Actively Engaging Visual Learner’s Online

By Kathryn Coleman, Arianne Rourke and Belinda Allen.

Published by The Technology Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

It might be argued that the predominant learning style of higher education design and visual arts students adversely impacts their ability to engage with eLearning spaces. In order to actively engage these predominantly visual learners, the design of the virtual learning environment (VLE) interface should use emerging adaptive technologies that support their specific learning styles and preferences. Research into learning and cognitive styles in education has been reported for many decades (Dunn and Dunn, 1999; Kolb, 1984; Honey and Mumford, 1982). This paper reports a case study that seeks to develop a model of learning that allowed higher education students to work from a learning object on the home page of the VLE that is interactive through a graphic representation of the learning content. The aim was to design a VLE interface that advances one step further than the typical approach to personalization in eLearning. This project builds upon previous work in web CT Vista and the project participants knowledge and experiences of online L&T and LMS and their use for fully online courses in art and design education. The research into learning styles, LMS and VLE in recent years indicates the need for personalized online learning (Zajac, 2008; Willems, 2007; Manochehr, 2006; Graf & Kinshuk, 2002). This paper will argue that it is imperative for design and visual arts students to engage in holistic right brain visual eLearning and have access to interactive visual interfaces versus the sequentially organized left-brain corporate models used in many LMS/VLE.

Keywords: eLearning, Learning Styles, Art and Design, Learning Objects

International Journal of Technology, Knowledge and Society, Volume 7, Issue 5, pp.127-142. Article: Print (Spiral Bound). Article: Electronic (PDF File; 4.102MB).

Dr Kathryn Coleman

Student, The School of Art History and Art Education, COFA, The University of New South Wales, Marrickville, NSW, Australia

Kathryn Coleman has worked for many years as a visual arts teacher in high schools and is most currently an Educational Designer in the Learning and Teaching Unit and a Casual Lecturer at the University of New South Wales, Australia. Her research specifically focuses on increasing the integration of web 2.0 and mobile technologies into the artworld and educational setting, and examining both pedagogical and social spaces and the implications of social networking into Secondary art education.

Dr. Arianne Rourke

Senior Lecturer, The School of Art History and Art Education, College of Fine Arts, The University of New South Wales, Sydney, NSW, Australia

Arianne Rourke’s research interests are in online teaching and learning, visual literacy and the application of cognitive load theory to improve instructional design in higher education, specifically in the area of improving the teaching of undergraduate design history and postgraduate arts administration towards the long-term retention of learning.

Belinda Allen

eLearning Design and Academic Development, Learning and Teaching, The University of New South Wales, Sydney, NSW, Australia

Belinda Allen is an Educational Designer, Academic developer and Adjunct lecturer in the Learning & Teaching Unit at the University of New South Wales, Australia. She provides educational technology expertise in the curriculum development team, and supports faculty initiatives to improve curriculum, course and assessment design, particularly in integrating the development of graduate attributes, and the use of learning technologies. She also collaborates on the design, development and facilitation of academic development programs.

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