the new visual world and future education design
DESCRIPTION
My Keynote presentation ppt for The 14th International Conference on Education Research (ICER) Conference theme: Future Education Design for AllTRANSCRIPT
October 18, 2013
The New Visual World and Future Education Design
The New Visual World and Future Education Design
Professor Ilju Rha, Ph.D.
Seoul National UniversityKorea
The 14th International Conference on Education Research (ICER)Future Education Design for AllKeynote Speech
2
Contents
The Visual World: old and new
The New Visual World and Education
Implications of the New Visual World for the Future Education Design
Aware / understand Use / apply Find / create
Concluding remark
The Visual World
Vision
Human visual intelligence
The visual world
Human Vision
400nm-700nm
See color, depth etc
Not perfect
Human Visual intelligence
Human visual intelligence is the ability to utilize the direct or indirect products or by-products of human vision (Rha, 2007)
I. Rha
James J. Gibson
The ecological approach to visual perception (Gibson, 1979)
Human Visual intelligence Human Eyes plus human brain
Interpretation, operation, and creation Rha, 2007
Generative, Psycho-motor, Instrumental, Proactive, Representational visualiza-tion Rha etal. 2009
The visual world
The visual world“The visual world can be described in many ways, but its most fun-damental properties seem to be these: it is extended in depth; it is upright, stable, and without boundaries; it is colored, shadowed, il-luminated, and textured; it is composed of surfaces, edges, shapes, and interspaces; finally, and most important of all, it is filled with things which have meanings.”
Gibson (1950), p.3
The visual world“The visual world can be described in many ways, but its most fun-damental properties seem to be these: it is extended in depth; it is upright, stable, and without boundaries; it is colored, shadowed, il-luminated, and textured; it is composed of surfaces, edges, shapes, and interspaces; finally, and most important of all, it is filled with things which have meanings.”
Gibson (1950), p.3
The visual world“The visual world can be described in many ways, but its most fun-damental properties seem to be these: it is extended in depth; it is upright, stable, and without boundaries; it is colored, shadowed, il-luminated, and textured; it is composed of surfaces, edges, shapes, and interspaces; finally, and most important of all, it is filled with things which have meanings.”
Gibson (1950), p.3
The visual world“The visual world can be described in many ways, but its most fun-damental properties seem to be these: it is extended in depth; it is upright, stable, and without boundaries; it is colored, shadowed, il-luminated, and textured; it is composed of surfaces, edges, shapes, and interspaces; finally, and most important of all, it is filled with things which have meanings.”
Gibson (1950), p.3
The visual world“We believe that we see a complete, dynamic picture of a stable, uniformly detailed, and colourful world, but [o]ur stable visual world may be constructed out of a brief retinal image and a very sketchy, higher-level representation along with a pop-out mechanism to redi-rect attention. The richness of our visual world is, to this extent, an illusion.”
Susan Blackmore & her collegues (1995), p.1075
The visual world“We believe that we see a complete, dynamic picture of a stable, uniformly detailed, and colourful world, but [o]ur stable visual world may be constructed out of a brief retinal image and a very sketchy, higher-level representation along with a pop-out mechanism to redi-rect attention. The richness of our visual world is, to this extent,
an illusion.”
Susan Blackmore & her collegues (1995), p.1075
21
The Visual World
Illusion?
22
The Visual World
23
The Visual World
How Vision works?
David Hubel & Torsten Wiesel
- 1981 Nobel Prize
- The columnar organization of primary visual cortex was first described
24
The Visual World
The visual is not perfect.
“
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The Visual World
“
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I lost my parents due to AIDS …. We need your Help!!
“
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I want to go back to school and study again…. Help us Rebuild our School!
“
”
The Visual World
29
The Visual World
The visual is not perfect.
30
The old and new Visual World
31
The old and new Visual World
“How do we differentiate?”
32
The old and new Visual World
33
The old and new Visual World
“How do we differentiate?”
34
The old and new Visual World
“How do we differentiate?”
Old Visual World
36
The Old Visual World
Humans saw what existed in the natureDirect PerceptionTheory of Affordance
James J. Gibson (1950). “The Perception of The Vis-
ual World”
37
The Old Visual World
Affordance
“The affordances of the environment are what it offers the animal, what it provides or furnishes, ei-ther for good or ill.”
Gibson (1979), p.127
38
The Old Visual World
AffordanceNorman (1988)
- “The Design of Everyday Things”
39
The Old Visual World
Affordance
40
The Old Visual World
41
The Old Visual World
42
The Old Visual World
“However…there were exten-sions of the visual world be-yond the human eyes could
see…”
The Old Visual World
Real objectsColor, Shape, contourHumans saw what existed in the natureAnalogue is the basisRequires interpretation and reaction
New Visual World
54
New Visual World
Cartoons
55
New Visual World
Computer graphics
Star Wars 1977
56
New Visual World
Computer graphics & Robots
Jurassic Park 1993
57
New Visual World
3D Animations
Toystory 1993
58
New Visual World
3D & 4D Computer graphics
Avatar 2009
59
New Visual World
3D virtual world
Second Life
60
New Visual World
Augmented Reality
61
New Visual World
Virtual Reality
62
New Visual World
Hidden affordanceGaver (1991)
False Affordance
Perceptible Affordance
Correct Rejection
Hidden Affordance
No
Yes
Yes No
Perc
eptu
al
Info
rmati
on
Affordance
63
New Visual World
Various tools contribute to the amplification of human vision
The feature, “digital”, allow us to expand our vis-ual world beyond the physical objects and nature, and actively create a new visual environment for ourselves
Digital is the basis
Recquires understanding and participation
The New Visual World
=> old and new visual world
Why Should We Care?
Learning is Changing
“Visual world?”
72
The public actively participates in consumption and creation of visual data
Digital cameras, Mobile phonesYoutube, Ted, Facebook, KaKaoTalk, etc. --uploads…
Massive participation
74
75
The emergence of expressions blending a new form of language, which results from mixed use of oral and literal expressions in online communica-tions, with visual representations can be under-stood as a cultural change
New visual expressions
76
New visual expressions blending orality and literacy
77
Pictograms
78
It is easy to encounter visual representations of not only those objects that are visible in real life, but also even the unseen objects
Diversity of Data Visualization
79
Graphs Diagrams
80
Diversified forms of visual objects
Moving texts Photos of real objects
81
3D movies Mind map
82
Text as visual object
Why are We Interested?
The New Visual World
and Future Education Design
Future Education:
What are we striving for?
87
What are we striving for?
Future Competencies
Partnership for 21st Century Skills
European Commission Key Competences
KERIS 21st Century Learner Competencies
• Learning and Innovation Skills
• Life and Career Skills• Information, Media,
Technology Skills
• Communication• Basic competencies in
mathematics, science, an technology
• Digital competence• Learning skills• Social and civic com-
petences• Cultural awareness
and expression• Sense of initiative and
entrepreneurship
• Ability development competencies
• Character building competencies
• Career enhancement competencies
• Critical thinking & Problem solving
• ICT Literacy, Digital Competency
• Communication, Collaboration,
• Social & Cross-Cultural Competences
• Initiative & Self-direction, Learning to learn
• Flexibility , Creativity
• Artistic thinking, Media and Art literacy
• Care, Whole-heartedness, Ethics
• Multi-disciplinary Competencies
Future Competencies in Sum-mary
Provide access to quality learning tools or technology resources
Engage learners in the tasks that provoke critical thinking using visual tools which virtualize, simulate, augment, and amplify what is invisible or inexistent.
Provide opportunities to learn by producing visuals and using digital tools which communicate, collaborate, and share knowledge with others.
Expose learners in a multi-cultural digital environment and help them interact with diverse persons while acquiring social skills
- Provide opportunities to express individual perspectives- Value and reward creative and flexible approach
- Stimulate multiple senses and provide opportunities to express in diverse modalities and to appreciate multi-modal / synesthetic artifacts
- Value emotion, care, whole-heartedness, ethics and trust - Provide relevant tasks
Provide multi-disciplinary learning tasks interacting with multi-disciplinary professionals using both digital and analogue approaches
We need to…
to be helpful for designing future education…
We need to…
to be helpful for designing future education…
Aware / UnderstandUse / ApplyFind / Create
The New Visual World.
Aware / Understand
BASICS
BASICS
BASICS
106
BASICS
107
BASICS
108
BASICS
109
BASICS
More…
110
Recent Development
Flipgrid (video discussions)http://flipgrid.com/info/
Google Hangouts Class Sync Collaboration and Discussion(Spring, 2013)
An interactive timeline
http://www.guardian.co.uk/world/interactive/2011/mar/22/middle-east-protest-interactive-timeline
114
Recent Development
More…
Use / Apply
More…
Find / Create
Visual Organizers
Develop a tool for web in-formation visualization, namely Visual Organizer
Visualizing electronic texts Advance awareness of struc-
ture and comprehension of contents on electronic doc-uments
Han, A. H. 2006. Design and Utilization of the Visual Organizers in Web-Based Learning
Prof. Han, Ahnna
Associate ProfessorCatholic University of DaeguInstructional DesignHuman Visual IntelligenceTeaching & Learning MethodGamification
Design instructional inter-faces on e-Learning
Visual navigating aids and signaling aids in an e-Learning system
- Reduce extraneous processing
- Manage essential processing
- Foster generative processing
Sung, E. 2009. A Study of Visual Design Principles on Digital Text Structure for Developing e-Learning Contents
Visual Design for Digital Text Structure
Dr. Sung, Eunmo
Instructional System DesignSciences of Learning and Teaching Human Visual IntelligenceEducational Smart MediaHuman Performance Technology
Visual design for digital text
Development of two structure de-
sign guidelines and two selective-
attention design guidelines
Better text structure understand-
ing , essential contents compre-
hension and usability of digital
text
Jin, S. (2009). A study on visual transformation of digital text for enhancing text comprehension
Dr. Jin, Sung-Hee
Visual Narrative
Design Principles of Visual Narrative
Advance accuracy and efficiency for learning procedural knowledge
Visualizing operational information
Byun, H. J. 2011. Design principles of visual narrative for learning procedural knowledge
Dr. Byun, Hyunjung
Instructional DesignEducational Media & TechnologyHuman Visual IntelligenceHigher order thinking skillsQuality in higher education
Visual Summary
A visual organizer with a summarizing function
Diagrammatically organizes and integrates essential con-tent of the preceding texts into a comprehensible whole
Utilizes the natural meanings of spatial properties and dy-namic interactive technolo-gies
Lee, J. (2012). Development of a visual summarizer design model for digital learning.
15 page-long
Text
Dr. Lee, JihyunInstructional DesignNew Media for LearningHuman Visual IntelligenceBrain-based Learning DesignTeacher Education, Higher Ed.
Fantasy in the Educational Context
Kim, I. S. 2008. A Study on the Factors and the Principles of the Fantasy in the Educational Context
PrinciplesCategory Subcategory
Derivation
Distortion of being
Distortion of time and space
Distortion of material
Embodiment
Embodiment of an abstract idea to fan-tastic space
Embodiment of an abstract idea to fan-tastic being
Hyper-realiza-tion
Physical experience of fantastic events
Descriptive experience of fantastic events
Composing
Concealment of learning purposes
Storytelling
Harmony with learning material and fantasy setting
Exploring the factors and the principles of the fan-tasy as design strategy for educational environment
Identifying six factors (fantastic space/time, fan-tastic being, insight into origin, insight into value, novelty, affinity) with three categories.
Dr. Kim, Insu
• Human Visual Intelligence• Fantasy storytelling • Creative thinking• Behavioral Intentions to Educational Media use
Visualization Process
Analysis of Visualization Process of verbal informa-tion
Expert has a unique process named NVD( Novel Visual Decision).
Visual Task Analysis was developed and applied for finding visualization process
Heo, G. 2006. Visualization process of verbal information through the protocol analysis
Dr. Heo, Gyun
Computer & EducationSmart Media for LearningLongitudinal & Comparative Study for Learning
Structure of Human Visual In-telligence
Develop a hypothetical framework of the func-tional structure of human visual intelligence
Suggests three dimen-sional model of Human Visual Intelligence
Rha, I. 2007. Human visual intelligence and the territory of educational technology research
Dr. Ilju Rha
Prof. of Education, SNUEducational Technology
More…
Conclusion
The New Visual World
Design of The New Education
144
OECD Schooling for Tomorrow
Attempt to envision the future for education and to
prepare strategies for future schooling
Six scenarios in three clusters
- Maintaining the status quo
- Re-schooling
- De-schooling
145
OECD Schooling for Tomorrow
( 오헌석 , 이예경 , 윤순경 , 2009)
148
“How do we differentiate?”
The visual world in the Fu-ture?
Special thanks to professor Curtis J. Bonk, Indiana University
for the sharing of his `World is Open` resources.