Chapter 19: Imagery and visualised learning in classrooms
DOI:
https://doi.org/10.38140/obp1-2024-19Keywords:
Imagery, visual learning, visualisation, cognitive learning, constructivism, active learning, technology-enhanced learningAbstract
Chapter 19, titled "Imagery and Visualised Learning in Classrooms," explores the use of imagery and visual tools to enhance learning experiences across diverse educational settings. The chapter emphasises how visualised learning strategies, grounded in theories such as dual coding and constructivism, improve engagement, comprehension, and retention. Techniques described include ThinkBoards, diagrams, and digital resources (e.g., smartphones and QR codes), which are highlighted for their effectiveness in catering to various learner preferences. The chapter discusses both the advantages and challenges of visual learning, noting its capacity to simplify complex information and support higher-order thinking. Additionally, it offers practical guidelines for effectively implementing visual tools in lesson plans while addressing potential pitfalls. Real-world examples illustrate the benefits of visualised learning in promoting active participation and memory retention, ultimately preparing learners for a visually integrated, technology-rich educational environment.
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Copyright (c) 2024 Gregory Doyle, Jacky Van Wyk, Irene Roy
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