Learning Using Images

GYMPIE FLOODS

The pictures above were resized and uploaded using MobaPhoto located at http://www.softpedia.com/get/Multimedia/Graphic/Graphic-Editors/MobaPhoto.shtml.

Resizing and uploading the photo's was an easy process although the same can't be said of downloading the actual MobaPhoto program which proved to be time consuming.

The pictures are of recent flooding in the Gympie district. Images such as this could be used as a "hook" to engage students when introducing a possible class project on the cause and effects of flooding. Using these pictures simultaneosly with words in dot-point form when explaining the topic, objectives and learning outcomes will enhance the students understanding of the task. Pictures such as this can be used to scaffold the learning environment to prevent the possibility of excessive cognitive overload by ensuring segments of the information are presented visually and other pieces in auditory form.

To ensure learners get the utmost value out of using images for learning consideration should be given to the relevant subject area, pedagogical approaches, appropriateness of image for teaching purposes and the suitability of the type of image such as a photograph, vector, chart or graph in representing the particular concepts being taught. After considering these factors the following list of practical uses can be identified for digital images:

• Illustrate concepts and display examples during presentations
• Enforce and extend language and common terms relevant to particular topics
• Critical thinking skills
• Identify emotions and mood
• Illustrate case studies
• Foster collaboration and encourage teamwork
• Stimulate story or poem writing
• Enhance visual communication skills
• Assess student knowledge, understanding and observational skills

To foster engaged students, in-depth learning and improved teaching, visual thinking skills should be developed using pedagogical strategies known as thinking routines. Thinking routines account for  different types of thinking such as; interpretation and justification, reasoning and explanation, in-depth inquiry, examination of propositions, exploration of interesting things, reflection on changes to thinking and exploration of perspectives.

Examples of Thinking Routines 

What makes you say that?
Think puzzle explore
Think pair share
Circle of view points
I used to think....now I think
See think wonder
Compass points

Teaching Purpose

The KLA of ICT identifies grade 2 expectations for using ICT devices and software to communicate. Digital images can be used in class activities to create a reflective photo story combined with oral reflection which also supports speaking and listening skills in the KLA of English (Department of Education, Training and Employment, 2012).


REFERENCES  

Swisher, D.(2007). Does multimedia truly enhance learning? Moving beyond the visual bandwagon toward instructional effectiveness. Academia. Retrieved from http://www.academia.edu/1046356/Does_Multimedia_Truly_Enhance_Learning_Moving_Beyond_The_Visual_Media_Bandwagon_Toward_Instructional_Effectiveness

JISC Digital Media. (2013) Practical ways to use digital images in teaching and learning. Retrieved from http://www.jiscdigitalmedia.ac.uk/guide/practical-ways-to-use-digital-images-in-teaching-and-learning/

Harvard Graduate School of Education. (2010). Project Zero: Visible thinking, core routines. Retrieved from  http://www.old-pz.gse.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html

Department of Education, Training and Employment (DETE). (2012). Communicating with ICT. Retrieved from http://education.qld.gov.au/smartclassrooms/enabling-learners/ict-expectations/prep-year2/communicating.html