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The Effects of Image on Learning and Vice Versa
Author(s) -
Wilson Timothy D.
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.447.3
Subject(s) - presentation (obstetrics) , visualization , context (archaeology) , computer science , position (finance) , representation (politics) , data science , human–computer interaction , multimedia , artificial intelligence , medicine , paleontology , finance , biology , politics , political science , law , economics , radiology
Technology's impact on education is undeniable. Advanced image representation is almost a requirement by many institutions and governing bodies in medicine, dentistry, and allied health sciences. Endorsement to use technologies for demonstrative, training, and simulation purposes is almost ubiquitous. Often, efficacy and principles surrounding the use or development of complex visualisation tools is sparse for broad applications, and/or narrow for specific scenarios. This presentation will highlight methods that inform a “learner‐centred” approach to using images. The author will attempt to widen the understanding of complex images on learner behaviour and the underlying physiology of “what” and “how” learners achieve goals. We know learners are different, thus, this presentation will utilize learner spatial ability as the context. Learner differences can be described both by behaviour (extrinsic characteristics) and physiological consequence (intrinsic characteristics) supporting individual learning strategies. Pairing intrinsic and extrinsic information about the learner, pedagogical approaches incorporating complex visualisation can be developed, studied, and incorporated from an informed position. Educators, educational technologists, and industry will be in better position to develop meaningful and directed visualisation environments. Grant Funding Source : N/A