Pedagogical Theories and Research: Re

Pedagogical Theories and Research: Re

Shalin Hai-Jew (Kansas State University, USA)
DOI: 10.4018/978-1-60566-972-4.ch001
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Abstract

Some pedagogical theories and research have direct application to the use of digital imagery in electronic learning (e-learning). Applied perceptional research forms a foundational understanding of how humans see through their eyes. Cognitive theories address how the mind handles visual information. Pedagogical theories provide understandings of how individuals process information and learn effectively. These concepts lead to applied uses of digital imagery in e-learning contexts. These principles and practices will be introduced, analyzed, and evaluated in the context of the creation and use of digital imageries in e-learning. Then, strategies for how to apply theory to the selection, creation, and deployment of digital imagery in e-learning will be proposed.
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Chapter Objectives

  • Provide an overview of the relevant perceptual theories

  • Present an overview of the relevant pedagogical theories

  • Summarize the applied research and findings related to visual imagery in e-learning

  • Identify some areas for further theory development and research

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An Overview Of Relevant Perceptional And Pedagogical Theories

A simple visualization of the approach in this chapter follows in “Applicable Pedagogical Theories and Research related to Digital Imagery in E-Learning.” The foundational structure is built on applied perceptional research, which draws from human perception, visual cognition, and visual memory. Built on the perception is cognition, or how the human behind handles information. Pedagogical theories comprise the next layer up, and at the top are the applied uses of digital imagery in e-learning contexts.

More pedagogical theories and research factors may be added, but Figure 1 is an early diagram to provide an approach to conceptualizing how theories and research relate to digital imagery in e-learning. Applied research with live learners has contributed further insights into professional uses of digital imagery in e-learning. These findings will also be addressed briefly.

Figure 1.

Applicable pedagogical theories and research related to digital imagery in e-learning (Hai-Jew, 2009)

This section will begin with the foundational level of the perceptional and pedagogical theories related to the use of digital imagery in e-learning and then progress to build further understandings of these concepts. The importance of starting out with visual perception is based on the fact that cognition relies on the senses for information: “As Hutchins (1995) so effectively pointed out, thinking is not something that goes on entirely, or even mostly, inside people’s heads. Little intellectual work is accomplished with our eyes and ears closed. Most cognition is done as a kind of interaction with cognitive tools, pencils and paper, calculators, and increasingly, computer-based intellectual supports and information systems” (Ware, 2004, p. 2).

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