Learning Through Visual Displays (Current Perspectives on Cognition, Learning and Instruction) - Hardcover

Hardcover

ISBN 10: 162396234X ISBN 13: 9781623962340

Publisher: Information Age Publishing, 2013

Synopsis

The purpose of the volume is to explore the theory, development and use of visual displays and graphic organizers to improve instruction, learning and research. We anticipate five sections that address (1) frameworks for understanding different types of displays, (2) research-tested guidelines for constructing displays, (3) empirically-based instructional applications, (4) using displays to promote research and theory development, and (5) using displays to report test and research data to improve consumer understanding. Authors represent a variety of perspectives and areas of expertise, including instructional psychology, information technology, and research methodologies.

The volume is divided into four sections. Section 1 provides a conceptual overview of previous research, as well as the contents of the current volume. Section 2 includes theoretical perspectives on the design and instructional uses of visual displays from major theorists in the field. These chapters discuss ways that visual displays enhance general cognition and information processing. Section 3 provides eight chapters that address the use of visual displays to enhance student learning. These chapters provide examples of how to organize content and use visual displays in a variety of ways in the real and virtual classroom. Section 4 includes three chapters that discuss ways that visual displays may enhance the research process, but especially improved data display.

About this title

About the Author

Daniel J. Robinson is an associate professor in the Faculty of Information and Media Studies at the University of Western Ontario.

Edition details

• Publisher: Information Age Publishing
• Publication date: 2013
• Language: English
• ISBN 10: 162396234X
• ISBN 13: 9781623962340
• Binding: Hardcover
• Number of pages: 460
• Editor: Schraw Gregory, McCrudden Matthew T., Robinson Daniel