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The Iconic Turn in Education

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Edited By András Benedek and Kristof Nyiri

Some twenty years after the term iconic turn has been coined, and with a deluge of digital images, videos and animations surrounding, indeed invading, the learning environment, it appears that educational science, and the everyday practice of education, still very much labour under the impact of the past dominance of alphabetic literacy. But while educators clearly need to retain a measure of conservatism, maintain an acute sense for the logic of the written text and preserve the ability to handle extended hardcopy documents, they have to rise to the task, also, of exploiting the potentials of online networked communication, the constant presence of images, both static and moving, and the continuous interplay of words and images.

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A Pattern of Bursts or Constant Light?: András Benedek

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A Pattern of Bursts or Constant Light? András Benedek As I have put it in my “Preface” to the first volume1 of the present series, “con- temporary visual technology – film, video, interactive digital media – is promot- ing, but also demanding, a radically new approach to learning: the age of visual learning has begun. This is especially true”, I stressed, “for tertiary-level educa- tion”: here, as my argument will now run, the “learning space” looks similar to the physical behaviour of light. Stimulating visual learning tasks can be regarded as impulses, the influence of which in the learning nets we have studied on a relatively large student population. These impulses were of short-time interval, but led to a significant rise in student activity. We assume that the application of suitable techniques in the learning space, particularly in the promotion of hori- zontal communication activities, will allow “bursts” to develop into durable “light”. The presentation of these phenomena draws attention to the analysis, based on the Learning Management System (LMS) experience, that allows us to formulate statements as regards the network activity level of learning. The for- mal process of learning directly related to the informative network learning space for students, horizontal communication (forums, chats), the intensive re- gaining of inputs, and increase in the frequency of communication, may have a stabilizing impact on learning. Introduction This chapter – after a short theoretical outlook – deals with the relationship of learning and visuality, and subsequently introduces a relevant investigation framework of networked learning....

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