Weekly embedded task 2: A picture paints 1000 words

I am a visual learner. So I am a huge advocate for using images and videos in my lessons.

In my experience, using visuals is easier in some subject areas than others. When teaching World War 2 in history, for example, the options are endless. But what about using visuals when teaching students to do a balance sheet? Whilst it is easier to implement visuals in some subject-area classrooms, I believe that visuals have a place across the entire curriculum. With such a huge range of visual tools available- from image-sharing platforms, movie creation and presentation programs, graphic organisers and drawing tools, there is something that can be used to strategically to heighten the learning experience for students. Some of these are highlighted in the mind map I created below. 

Having means for creating, sharing, using and playing visuals has significant implications from a teacher standpoint.  According to Jandhyala (2017), using appropriately selected images and visuals helps us store information longer, aids better comprehension, makes communication more efficient and drives motivation. So basically, visuals help people learn. I believe that visuals help create more meaning too.

In this video, students talk about what visual learning means to them, reiterating the benefits of planning for and incorporating visual strategies into our teaching and learning sequences.

University of Nottingham- Student Voice - a student-made film about visual learning(Retrieved from: https://www.youtube.com/watch?v=KThyfeV01X4/)

So, because I find mind maps an extremely beneficial way of organising my thoughts, I went and created a login at WiseMapping. I’d never used this program before but with the inbuilt tutorial and simple instructions, my ideas were on the page in no time. Here is the end result:

Using this program is really simple. As teachers, we are often limited for time in the classroom, so having programs that are easy to learn and can easily be substituted for conventional options, is necessary and practical. Mind-mapping is extremely beneficial as a collaborative and conceptual exercise: it helps students to connect and share knowledge. 

Some of the functions of Wisemapping, as outlined on the Wisemapping website, include:

Mindmap Editor-

•  Add/Modify/Delete topics. 
• Insert icons, notes and HTTP Links.
• Auto saving and history recovering

Collaborative Features:

• User’s Personal space of his own mind maps. 
• Ability to invite others to view and/or collaborate with his own mind maps. 

User Personal Space:

• User can create mind maps he created and have been shared with him. 
• Maps displayed in order based on different categories
• Labels

Export/Import:

• Print mind maps.
• Import functionalities and Export to PDF, SVG or Image File

LDAP Security Integration

This program is an example of one of the many visual tools available for teachers to incorporate into lesson planning
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Use of images/visuals in teaching and learning

As highlighted in the concept map above, there are so many benefits to using images, videos and other visuals in the classroom. As a teacher, I think that using visuals in the classroom helps increase contextual understanding, especially in the case where describing a scenario does not provide adequate information about what is being taught. For example, showing this image...

...or watching a video invokes more understanding about conditions during the Industrial revolution than a written or verbal explanation.

As outlined by the Science Education and Resource Center at Carleton College (2018), strategically selected visual representations can be used to engage students, facilitate active learning strategies and promote cooperative learning and problem solving. I think that student-created media also has significant implications, in that the creation of a visual-representation of understanding stimulates student creativity, can be used to promote social interaction and customise learning to suit each student. In this business classroom example, it is evident that students’ learning is amplified by the incorporation of visuals by increasing collaboration, building digital and creative skills and putting learning in a relatable, real-world context:

Teaching Business (Managing Money)
Written Explanation	Visual Representation
You can learn to manage money by: -        Doing up a budget or savings plan -        Analysing the value of goods and services -        Tracking income and expenses -        Managing money in your bank account (textbook reading or verbal explanation of these points)	TeenageBossAu. Teenage Boss Trailer OFFICIAL (2018) (Retrieved from https://www.youtube.com/watch?v=42Ep3SZ5Nuc) Teenage boss video and PowerPoint with key points
Written Activity	Visual Activity
Write a paragraph that describes: a)      What savings are b)      Strategies for you can managing your money c)      What things you would want to save for	In pairs, use a mind-mapping tool such as Coggle or WiseMapping to create a mind map that shows:         a) What savings are (Student 1)        b) Strategies for you can managing your money (Student 2)  c) Together, add to your mind-map some things you would want to save for

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The SAMR Model

In previous blogs, I have talked about the SAMR model (Ruben Puentedura, n.d.) (see here). When incorporating digital visuals into teaching and learning, substitution for textbook or physical images is easy. But how can the use of visuals be used in a lesson to modify and redefine the learning experience?

Example:

Substitution: A digital photograph with questions is projected to students in a history classroom. Students use the image to infer about the time period in which the photo was taken. Students could watch a how-to video in place of teacher explanation or take a photo that can be used in future learning.

Augmentation: Students record their speeches and create a tailored movie-maker presentation that uses images to highlight key points.

Modification: Students create a how-to video which involves them demonstrating their knowledge. Students use editing software to add additional links, videos and text to support their idea.

Redefinition: Students create a video diary. For example, students could watch and interpret a video about World War 2. They then demonstrate their knowledge through creating a video diary from the perspective of a WW2 soldier. The diary then is edited to incorporate texts and images that support their message. 

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Copyright and Safety

Copyright is such a significant part of using images. Students have to be aware that copyright laws stipulate that any visuals created by other authors/websites need to be acknowledged. This needs to be modeled in the images we use as teachers. My blog post (Legalities section) HERE talks about where to go to access copyright laws and requirements that need to be adhered to when using visuals.

When using visuals, teachers need to consider that student safety. Using reputable sites for images and videos (such as ThinkLink) can ensure that the resources teachers and students are using are relevant and age-appropriate.

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References

Carleton College Science Education and Resource Center. (2018). What is Using Media to Enhance Teaching and Learning. Retrieved from https://serc.carleton.edu/econ/media//what.html

Jandhala, D. (2017). Visual Learning: 6 Reasons Why Visuals Are The Most Powerful Aspect Of eLearning. Retrieved from https://elearningindustry.com/visual-learning-6-reasons-visuals-powerful-aspect-elearning

Puentedura, R. (n.d.). SAMR: Getting to Transformation. Retrieved from http://www.hippasus.com/rrpweblog/archives/2013/04/16/SAMRGettingToTransformation.pdf