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Drawing Conclusions


 Giulia Forsythe
Visual Thinking

              Brainstorming
                 Planning
                Learning
                Teaching
Planning
cc licensed ( BY NC SD ) flickr photo by courosa: http://flickr.com/photos/courosa/344832591/
Oshii, M. (Director). (1995). Ghost in the Shell [Film].
A few words...
•   The term “visual literacy” is credited to John Debes, co-founder of the International Visual Literacy Association.[1] In
    1969 Debes offered a tentative definition of the concept: “Visual literacy refers to a group of vision-competencies a
    human being can develop by seeing and at the same time having and integrating other sensory experiences.”[2] A
    white paper drawn up in January 2004, defines visual literacy as "understanding how people perceive objects,
    interpret what they see, and what they learn from them." [3] However, because multiple disciplines such as visual
    literacy in education, art history and criticism, rhetoric, semiotics, philosophy, information design, and graphic design
    make use of the term visual literacy, arriving at a common definition of visual literacy has been contested since its
    first appearance in professional publications.

•   Since technological advances continue to develop at an unprecedented rate, educators are increasingly
    promoting the learning of visual literacies as indispensable to life in the information age. Similar to linguistic
    literacy (meaning making derived from written or oral human language) commonly taught in schools, most
    educators would agree that literacy in the 21st Century has a wider scope. Educators are recognizing the
                                                                                       [4]



    importance of helping students develop visual literacies in order to survive and communicate in a highly
    complex world.
•   Many scholars from the New London Group such as Courtney Cazden, James Gee, Gunther Kress, and Allan
                                                     [5]



    Luke advocate against the dichotomy of visual literacy versus linguistic literacy. Instead, they stress the
    necessity of accepting the co-presence of linguistic literacies and visual literacies as interacting and
                                              [6]



    interlacing modalities which complement one another in the meaning making process.
•   Visual literacy is not limited to modern mass media and new technologies. The graphic novel Understanding
    Comics by Scott McCloud discusses the history of narrative in visual media. Also, animal drawings in ancient
    caves, such as the one in Lascaux, France, are early forms of visual literacy. Hence, even though the name
    visual literacy itself as a label dates to the 1960s, the concept of reading signs and symbols is prehistoric.
•   Visual literacy is the ability to evaluate, apply, or create conceptual visual representations. Skills include the
    evaluation of advantages and disadvantages of visual representations, to improve shortcomings, to use them
    to create and communicate knowledge, or to devise new ways of representing insights. The didactic approach
    consists of rooting visualization in its application contexts, i.e. giving the necessary critical attitude, principles,
    tools and feedback to develop their own high-quality visualization formats for specific problems (problem-
    based learning). The commonalities of good visualization in diverse areas, and exploration of the specificities
    of visualization in the field of specialization (through real-life case studies).
•   Visual Literacy Standards for teaching in higher education were adopted by the Association of College &
    Research Libraries in 2012. They were "developed over a period of 19 months, informed by current
    literature, shaped by input from multiple communities and organizations, reviewed by individuals from over 50
    institutions, and approved by 3 ACRL committees and the ACRL Board of Directors."
A few words...
•   The term “visual literacy” is credited to John Debes, co-founder of the International Visual Literacy Association.[1] In
    1969 Debes offered a tentative definition of the concept: “Visual literacy refers to a group of vision-competencies a
    human being can develop by seeing and at the same time having and integrating other sensory experiences.”[2] A
    white paper drawn up in January 2004, defines visual literacy as "understanding how people perceive objects,
    interpret what they see, and what they learn from them." [3] However, because multiple disciplines such as visual
    literacy in education, art history and criticism, rhetoric, semiotics, philosophy, information design, and graphic design
    make use of the term visual literacy, arriving at a common definition of visual literacy has been contested since its
    first appearance in professional publications.

•   Since technological advances continue to develop at an unprecedented rate, educators are increasingly
    promoting the learning of visual literacies as indispensable to life in the information age. Similar to linguistic
    literacy (meaning making derived from written or oral human language) commonly taught in schools, most
    educators would agree that literacy in the 21st Century has a wider scope. Educators are recognizing the
                                                                                       [4]



    importance of helping students develop visual literacies in order to survive and communicate in a highly
    complex world.
•   Many scholars from the New London Group such as Courtney Cazden, James Gee, Gunther Kress, and Allan
                                                     [5]



    Luke advocate against the dichotomy of visual literacy versus linguistic literacy. Instead, they stress the
    necessity of accepting the co-presence of linguistic literacies and visual literacies as interacting and
                                              [6]



    interlacing modalities which complement one another in the meaning making process.
•   Visual literacy is not limited to modern mass media and new technologies. The graphic novel Understanding
    Comics by Scott McCloud discusses the history of narrative in visual media. Also, animal drawings in ancient
    caves, such as the one in Lascaux, France, are early forms of visual literacy. Hence, even though the name
    visual literacy itself as a label dates to the 1960s, the concept of reading signs and symbols is prehistoric.
•   Visual literacy is the ability to evaluate, apply, or create conceptual visual representations. Skills include the
    evaluation of advantages and disadvantages of visual representations, to improve shortcomings, to use them
    to create and communicate knowledge, or to devise new ways of representing insights. The didactic approach
    consists of rooting visualization in its application contexts, i.e. giving the necessary critical attitude, principles,
    tools and feedback to develop their own high-quality visualization formats for specific problems (problem-
    based learning). The commonalities of good visualization in diverse areas, and exploration of the specificities
    of visualization in the field of specialization (through real-life case studies).
•   Visual Literacy Standards for teaching in higher education were adopted by the Association of College &
    Research Libraries in 2012. They were "developed over a period of 19 months, informed by current
    literature, shaped by input from multiple communities and organizations, reviewed by individuals from over 50
    institutions, and approved by 3 ACRL committees and the ACRL Board of Directors."
Tim Owens, We Are All Artists

                        1 Creativity is not inherited
                        2 In sports we accept the idea that with practice, we can get
                          better. Why can’t we translate that to art?
                        3 A creative environment can foster creativity
                        4 ds106 is giving you that environment
                        5 Do not accept the lie that you were just not born creative
                        6 We are more creative when we are uncomfortable
                        7 Take something ordinary and make it extraordinary
                        8 Take something complex and make it simple
                        9 Take something new and make it old
                        10 Find inspiration in the world around you



                               @timmmmyboy
Doodle Break
• Are we all artists?
Structured Serendipity
  JASON ZWEIG, when asked: What scientific concept would improve everybody's cognitive toolkit?
Zack Dowell @noiseprofessor: http://www.noiseprofessor.org/?p=464
visual
feedback
  loop
Ken Robinson
        RSA Animate
Changing Education Paradigms
RSA Animate
RSA Animate
   David Harvey
Crises of Capitalism
How we study our own autobiographies
    as learners is essential to our
      development as teachers

         -Stephen Brookfield
Doodle break
• Learning is like...
“We cannot understand anything unless we
create internal neuronal networks that reflect
            physical relationships”
                 - James Zull
Abstract concepts
    are largely
  metaphorical
   -James Zull
Sunni Brown, TEDx
Sousanis, N. (2012). The Shape of our Thoughts. Draft Thesis. http://www.spinweaveandcut.blogspot.com/
 Sousanis, N. (2012). The Shape of our Thoughts. Draft Thesis. http://www.spinweaveandcut.blogspot.ca/
Sousanis, N. (2012). The Shape of our Thoughts. Draft Thesis. http://www.spinweaveandcut.blogspot.com/
Drawing on Memories
• As an essentially verbal education gains
    control, the child abandons his graphic
    efforts and relies almost entirely on words.
•   Edwards, B. (2008) Drawing on the Right Side of the Brain.
How we learn




        Zull
Emily Del Ross, DS106
emilydelross.com
Doodle Break
• My journey
Zull


• Teach - techen
• Cathy Davidson
How we measure
Biktimirov, E. N., & Nilson, L. B. (2003). Mapping Your Course: Designing a Graphic Syllabus for Introductory Finance. Journal Of
Education For Business, 78(6), 308-312.
Doodle Break
•   Critical incident questionnaire (Brookfield)
•   Graph your attention
•   most engaged / least engaged
Monetarism- fixing price deflation
“price deflation can be fought by dropping money out of a helicopter” Friedman, M.

                                                              [1]   money photo cc licensed ( BY ) flickr photo shared by AMagill and Helicopter from Apocalypse Now ↩
Taymore, J. (Director). (2007). Across the Universe [film]
Gilliam, T. (Director). (1985). Brazil [film]
Drawing conclusions
Drawing conclusions

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Drawing conclusions

  • 2.
  • 3. Visual Thinking Brainstorming Planning Learning Teaching
  • 5. cc licensed ( BY NC SD ) flickr photo by courosa: http://flickr.com/photos/courosa/344832591/
  • 6. Oshii, M. (Director). (1995). Ghost in the Shell [Film].
  • 7.
  • 8. A few words... • The term “visual literacy” is credited to John Debes, co-founder of the International Visual Literacy Association.[1] In 1969 Debes offered a tentative definition of the concept: “Visual literacy refers to a group of vision-competencies a human being can develop by seeing and at the same time having and integrating other sensory experiences.”[2] A white paper drawn up in January 2004, defines visual literacy as "understanding how people perceive objects, interpret what they see, and what they learn from them." [3] However, because multiple disciplines such as visual literacy in education, art history and criticism, rhetoric, semiotics, philosophy, information design, and graphic design make use of the term visual literacy, arriving at a common definition of visual literacy has been contested since its first appearance in professional publications. • Since technological advances continue to develop at an unprecedented rate, educators are increasingly promoting the learning of visual literacies as indispensable to life in the information age. Similar to linguistic literacy (meaning making derived from written or oral human language) commonly taught in schools, most educators would agree that literacy in the 21st Century has a wider scope. Educators are recognizing the [4] importance of helping students develop visual literacies in order to survive and communicate in a highly complex world. • Many scholars from the New London Group such as Courtney Cazden, James Gee, Gunther Kress, and Allan [5] Luke advocate against the dichotomy of visual literacy versus linguistic literacy. Instead, they stress the necessity of accepting the co-presence of linguistic literacies and visual literacies as interacting and [6] interlacing modalities which complement one another in the meaning making process. • Visual literacy is not limited to modern mass media and new technologies. The graphic novel Understanding Comics by Scott McCloud discusses the history of narrative in visual media. Also, animal drawings in ancient caves, such as the one in Lascaux, France, are early forms of visual literacy. Hence, even though the name visual literacy itself as a label dates to the 1960s, the concept of reading signs and symbols is prehistoric. • Visual literacy is the ability to evaluate, apply, or create conceptual visual representations. Skills include the evaluation of advantages and disadvantages of visual representations, to improve shortcomings, to use them to create and communicate knowledge, or to devise new ways of representing insights. The didactic approach consists of rooting visualization in its application contexts, i.e. giving the necessary critical attitude, principles, tools and feedback to develop their own high-quality visualization formats for specific problems (problem- based learning). The commonalities of good visualization in diverse areas, and exploration of the specificities of visualization in the field of specialization (through real-life case studies). • Visual Literacy Standards for teaching in higher education were adopted by the Association of College & Research Libraries in 2012. They were "developed over a period of 19 months, informed by current literature, shaped by input from multiple communities and organizations, reviewed by individuals from over 50 institutions, and approved by 3 ACRL committees and the ACRL Board of Directors."
  • 9. A few words... • The term “visual literacy” is credited to John Debes, co-founder of the International Visual Literacy Association.[1] In 1969 Debes offered a tentative definition of the concept: “Visual literacy refers to a group of vision-competencies a human being can develop by seeing and at the same time having and integrating other sensory experiences.”[2] A white paper drawn up in January 2004, defines visual literacy as "understanding how people perceive objects, interpret what they see, and what they learn from them." [3] However, because multiple disciplines such as visual literacy in education, art history and criticism, rhetoric, semiotics, philosophy, information design, and graphic design make use of the term visual literacy, arriving at a common definition of visual literacy has been contested since its first appearance in professional publications. • Since technological advances continue to develop at an unprecedented rate, educators are increasingly promoting the learning of visual literacies as indispensable to life in the information age. Similar to linguistic literacy (meaning making derived from written or oral human language) commonly taught in schools, most educators would agree that literacy in the 21st Century has a wider scope. Educators are recognizing the [4] importance of helping students develop visual literacies in order to survive and communicate in a highly complex world. • Many scholars from the New London Group such as Courtney Cazden, James Gee, Gunther Kress, and Allan [5] Luke advocate against the dichotomy of visual literacy versus linguistic literacy. Instead, they stress the necessity of accepting the co-presence of linguistic literacies and visual literacies as interacting and [6] interlacing modalities which complement one another in the meaning making process. • Visual literacy is not limited to modern mass media and new technologies. The graphic novel Understanding Comics by Scott McCloud discusses the history of narrative in visual media. Also, animal drawings in ancient caves, such as the one in Lascaux, France, are early forms of visual literacy. Hence, even though the name visual literacy itself as a label dates to the 1960s, the concept of reading signs and symbols is prehistoric. • Visual literacy is the ability to evaluate, apply, or create conceptual visual representations. Skills include the evaluation of advantages and disadvantages of visual representations, to improve shortcomings, to use them to create and communicate knowledge, or to devise new ways of representing insights. The didactic approach consists of rooting visualization in its application contexts, i.e. giving the necessary critical attitude, principles, tools and feedback to develop their own high-quality visualization formats for specific problems (problem- based learning). The commonalities of good visualization in diverse areas, and exploration of the specificities of visualization in the field of specialization (through real-life case studies). • Visual Literacy Standards for teaching in higher education were adopted by the Association of College & Research Libraries in 2012. They were "developed over a period of 19 months, informed by current literature, shaped by input from multiple communities and organizations, reviewed by individuals from over 50 institutions, and approved by 3 ACRL committees and the ACRL Board of Directors."
  • 10. Tim Owens, We Are All Artists 1 Creativity is not inherited 2 In sports we accept the idea that with practice, we can get better. Why can’t we translate that to art? 3 A creative environment can foster creativity 4 ds106 is giving you that environment 5 Do not accept the lie that you were just not born creative 6 We are more creative when we are uncomfortable 7 Take something ordinary and make it extraordinary 8 Take something complex and make it simple 9 Take something new and make it old 10 Find inspiration in the world around you @timmmmyboy
  • 11.
  • 12. Doodle Break • Are we all artists?
  • 13.
  • 14.
  • 15. Structured Serendipity JASON ZWEIG, when asked: What scientific concept would improve everybody's cognitive toolkit?
  • 16.
  • 17. Zack Dowell @noiseprofessor: http://www.noiseprofessor.org/?p=464
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24. Ken Robinson RSA Animate Changing Education Paradigms
  • 26. RSA Animate David Harvey Crises of Capitalism
  • 27.
  • 28. How we study our own autobiographies as learners is essential to our development as teachers -Stephen Brookfield
  • 30.
  • 31.
  • 32. “We cannot understand anything unless we create internal neuronal networks that reflect physical relationships” - James Zull
  • 33. Abstract concepts are largely metaphorical -James Zull
  • 34.
  • 35.
  • 37.
  • 38. Sousanis, N. (2012). The Shape of our Thoughts. Draft Thesis. http://www.spinweaveandcut.blogspot.com/ Sousanis, N. (2012). The Shape of our Thoughts. Draft Thesis. http://www.spinweaveandcut.blogspot.ca/
  • 39. Sousanis, N. (2012). The Shape of our Thoughts. Draft Thesis. http://www.spinweaveandcut.blogspot.com/
  • 40.
  • 41. Drawing on Memories • As an essentially verbal education gains control, the child abandons his graphic efforts and relies almost entirely on words. • Edwards, B. (2008) Drawing on the Right Side of the Brain.
  • 42. How we learn Zull
  • 43.
  • 44.
  • 45. Emily Del Ross, DS106 emilydelross.com
  • 48.
  • 49.
  • 50.
  • 52.
  • 53.
  • 55.
  • 56. Biktimirov, E. N., & Nilson, L. B. (2003). Mapping Your Course: Designing a Graphic Syllabus for Introductory Finance. Journal Of Education For Business, 78(6), 308-312.
  • 57.
  • 58.
  • 59.
  • 60. Doodle Break • Critical incident questionnaire (Brookfield) • Graph your attention • most engaged / least engaged
  • 61.
  • 62.
  • 63. Monetarism- fixing price deflation “price deflation can be fought by dropping money out of a helicopter” Friedman, M. [1] money photo cc licensed ( BY ) flickr photo shared by AMagill and Helicopter from Apocalypse Now ↩
  • 64. Taymore, J. (Director). (2007). Across the Universe [film]
  • 65. Gilliam, T. (Director). (1985). Brazil [film]

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