Learning through visual displays

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 c...

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Bibliographic Details
Other Authors Schraw, Gregory J. (Editor), McCrudden, Matthew T. (Editor), Robinson, Daniel R. (Editor)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K : Emerald Publishing Limited : Information Age Publishing, Inc., [2013]
SeriesCurrent perspectives on cognition, learning, and instruction.
Subjects
Visual learning.
Cognition.
Learning, Psychology of.
Education > Computers & Technology.
Educational equipment and technology, computer-aided learning (CAL)
elektronické knihy
electronic books
Online AccessFull text
ISBN9781806613472
DOI10.1108/978-1-62396-235-7
Physical Description1 online resource (vi, 452 pages) : illustrations

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245 0 0 |a Learning through visual displays /  |c edited by Gregory Schraw (University of Nevada), Matthew McCrudden (Victoria University of Wellington), and Daniel Robinson (Colorado State University). 
264 1 |a Bingley, U.K :  |b Emerald Publishing Limited :  |b Information Age Publishing, Inc.,  |c [2013] 
264 4 |c ©2013 
300 |a 1 online resource (vi, 452 pages) :  |b illustrations 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
490 1 |a Current perspectives on cognition, learning, and instruction 
504 |a Includes bibliographical references. 
505 0 |a Section I -- Introduction -- Chapter 1. Visual displays and learning: Theoretical and practical considerations / Schraw, McCrudden & Robinson -- Section II. Theoretical frameworks -- Chapter 2. Some instructional consequences of logical relations between multiple sources of information / Low, Jin & Sweller -- Chapter 3. Fostering learning with visual displays / Mayer -- Chapter 4. Knowledge and working memory effects on learning from visual displays / Kalyuga -- Chapter 5. Toward a typology of instructional visual displays / Schraw & Paik -- Section III. Using visual displays to enhance learning -- Chapter 6. Static and dynamic visual representations: Individual differences in processing / Höffler, Schmeck & Opfermann -- Chapter 7. Static visual displays for deeper understanding: How to help learners make use of them / Renkl & Schwonke -- Chapter 8. Strategies for note taking on computer-based graphic organizers / Crooks & Cheon -- Chapter 9. Strategy training with causal diagrams to improve text learning / Poloquin & Schraw -- Chapter 10. Cognitive model of drawing construction: Learning through the construction of drawings / Van Meter & Firetto -- Chapter 11. Graphic organizers as aids for students with learning disabilities / Dexter & Hughes -- Chapter 12. Concept maps for learning: Theory, research and design / Nesbit & Adesope -- Chapter 13. Argument diagrams and learning: Cognitive and educational perspectives / Andriessen & Baker -- Section IV. Using visual displays to improve research -- Chapter 14. Using visual displays to enhance understanding of quantitative research / Pastor & Finney -- Chapter 15. A typology of visual displays in qualitative analyses / Olafson, Feucht & Marchand -- Chapter 16. Using visual displays to inform assessment design and development / Foley & Buckendahl. 
506 |a Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty 
520 |a 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. 
588 0 |a Print version record. 
650 0 |a Visual learning. 
650 0 |a Cognition. 
650 0 |a Learning, Psychology of. 
650 7 |a Education  |x Computers & Technology.  |2 bisacsh 
650 7 |a Educational equipment and technology, computer-aided learning (CAL)  |2 thema 
655 7 |a elektronické knihy  |7 fd186907  |2 czenas 
655 9 |a electronic books  |2 eczenas 
700 1 |a Schraw, Gregory J.,  |e editor. 
700 1 |a McCrudden, Matthew T.,  |e editor. 
700 1 |a Robinson, Daniel R.,  |e editor. 
776 0 8 |i Print version:  |z 9781623962340, 9781623962333 
776 0 8 |i PDF version:  |z 9781623962357 
830 0 |a Current perspectives on cognition, learning, and instruction. 
856 4 0 |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/978-1-62396-235-7 

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