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visualsforlearningprofessor elizabeth bolingstudents craig howard, abdullah altuwaijri,          karen caldwell, colin gra...
research questionidentifying strategies learnersuse to make sense of images  during the learning process
background andrelevant literature- Extend existing research on the role of learner  interpretation of visuals (Boling, Ecc...
naturalistic research design- Dyads will work in pairs, agreeing on their choice  of images to answer vocabulary questions...
participants & context- Male EFL students- Students at Zayed University located in the  United Arab Emirates (UAE)- Vocabu...
data collection- Use of existing level-appropriate language  activity with visual and textual elements                 vid...
redesign methodology- Message design (Fleming & Levie, 1993)- Applying the lived experience of members  (EFL materials des...
image redesign   original image   stylistic rendering
redesign criteria- The selection and creation of activity designs- The appropriateness of instructional illustrations in  ...
referencesBoling, E., Eccarius, M., Smith, K., & Frick, T. (2004). Instructional illustrations: Intended meanings andlearn...
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Visuals for Learning

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Visuals for Learning

  1. 1. visualsforlearningprofessor elizabeth bolingstudents craig howard, abdullah altuwaijri, karen caldwell, colin gray, jean jung, seolim kwon, micah modell, justin whiting, tzu-feng wu, cagri yildirim
  2. 2. research questionidentifying strategies learnersuse to make sense of images during the learning process
  3. 3. background andrelevant literature- Extend existing research on the role of learner interpretation of visuals (Boling, Eccarius, Smith, Frick, 2004)- Literature reviewed includes readings in: semiotics (von Engelhardt, 2002; Kress, 2004; Sless, 1986; Van Leeuwen, 2001), aesthetics in the design of instruction (Parrish, Wilson, & Dunlap, 2010); message design (Fleming, 1987); document design (Schriver, 1996); and cognitive load theory related to multimedia (Mayer, Hegarty, S. Mayer, & Campbell, 2005)- A gap currently exists between theories prescribing characteristics of visuals and the authentic use of visuals in learning
  4. 4. naturalistic research design- Dyads will work in pairs, agreeing on their choice of images to answer vocabulary questions- Some dyads will use existing materials, while others will use revised (stylized) versions- Prompts may be used by the researcher to encourage verbalization of what they’re doing- Thematic analysis
  5. 5. participants & context- Male EFL students- Students at Zayed University located in the United Arab Emirates (UAE)- Vocabulary activity during their lunch break
  6. 6. data collection- Use of existing level-appropriate language activity with visual and textual elements video- Subjects will be video recorded while working in teams to interpret instructional images in the arabic context of completing the chosen instructional transcription activity, reflecting on the activity in their native language english- Video recordings will be transcribed and translation translated into English for further analysis- We will have lively discussion for many weeks trying to figure out what it all means
  7. 7. redesign methodology- Message design (Fleming & Levie, 1993)- Applying the lived experience of members (EFL materials designers & professional visual designers)- Cultural knowledge of group members
  8. 8. image redesign original image stylistic rendering
  9. 9. redesign criteria- The selection and creation of activity designs- The appropriateness of instructional illustrations in the existing materials- Learning obstacles when using opportunistically chosen images- Stylistic focus of re-created images- Potential paths learners must take to complete the learning task
  10. 10. referencesBoling, E., Eccarius, M., Smith, K., & Frick, T. (2004). Instructional illustrations: Intended meanings andlearner interpretations. Journal of Visual Literacy, 24(2), 185-204.Fleming, M. L. (1987). Designing pictorial/verbal instruction: Some speculative extensions from researchto practice. In The psychology of illustration. (pp. 136-57). New York: Springer Verlag.Fleming, M., & Levie, W. H. (1993). Instructional message design: Principles from the behavioral andcognitive sciences (2nd ed.). Englewood Cliffs, New Jersey: Educational Technology Publications.Kress, G. (2004). Reading images: Multimodality, representation and new media. Information DesignJournal, 12(2), 110-119.Mayer, R. E., Hegarty, M., Mayer, S., & Campbell, J. (2005). When static media promote active learning:Annotated illustrations versus narrated animations in multimedia instruction. Journal of ExperimentalPsychology: Applied, 11(4), 256-65.Parrish, P., Wilson, B. G., & Dunlap, J. C. (in press). Learning experience as transaction: A framework forinstructional design. Educational Technology.Schriver, K. A. (1996). Dynamics in document design: Creating text for readers. New York: WileyComputer Publishing.Sless, D. (1986). In search of semiotics. Totowa, New Jersey: Barnes & Noble Books.van Leeuwen, T. (2001). Semiotics and iconography. In T. van Leeuwen & C. Jewitt (Eds.), Handbook ofvisual analysis. (pp. 92-118). London: Sage Publications.von Engelhardt, J. (2002). The language of graphics: A framework for the analysis of syntax andmeaning in maps, charts and diagrams. Amsterdam: Institute for Logic, Language andComputation, Universiteit van Amsterdam.

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