Considering visual literacy when designing instruction

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Author(s)
Sankey, Michael
Griffith University Author(s)
Year published
2002
Metadata
Show full item recordAbstract
Technology has made it increasingly easy to include imagery into printed and
online teaching materials, yet it seems that less imagery is used, not more. A
recent survey conducted on a limited number of teaching materials, produced
by one of Australia’s leading distance education universities, found that over
87% of these materials contained no photographic image, while 58% of
contained no form of illustration or image of any description. The intention of
this paper is to draw attention to the need to use images in teaching materials,
both to aid and enhance the learning process.Technology has made it increasingly easy to include imagery into printed and
online teaching materials, yet it seems that less imagery is used, not more. A
recent survey conducted on a limited number of teaching materials, produced
by one of Australia’s leading distance education universities, found that over
87% of these materials contained no photographic image, while 58% of
contained no form of illustration or image of any description. The intention of
this paper is to draw attention to the need to use images in teaching materials,
both to aid and enhance the learning process.
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Journal Title
Journal of Instructional Science and Technology (E-JIS)
Volume
5
Issue
2
Subject
Educational Technology and Computing
Electrical and Electronic Engineering
Curriculum and Pedagogy
Specialist Studies in Education
Analogy
Metaphor
Metonym
Visual literacy
Designing instruction