Visual learning is a teaching and learning style in which ideas, concepts, data and other information are associated with images and techniques. It is one of the three basic types of learning styles in the widely-used [1] Fleming VAK/VARK model that also includes kinesthetic learning and auditory learning.
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Influential management and systems thinker pioneer Russel Ackoff suggested that the most important contribution of a first rate 21st century education is not content, but that we acquire the capability to learn and are motivated to do so throughout our lives. In the developed world today, falling global competitiveness is blamed on education [Karen Ward HSBC:2011 ]. Schools, universities, and even tried and tested auditory sequential systems no longer seem designed for the modern world and are instead relics of the 19th century [Ackoff].
Early pioneers in education attempted to use psychology to improve society. The hypothesis was that by figuring out the methods by which individuals learn best, educators could design materials to help students internalize, reflect, boil down, apply and synthesize information from many, many different sources over extended time frames.
Although learning styles have "enormous popularity" and both children and adults express personal preferences, there is no evidence that identifying a student's learning style produces better outcomes, and there is significant evidence that the widespread "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for the student's learning style) is invalid.[2] Well-designed studies "flatly contradict the popular meshing hypothesis".[2]
However, that "flat contradiction" fails because the studies confuse practice and theory; for deep background see [Linda Silverman, Thomas G West, Stephen Heppel]. The popular meshing hypothesis as implemented by the study designers is much too simplistic in both application and conception. If learning styles are to become a true science of attention proper screening has to be introduced, differentiated materials need to be prepared and communicated in multiple mediums so the learning channels are overlapped in the correct order. In short, a scientific approach.
Creating graphic organizers - Students create graphic organizers such as diagrams, webs, and concept maps by selecting symbols to represent ideas and information. To show the relationships between ideas, students link the symbols and add words to further clarify meaning.
By representing information spatially and with images, students are able to focus on meaning, reorganize and group similar ideas easily, make better use of their visual memory.
In a study entitled Graphic Organizers: A Review of Scientifically Based Research, The Institute for the Advancement of Research in Education at AEL evaluated 29 studies and concluded that visual learning improves student performance in the following areas:
Visualising data - When working with data, students build data literacy as they collect and explore information in a dynamic inquiry process, using tables and plots to visually investigate, manipulate and analyze data. As students explore the way data moves through various plot types, such as Venn, stack, pie and axis, they formulate questions and discover meaning from the visual representation.
The following are some suggested techniques for students who are visual learners, which can be used to make learning and education more effective. [3]
There are some elements of design that can be incorporated into any course that will help ensure learning success: [4]
Distance Education course creators sometimes become victims of the "more is better" concept. This is not the best case when developing a course site. Including everything you have or can find on a topic can overwhelm and confuse students. Improper use of fonts, colors, and graphics can also serve as a distraction and hamper the effectiveness of your course.
A common problem in courses designed in the Blackboard Learning Management System is the use of too many buttons or links on the course menu. Keeping the content, menu, color and font variations to a minimum can help keep your site design simple.
Consistency can greatly reduce the time initially required to navigate your course site. Consistency across pages can reduce the load on cognitive processing and prevent cognitive overload. If learning to use a course is a quick and painless process, learners are motivated to continue. Consistencies should include: colors, backgrounds, fonts, headings, text layout, folder management, and placement of course materials.
Some inconsistencies, if used correctly and infrequently, such as changing text formats can quickly grab a learner's attention. These might include a highlighted line of text, or an altered color scheme to indicate a change of topic.
Personalizing a course site is also important in order to establish instructor presence, which has been shown to increase student engagement. Some ideas to accomplish this include:
If working in Blackboard, also remember to set proper "availabilities" within Blackboard's control panel. Only the features selected will be "available" to students.
Improvements can be made to enhance the "user friendliness" of a course by creating and managing folders. It's best if folders are arranged and labeled in a logical and consistent sequence. Some common "labels" used for folders - Module - Unit - Week (and number) - Topic - Lesson. Consistency in folder management, labeling and corresponding discussion forums will help students easily navigate throughout a course without aggravation.
Remember to keep the following goals in as you create course content.
Design your content: