Advertisement

Visual-Graphic Learning

  • Chiara PanciroliEmail author
  • Laura Corazza
  • Anita Macauda
Conference paper
  • 232 Downloads
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 1140)

Abstract

This contribution seeks to draw attention to the integrated use of different languages (graphic, visual, audio-visual…) in relation to the development of an innovative didactics. A multimodal and multimedia approach to didactics relates to the possibility to stimulate and trigger pre-knowledge adequate to the objects of learning, to develop the capacity to problematize, to foster processes of acquisition and re-elaboration of knowledge. In respect to this specific field, the results of an explorative investigation conducted in two university courses proposed by the Department of Education Sciences of the University of Bologna are presented. Indeed, within these courses, special emphasis was given to the use of visual and audio-visual languages to elicit the creation of multiple and original points of view, through activities based on encounters and sharing.

Keywords

Didactics Graphic intelligence Visual intelligence Digital video Learning Images Multimodality Multimedia Concept maps 

Notes

Acknowledgements

This contribution, fully shared by the three authors, was drafted as follows: paragraph “Learning by images” by Chiara Panciroli; paragraphs “Audiovisuals and training” and “Digital audiovisuals: interactive multimedia map” by Laura Corazza; paragraph “Exploratory investigation: images and videos for learning and teaching” by Anita Macauda.

References

  1. Avgerinou, M.D., Pettersson, R.: Toward a cohesive theory of visual literacy. J. Vis. Literacy 30(2), 1–19 (2011)CrossRefGoogle Scholar
  2. Brumberger, E.: Visual literacy and the digital native: an examination of the millennial learner. J. Vis. Literacy 30(1), 19–46 (2011)CrossRefGoogle Scholar
  3. Calvani, A. (ed.): Principi di comunicazione visiva e multimediale. Fare didattica con le immagini. Roma, Carocci (2011)Google Scholar
  4. Chiou, C.C., Tien, L.C., Lee, L.T.: Effects on learning of multimedia animation combined with multidimensional concept maps. Comput. Educ. 80, 211–223 (2015)CrossRefGoogle Scholar
  5. Cicalò, E.: Intelligenza Grafica. Aracne, Roma (2016)Google Scholar
  6. Clark, R., Lyons, C.: Graphics for Learning: Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials. John Wiley & Sons, Hoboken (2010)Google Scholar
  7. Damiano, E.: La mediazione didattica. Per una teoria dell’insegnamento. FrancoAngeli, Milano (2013)Google Scholar
  8. Doise, W., Mugny, G.: La costruzione sociale dell’intelligenza. Il Mulino, Bologna (1986)Google Scholar
  9. Farnè, R.: Diletto e giovamento. Le immagini e l’educazione. Utet, Torino (2006)Google Scholar
  10. Farnè, R.: Buona maestra Tv. La Rai e l’educazione. Da «Non è mai troppo tardi» a «Quark», Carocci, Roma (2003)Google Scholar
  11. Fiorentino, E.: Il vero, il bene e il bello: le immagini come occasione di appren-dimento significativo. In: Ulivieri, S., Binanti, L., Colazzo, S., Piccinno, M. (eds.) Scuola Democrazia Educazione. Formare ad una nuova società della conoscenza e della solidarietà, PensaMultimedia (2018)Google Scholar
  12. Gardner, H.: Frames of Mind: The Theory of Multiple Intelligences. Basic Books, New York (1983)Google Scholar
  13. Glaser, M.: Drawing is Thinking. Harry N Abrams Inc., New York (2008)Google Scholar
  14. Kress, G.: Multimodality: a Social Semiotic Approach to Contemporary Communication. Routledge, London (2009)CrossRefGoogle Scholar
  15. Lacelle, N., Boutin, J.-F., Lebrun, M.: La littératie médiatique multimodale appliquée LMM@. Presses de l’Université du Québec, Québec (2017)CrossRefGoogle Scholar
  16. Landriscina, F.: Didattica delle immagini: dall’informazione ai modelli mentali, Form@re. Open J. la formazione rete 12(80), 27–34 (2012)Google Scholar
  17. Manovich, L.: The Language of New Media. MIT Press, Cambridge (2001)Google Scholar
  18. Martel, V., Boutin, J.-F., Lemieux, N., Mclaughlin, D., Beaudoin, I., Boudreau, M., Mélançon, J., Laroui, R.: Appréciation d’étudiants universitaires en sciences de l’éducation des pratiques de formation universitaire, recourant ou non à l’image, en ce qui a trait à la présentation/production des contenus de cours. Int. J. Technol. High. Educ. 14(3), 48–61 (2017)Google Scholar
  19. Mitchell, W.J.T.: Visual literacy or literary visualcy? In: Elkins, J. (ed.) Visual Literacy. Routledge, New York (2008)Google Scholar
  20. Novak, J.D.: L’apprendimento significativo: le mappe concettuali per creare e usare la conoscenza. Erickson, Trento (2001)Google Scholar
  21. Novak, J.D.: Costruire mappe concettuali: strategie e metodi per utilizzarle nella didattica. Erickson, Trento (2012)Google Scholar
  22. Panciroli, C.: Innovare le architetture della didattica universitaria. Educ. Sci. Soc. 9(2), 39–57 (2018)Google Scholar
  23. Rivoltella, P.C.: Neurodidattica. Insegnare al cervello che apprende. Raffaello Cortina Editore, Milano (2012)Google Scholar
  24. Rivoltella, P.C., Rossi, P.G.: Il corpo e la macchina. Tecnologia, cultura, educazione. Scholé, Brescia (2019)Google Scholar
  25. Robertson, I.: Intelligenza visiva. Il sesto senso che abbiamo dimenticato. Rizzoli, Milano (2003)Google Scholar
  26. Rossellini, R.: Il mio metodo. Scritti e interviste. Marsilio, Venezia (1987)Google Scholar
  27. Serafini, F.: Reading the visual. An introduction to teaching multimodal literacy. Teachers College Press, New York (2014)Google Scholar
  28. Todesco, G.M.: L’immagine come strumento della mente. XY. Rassegna critica di studi sulla rappresentazione dell’architettura e sull’uso dell’immagine nella scienza e nell’arte, vol. 1, no. 2, pp. 10–19 (2016). http://www.xydigitale.it/rivista/index.php/xy/article/view/35
  29. Vezzoli, Y.: Visual literacy: un problema di definizione. Formazione Insegnamento XV, 2–20 (2017)Google Scholar
  30. Vieira, C., Parsons, P., Byrdc, V.: Visual learning analytics of educational data: a systematic literature review and research agenda. Comput. Educ. 122, 119–135 (2018)CrossRefGoogle Scholar
  31. Vygotskij, L.: Pensiero e linguaggio. Ricerche psicologiche. Laterza, Roma-Bari (2008)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Department of Education Studies “Giovanni Maria Bertin”University of BolognaBolognaItaly

Personalised recommendations