Transmission dimensions, and.
• Image handling constraints within the computing
  the system displaying the image(s).

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How to Use New Media Effectively.

• Some of the obvious issues which might be
  considered are
• Ensure students are not being distracted (or
  turned off) because the image is blurry.
• Ensure students are not distracted from careful
  observation because there are too many other
  things to do at the same time.
• Are students able to see the actual colour if it
  is important because of colour coding .
• What are the download times for the web objects
  which are being used? Video animation both
  require careful attention to frame rate and
  display window size.

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Research Supporting the Use of Visuals and Sound
for Learning

• Four primary lines of research into visuals used
  as illustrations are described by Levie (1987)

• Picture perception
• Memory for pictures
• Learning and cognition
• Affective responses to pictures.

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Research Supporting the Use of Visuals and Sound
for Learning

• In the same work Levie makes the point that
• It is clear that research on pictures is not a
  coherent field of inquiry. An aerial view of the
  picture research literature would look like a
  group of small tropical islands with only a few
  connecting bridges in between. Most researchers
  refer to a narrow range of this literature in
  devising their hypotheses and in discussing their
  results. Similarly, authors of picture memory
  models, for example, take little notice of the
  theories of picture perception. (P. 26)

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Proposed Collaborators

• The following individuals and institutions have
  been discussing the development and use of this
  material
• Dr. David Mappin
• University of Alberta, lead institution
• Dr. Jon Baggaley
• Athabasca university
• Dr. Bill hunter
• University of Calgary
• Eric rice
• Access/LTA

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References

• Alesandrini, K. L. (1984). Pictures and adult
  learning. Instructional science 13, 63 - 77.
• Anderson, J. R. (1978). Arguments concerning
  representations for mental imagery.
  Psychological review 85, 249-77.
• Anglin, G., Towers, R., Levie, H. (1996).
  Visual message design and learning the role of
  static and dynamic illustrations. In D. Jonasen
  (ed.), Handbook of research for educational
  communication and technology, 755-794. New York,
  NY Macmillan.
• Baggaley, J. (1974). Research notes experiments
  in ET effects of adding backgrounds.
  Educational broadcasting international 7,
  208-209.
• Baggaley, J. (1975). Research notes experiments
  in ET effects of edited cutaways. Educational
  broadcasting international 8, 36-37.

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References

• Cognition and technology group at Vanderbilt.
  (1992). The jasper experiment an exploration of
  issues in learning and instructional design.
  Educational technology research and development
  40 (1), 65-80.
• Dale, E. (1946). Audio-visual methods in
  teaching. New York, NY holt, Rinehart, and
  Winston.
• Devaney, A. (1991). A grammar of educational
  television. In D. Hlynka and J. Belland, eds.,
  Paradigms regained the uses of illuminative,
  semiotic, and post-modern criticism as modes of
  inquiry in educational technology. Englewood
  cliffs, NJ educational technology.
• Duchastel, P. C. (1978). Illustrating
  instructional texts. Educational technology 11,
  36-39.

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References

• Duchastel, P. C. Walter, R. (1979, Nov.).
  Pictorial illustration in educational texts.
  Educational technology, 20 - 25.
• Dwyer, F. (1978). Strategies for improving
  visual learning. State college, PA learning
  services.
• Freeman, F. N., Ed. (1924). Visual education a
  comparative study of motion pictures and other
  methods of instruction. Chicago, IL university
  of Chicago process.
• Kosslyn, S. M. (1981). The medium and the
  message in mental imagery a theory.
  Psychological review 88, 46-66.
• Levie, H. (1987). Research on pictures a guide
  to the literature. In D. M. Willows H. A.
  Houghton, eds. The psychology of illustration
  volume 1 basic research, 1-50. New York
  Springer.

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References

• Mann, B. (1992). The SSF model structuring the
  functions of the sound attribute. Canadian
  journal of educational communication 21 (1),
  45-65.
• Millerson, G. (1985). The technique of
  television production, 9th ed. New York, NY
  focal press.
• Nelson, D. L. (1979). Remembering pictures and
  words appearance, significance, and name. In L.
  S. Cermak F. I. M. Craik, eds. Levels of
  processing in human memory, 45-76. Hillsdale,
  NJ Erlbaum.
• Paivio, A. (1978). A dual-coding approach to
  perception and cognition. In J. H. Pick E.
  Saltzman, eds. Modes of perceiving and
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  Erlbaum.
• Paivio, A. (1990). Mental representations a
  dual coding approach, 2nd edition. New York, NY
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References

• Park, O., Hopkins, R. (1993). Instructional
  conditions for using dynamic visual displays a
  review. Instructional science 22, 1-24.
• Pylyshyn, Z. W. (1981). The imagery debate
  analogue media versus tacit knowledge.
  Psychological review, 88, 16-45.
• Reiber, L. (1989). A review of animation
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  at the annual meeting of the association for
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  service no. 308-832).
• Reiber, L. (1990). Animation in computer-based
  instruction. Educational technology research and
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References

• Reiber, L. (1994). Computers, graphics, and
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• Salomon, G. (1981). The use of visual media in
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• Salomon, G. (1979). Interaction of media,
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• Smith, M. C., Magee, L. E. (1980). Tracing the
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• The Vietnam War
• http//dspace.dial.pipex.com/leuhusen/nam/intro.ht
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