Visual Culture

What is Visual Culture? It is a fairly new discipline of study that supports the point of view that understanding our world goes beyond words and text.

I'll be posting a bit on this topic, since I'm interested in figuring out how the concept of visual culture fits into my own theories about multimedia literacy and technology.

As I dig deeper into this field of study, I hope to gather and share what I find. One of my tasks will be to find a "short list" of visual culture scholars and see if there are is any cross-pollination between this group and people in the field of information/data visualization.

In searching for definitions of Visual Culture, I came across this description from the Visual Culture website from the University of Wisconsin-Madison.

What is Visual Culture?

"(It) is concerned with everything we see, have seen, or may visualize-paintings, sculptures, movies, television, photographs, furniture, utensils, gardens, dance, buildings, artifacts, landscape, toys, advertising, jewelry, apparel, light, graphs, maps, websites, dreams-in short, all aspects of culture that communicate through visual means...."

Visuality and Textuality

"Visual Culture Studies presents a challenge to the textual model of the world that dominates so much thinking about culture. While analyzing cultural experiences, artistic practices, and even social interactions and history itself as so many texts to be read is an undeniably powerful approach, this textual bias ignores a vast realm of perception, experience and meaning in reducing culture to "reading." Visual Cultural Studies counters this bias by emphasizing the importance of the visual-even in textual objects, as when scholars consider the impact of design on the meaning of literature. In countering this earlier thinking, Visual Culture Studies does not set aside textuality, but draws it into dialogue with visuality, performativity, aurality, tactility, and so on. At the same time, Visual Culture scholars are beginning to question the broader dominance of visuality itself (what some have termed "ocularcentrism") and to look for ways to consider vision in the broadest cultural context without introducing new hierarchies of social practice."

What is Visual Culture? (University of Aberdeen)

"Visual culture has emerged as a constellation of various interests and numerous critical intersections in the visual and performing arts here at the University of Aberdeen. Because of its dynamic nature it constitutes less of discipline than a platform for exploring theoretical and creative collaborations between Film, Art History, Modern Thought, Museum Studies, Visual Anthropology, Scientific Imaging practices, new media, and computer engineering. The taught M.Litt reflects the diverse interests of faculty and students participating in visual studies. The M.Litt in Visual Culture is divided into two tracks: one designed to engage with critical thinking (the history of art and film criticism, theories of the visual, philosophies of perception and new media); and the other concentrating on creativity and media production (the internationally acclaimed filmmaker Raul Ruiz advises on avant-garde filmmaking, and courses are taught in film production)."

RELATED
(This list is not inclusive and will be updated.)

Visual Culture Website (University of Wisconsin, Madison)

Visual Culture Website (University of Aberdeen)

Georgtown University's Visual Culture Page (Martin Irvine)
Warning- it is ALL TEXT!

Aesthetics and Visual Culture (Bruce B. Janz, Director, Center for Humanities and Digital Research, University of Central Florida)
This site has an extensive number of links that cross numerous disciplines, last updated in 2006.

Journal of Visual Culture

Visual Culture at Middlesex University People Page

Visual Culture Blog (Oberholtzer-Creative)

The Visual Culture Awards - Info about awarded individuals

Infosthetics

Capella Web Capella Garcia Arquitectura- see picture below:




Via Visual Culture:

Pathway to a Sustainable Environment
"Heaven by Capella Garcia Arquitectura is an ephemeral space whose purpose is to show off the virtues of a constructional system using a plastic material, developed by the Resyrok Company, at the latest Casa Decor Fair in Barcelona, Spain, whose theme was “Pathway to a sustainable environment"

I came across the following video, created by Eirik Solheim, on the Visual Culture blog:

2008 in 40 Seconds

One year in 40 seconds from Eirik Solheim on Vimeo.

Visualizing Content on the Web: Great pictures, descriptions, and links on Max Kiesler's blog

"Content Visualizations: The Next Wave of Interaction Design" is the topic of Max Kiesler's recent blog post.

Searches conducted on the Web are primarily word-based, and the same is true for searches conducted on PC's. What results is a list of phrases, which are often difficult to sort and prioritize quickly.

The increased bandwidth available on the web now allows for content that contains a range of multimedia components, such as photos and video clips. Many on-line journal articles, blog posts, and of course, information visualization websites, contain important visual-oriented information that might be missed through traditional searches.

Kiesler discusses some solutions to this problem in his post. Take a look at it soon- it contains great visualizations, as well as links to additional information and resources.

Although Keisler does not state it directly, his post makes the case for the importance visual and multimedia literacy in our society.

Note: For those of you who follow my blog, you'll know that this sort of visual approach would be a great tool in education, especially when presented on interactive large-screen displays.

Visual and Multimedia Literacy Revisited - Quotes

It has been about a year since I shared quotes about the importance of visual and multimedia literacy. Since many of my readers are responsible for putting together presentations about education, technology, and topics related to visual or multimedia literacy, I thought I'd link to my orignal post.

I'm putting together a short video for TeacherTube on the topic of multimedia literacy. My premise is that multimedia technology supports engaged learning and also provides educators with a means of accurately monitoring progress. While I am not 100% certain that the effective, appropriate use of multimedia technology in our high schools will help to combat our nation's 30% drop-out rate, I am pretty sure it will help, especially if students have access to on-line multimedia learning activities outside of school.

If you have any quotes that you'd like to share about the multimedia and visual literacy, let me know - even those of your own.

My hope is that this video will be useful for people who are interested in learning more about visual and multimedia literacy. Since it will be on TeacherTube, it will be available for anyone to use.

Google Earth on a touch screen table - video demo

The interactive table used in this video demonstration is Diamond Touch, from MERL. In this application, navigation through Google Earth is controled through speech.

Here is a picture of how the table works:

The Importance of Media Literacy - Link to Quotes

This is a link to quotes from a variety of people about media literacy.

The quotes were posted on the Media Literacy Clearinghouse Website. If that link does not work, try this one. The Media Literacy Clearninghouse has a variety of resources for K-12 educators.

Visual Literacy and Multimedia Literacy Quotes - Odds and Ends PART ONE

While gathering resources and reviewing literature over the past few years, I've come across a wide range of people who have an interest in visual and multimedia literacy. I thought I'd share some odds and ends that I found helpful to me as I went along my journey.

One book that has reinforced my thinking is "In the Mind's Eye: Visual Thinkers, Gifted People with Dyslexia and Other Learning Difficulties, Computer Images, and the Ironies of Creativity", by Thomas G. West. The following quote is from a book review:

"Dr. West argues that major advances in computer information visualization technologies promise to transform education and the workplace— and to increase greatly the value in that transformed world of “visual thinkers with verbal and memory problems who have had to develop methods to sift, sample, and select” in order to understand patterns in complex systems in business, the sciences and other fields." - James Cullin

The following quote is from an article written by Gary Bertoline, the director of Purdue's Envision Center for Data Perceptualization:

“Communicating visually is becoming the norm rather than the exception in technological societies… This renaissance in graphics is coupled with the emerging re-thinking of the role of visualization in basic human intelligence. Converging technologies, a renaissance in graphics, and better understanding of the role of visualization in human cognition are the catalyst for an emerging discipline called visual science.” -Gary R. Bertoline, 1998. Visual Science: An Emerging Discipline Journal for Geometry and Graphics, V 2. 181-187 Purdue University

David Staley, the author of Computers, Visualization, and History: How New Technology Will Transform Our Understanding of the Past, also argues about the importance of visual communication, particularly in his field of history, which has traditionally been taught through reading and discussion:

“…the best visualizations are images that allow one to see, think about and understand multidimensional levels of information that would not have been apparent had it not been so spatially organized.” –Stayley, D. (2002) "Visualization-ism: An art history" Interface: The journal for education, community and values.

Robert E. Mayer is a psychologist who has spent over the past decade studying multimedia learning. This is a quote from his book, “Multimedia Learning”, written in 2001:

“For hundreds of years, verbal messages – such as lectures and printed lessons – have been the primarily means of explaining ideas to learners….Recent advances in graphics technology have prompted new efforts to understand the potential of multimedia as a means of promoting human understanding – a potential that I call the promise of multimedia learning. “ -Mayer, R.E. 2001. Multimedia Learning New York: Cambridge University Press

As educators, how do we encourage all kinds of learners, especially those who have minds that aren’t considered to be within the mainstream in our mostly word dominant, traditional schools?

Temple Grandin, with much support and personal effort, overcame many barriers related to her symptoms of autism to earn a Ph.D. in animal science. She is known for her books and presentations related to her field of study as well as to autism. In her book, "Thinking in Picture and Other Reports from my Life with Autism", written in 1995, Grandin wrote,

“I think in pictures. Words are like a second language to me. I translate both spoken and written words into full-color movies, complete with sound, which run like a VCR tape in my head” She discussed how difficult it was for other people to understand her way of thinking"

Grandin, T. 1995. Thinking in pictures and other reports from my life with autism. New York, Doubleday p. 19

NOTE:

In the decade or so since Grandin wrote this book, there has been a significant increase in the number of students diagnosed as autism spectrum disorders. These young people often require a variety of specialized instructional strategies and support for skill development in areas such as communication and social skills.

We know that the majority of people with autism spectrum disorders are visual learners. We also know that many people who struggle in school are likely to be visual learners/thinkers. Because they learn differently, they are often viewed as having a potential learning disability or attention disorder. The emphasis on "reading to learn" in many classrooms often means that many students are not provided the opportunity to learn subject matter content through other means while they are at school.

Mel Levine, a physician who works with young people with learning and attention difficulties, addresses this issue in his book, written 2002, , "A Mind at a Time" , with a companion website:

“Too many kids struggle and fail needlessly simply because the way in which they learn is incompatible with the way they’re being taught. Schools are filled with kids who give up on themselves, are convinced they’re "losers," and conclude they’re just dumb. It’s painful—for the student, teacher, and parent who may be unaware that the "wiring" of that child’s brain simply is not in synch with the demands and expectations of the situations at hand.” -Mel Levine

“What takes place when a teacher’s ways of teaching clash with a learner’s way of learning? Chaos, discord, accusation, and anger often ensue…In facing these conflicts, should we be trying to rewire the child or instead should we modify the environment and alter our expectations? Or should we do both?” -Levine, M. 2002. A mind at a time. Simon & Schuster, pp.260

If you are a parent of a student who is considered "difficult to teach", you probably have a good understanding of what this post is about.

Some of the content of this post is from a transcript of a podcast that I started for one of my class assignments. A few of the following quotes and comments are from my notes for a paper I wrote in 2004 - "Thinking, Learning, and Communicating through Multimedia: Views from a School Psychologist", which can be found in A sense of place: The global and the local in mobile communication Nyiri, K. (ed.) (2005). Vienna: Passagen Verlag. If you look at the book's table of contents, you'll note that the various authors come from fields ranging from physics to philosophy. Technology has impacted many fields of study in significant ways!

-Lynn

Resources for All: Supporting UDL, RTI, Visual and Multimedia Literacy, Project-Based Learning, Learning with Mobile Devices

Since I started blogging, new technologies have made their way into an increasing number of classrooms, and many educators are aware of efforts such as Universal Design for Learning (UDL) and Response to Intervention or Instruction (RTI), as well as innovative technologies that provide engaged, interactive learning experiences for students.

In this post, I've consolidated information and updated links and resources from some previous posts from my TechPsych and Interactive Multimedia Technology blogs. Although many of the resources cited in this post relate to K-12 education, some of the information is useful for instructional designers, school administrators, researchers, college/university educators, parents, and technologists who are interested in developing interactive multimedia applications for children and teens.


Universal Design for Learning (UDL) and Planning for All Learners

Universal Design for Learning incorporates differentiated instruction, addressing visual learning and other means of academic engagement through the use of media technology, including project-based learning. The concepts of Universal Design for Learning fit with Response to Intervention (RTI), universal prevention/intervention, and instructional consultation/ problem-solving teams. For those who are considering this approach, plan on spending time exploring this Center for Applied Special Technology (CAST) website.

The Planning for All Learners section provides resources such as lesson plan examples and planning charts that provide teachers a way of representing the specific needs of each student.

CAST offers the on-line interactive book, Teaching Every Student in the Digital Age: Universal Design for Learning.
This book is a good resource for staff development activities. Plan on spending a good bit of time on this site!

EDUTOPIA: The George Lucas Foundation

The Edutopia website provides "..detailed articles, in-depth case studies, research summaries, instructional modules, short documentary segments, expert interviews, and links to hundreds of relevant resources."

The Technology integration link. provides resources for teachers, staff development, including video segments that cover technology integration, project based learning, school-to-career, the use of multimedia for emotional intelligence activities, and more.

INSPIRATION and KIDSPIRATION

Visual learning software: "Learning to think. Learning to learn. These are the essential skills for student success. Research in both educational theory and cognitive psychology tells us that visual learning is among the very best methods for teaching students of all ages how to think, and how to learn." Many school districts have adopted Kidspiration and Inspiration; there are many resources for teacher support for this software. Effective with visual learners and works well for paired and small group activities. Potential for intervention and "engagement" research.

Many school districts have adopted Kidspiration and Inspiration; there are many resources on the website for teacher support for this software. Inspiration and Kidspiration are effective with visual learners. These applications work well on large-screen displays as well as P.C.'s, and are good for paired and small group activities.

Inspiration now offers a visual data analysis application, InspireData.

I SUPPORT LEARNING

“Our mission is to empower educators in their quest to create and support life-long learners, to make education relevant and engaging for the student through creative software.” I Support Learning provides applications for creative, interactive project-based activities for middle and high school students that integrate the use of technology and build technology skills."

I Support Learning's Personal Experience Curricula

CARTOON ANIMATION VIDEO GAME DESIGN MUSIC VIDEO PRODUCTION WEB GAME DESIGN
PERSONAL FINANCE AND WEALTH MANAGEMENT BUILDING GREEN – RESIDENTIAL HOME DESIGN ARTIFICIAL INTELLIGENCE AND MOBILE ROBOTICS GREEN INDUSTRY – LANDSCAPE DESIGN ROBOTS AND INVENTION HORTICULTURE AND LANDSCAPE DESIGN

HANDHELD AND MOBILE DEVICES FOR LEARNING

There are some classrooms in that do not use textbooks. Textbooks are provided to students electronically on their PDA's. Some versions of electronic textbooks are interactive and include hypertext links to supplemental information or activities. Students who use Wi-Fi enabled PDA's have access to interactive websites that compliment what they are learning in class.

In most classrooms that use this form for instruction, students often work in pairs and groups. Because PDA's run many of the same applications as do PC's, they can be utilized for frequent monitoring and charting of progress. Here are a few resources:

PAPERLESS CLASSROOM

"Our classroom uses Windows CE and Pocket PC based Personal Digital Assistants (we call them PDA's.) We are running a paperless classroom with the PDA's. All homework and reading assignments are done on the PDA's. We do not use copied ditto sheets or heavy textbooks. All of this is accomplished in a 7th and 8th Grade Language Arts class, not in a math or science classroom."

This is a good example of how a teacher, a "rookie" during the 1998-99 school year, embraced new and effective ways of using technology to meet the needs of a diverse range of learners in the middle school setting for Language Arts instruction. This website has expanded to include a range of resources for educators interested in learning how to implement paperless classrooms. Research in this area can be found through HiCe and related organizations.

HICE: Center for Highly Interactive Computing in Education

HiCe provides consultation and resources for schools regarding the use of handheld devices in learning environments. The work of the HiCe project at the University of Michigan has been in place for over a decade.."With PDA's, students can access websites created by their teachers to keep track of assignments and upload or e-mail assignments when completed. Software on PDA's such as calendars and an alarm can help students who have organization problems."

A spin-off of the HiCe project is GOKNOW.

INSPIRATION for handhelds

CREATIVE EXAMPLES OF HANDHELD LEARNING ACTIVITIES

MOOP:
Moop was developed in Finland and integrated up-to-date SmartPhones into daily learning activities. Some of the activities involved out-door learning experiences.

"Through Moop, a pupil makes observations and saves and manages information in the mobile and network learning platform. The learning environment supports the process of inquiry learning, during which a pupil outlines his or her thoughts on the current topic, collects information and observations from the surroundings and reports the findings in the network-learning environment. Moop project is based on needs of schools and teachers: the traditional learning environment is broadened from classroom to observation in the surroundings"

Mattila, P. & Fordell, T. (2005) MOOP- Using m-learning environment in primary schools. http://www.mlearn.org.za/CD/papers/Mattila.pdf
Mattila, P. (2005) Moop - Mobile Learning Environment as Part of Daily School Work
http://www.microlearning.org/micropresentations/micropresentation_friesen_2005.pdf

M-LEARNING PROJECT

Quote from the project website:

"…the user group has expanded to encompass people of all ages, from grandparents getting involved in family learning, adults looking to improve their employment prospects, to pregnant teenagers needing health advice and guidance." Website has demos of software and links to references and resources, along with video clips useful for presentations.

The M-Learning website provides extensive resources for m-learning; it is a good place for self-study and for staff development for anyone planning on using m-learning as a strategy. The use of m-learning in education would area that would be good for further research, particularly in the areas of dropout prevention and transition planning.

Also see: M-LEARNOPEDIA

OTHER RESOURCES FOR INTEGRATING HAND-HELDS INTO EDUCATION:

K-12 HANDHELDS
LEARNING AT HAND
LEARNINGINHAND

INTERACTIVE WHITEBOARDS AND LARGE-SCREEN DISPLAYS

SMART TECHNOLOGIES

This company produces interactive whiteboards, which allows educators to bring the touch screen to the wide screen in their classrooms.

Educator's Resources

LEARNING OBJECTS

According to WISC, learning objects are web-based, self-contained chunks of learning, small enough to be embedded in a learning activity, lesson, unit, or course, are flexible, portable, and adaptable, and can be used in multiple learning environments and across disciplines.

WISC ONLINE LEARNING OBJECTS

http://www.wisc-online.com/objects/index_tj.asp?objID=AP11403

MERLOT: Multimedia Educational Resource for Learning and Online Teaching
http://www.merlot.org/merlot/index.htm

Quotes from users of learning objects:

"Reading something in a book, I may not get the concept. So as I go through it on the screen, I can see how the different things work...for an example , one of the classes I had , that had a CD and a learning object with it, I actually passed the test, got a 100%, because I was able to go over it. The way it was on screen, was completely different than how I had memorized in my head." - Holly Davidson, Student

"You can read everything in a book that you want, but as soon as you see it in a learning object, you really understand it." - Paul Heidger, Student

Like Merlot, WISC provides interactive learning objects geared primarily for higher education. Learning objects incorporated into instruction provide students with multiple paths to gaining knowledge, consistent with the principles of Universal Design for Learning.

"Learning objects are self-directive, so the student can review it over and over" "They grasp it much faster, and they retain in much better." -Instructor.

Note: Very little research regarding the use of learning objects and K-12 populations, including special needs populations, has been conducted.