Hyper Visual Culture: Implications for Open Distance Learning at Teacher Education Level

D. D. Dziwa
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引用次数: 1

Abstract

Many printed and electronic texts to date abound with visual information purportedly integrated to enrich the learning experience of the readers. The world today is inundated with images. Thus, consciously or unconsciously, visual learning is becoming prominent in every learning situation and inevitably in the print-based open distance learning model (ODL) in teacher education. In this paper I argue that there is no proportionate growth between the use of visual language and visual semiotics competences for open distance learning at teacher education level in Zimbabwe. This paper is based on empirical findings from a gender critical visual narrative study conducted in Zimbabwe with 20 teacher education students. Prompts in conjunction with focus group discussions were used to solicit participants to exhibit how gender perspectives were interpreted through the encoding and decoding of visual displays. The results showed that the images actually exhibited gendered data, particularly critical social themes such as gender violence, fights for equal rights and gender oppression reversals in addition to the predictable patriarchal, masculine, hegemonic themes identified. The study therefore concluded that exposing the student teachers to visual pedagogy during ODL without the pre-requisite visual interpretation skill is disastrous, ineffective and time wasting. Learning becomes divorced from the world in which the learner lives. The paper therefore puts forward some guidelines for the adoption of visual pedagogy and recommendations to expose the teacher education students to the visual grammar and semiotic skills necessary for visual analysis.
超视觉文化:对教师教育水平开放远程学习的启示
到目前为止,许多印刷和电子文本都含有大量的视觉信息,据称是为了丰富读者的学习经验而集成的。当今世界充斥着图像。因此,有意无意地,视觉学习在每一种学习情境中都变得越来越突出,也不可避免地成为教师教育中基于印刷的开放远程学习模式(ODL)的一部分。在本文中,我认为在津巴布韦教师教育水平的开放远程学习中,视觉语言的使用和视觉符号学能力之间没有成比例的增长。本文基于在津巴布韦对20名教师教育学生进行的性别批判视觉叙事研究的实证结果。与焦点小组讨论相结合的提示被用来要求参与者展示如何通过视觉显示的编码和解码来解释性别观点。结果表明,这些图像实际上展示了性别数据,特别是关键的社会主题,如性别暴力,争取平等权利和性别压迫的逆转,以及可预见的父权,男性化,霸权主义主题。因此,本研究得出结论,在ODL过程中,没有必要的视觉解释技能的学生教师接受视觉教学是灾难性的、无效的和浪费时间的。学习与学习者所处的世界脱节了。因此,本文提出了采用视觉教学法的指导方针,并建议教师教育学生掌握视觉分析所必需的视觉语法和符号学技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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