Visual Learning (Learning Style)

Visual learning is a teaching and learning style in which ideas, concepts, data and other information are associated with images and techniques. It is one of the three basic types of learning styles in the widely-used Fleming VAK/VARK model that also includes kinesthetic learning and auditory learning.

Theory

First let us place visual learning in its proper context, learning as a whole. The influential management and systems thinker pioneer Russel Ackoff suggested, the most important contribution of a first rate 21st century education is not content. It is that we acquire the capability to learn and are motivated to do so throughout our lives, we are, by any objective standard, not doing a very good job. In the developed world today, falling global competitiveness is blamed on education [Karen Ward HSBC:2011 ], our schools, our universities, our tried and tested auditory sequential systems are broken, no longer fit for purpose, a relic of the 19th century [Ackoff]. It is through this lens that we should judge the early pioneers attempts to use psychology to better our society. The great promise of learning styles, we can prepare our population so they are better able to internalize, reflect, boil down, apply and synthesize information from many, many different sources over extended time frames. As a society, we can do better. We must do better, and we will do better.

Although learning styles have “enormous popularity” and both children and adults express personal preferences, there is no evidence that identifying a student’s learning style produces better outcomes, and there is significant evidence that the widespread “meshing hypothesis” (that a student will learn best if taught in a method deemed appropriate for the student’s learning style) is invalid. Well-designed studies “flatly contradict the popular meshing hypothesis”.

The studies flat contradiction fails by confusing practice and theory; for deep background see [Linda Silverman, Thomas G West, Stephen Heppel]. The popular meshing hypothesis as implemented by the study designers is much too simplistic in both application and conception. If learning styles are to become a true science of attention proper screening has to be introduced, differentiated materials need to be prepared and communicated in multiple mediums so the learning channels need to overlapped in the correct order. In short a scientific approach.

Visual learning techniques

Creating graphic organizers – Students create graphic organizers such as diagrams, webs, and concept maps by selecting symbols to represent ideas and information. To show the relationships between ideas, students link the symbols and add words to further clarify meaning.

By representing information spatially and with images, students are able to focus on meaning, reorganize and group similar ideas easily, make better use of their visual memory.

In a study entitled Graphic Organizers: A Review of Scientifically Based Research, The Institute for the Advancement of Research in Education at AEL evaluated 29 studies and concluded that visual learning improves student performance in the following areas:

Critical Thinking–Graphic organizers link verbal and visual information to help students make connections, understand relationships and recall related details.

Retention

According to research, students better remember information when it’s represented and learned both visually and verbally.

Comprehension

Students better comprehend new ideas when they are connected to prior knowledge.

Organization

Students can use diagrams to display large amounts of information in ways that are easy to understand and help reveal relationships and patterns.

Visualising data – When working with data, students build data literacy as they collect and explore information in a dynamic inquiry process, using tables and plots to visually investigate, manipulate and analyze data. As students explore the way data moves through various plot types, such as Venn, stack, pie and axis, they formulate questions and discover meaning from the visual representation.

Tips For Students Who Are Visual Learners

The following are some suggested techniques for students who are visual learners, which can be used to make learning and education more effective.

Study Habits

Understand the big picture, and have it in front of you as you examine smaller details.
When trying to learn or memorize a piece of information, close your eyes and try to visualize it. If using flashcards, limit the information on each card so it can be easily recalled in your mind.
Try to find alternate materials to study from; videos, PowerPoint presentations, maps, etc.

Learning During Lectures

Avoid visual distractions. Looking out the window or at the person in front of you will not help you learn the material.
Make illustrations as you take notes. Draw pictures to help you visualize information. Graphs, maps, and images are helpful in retaining information.
After class, review and organize your notes. This will help you to sort out the information in a way that is meaningful to you and further solidify the material.

Learning From Textbooks

Preview the chapter by looking through titles, graphs, charts and other visual aids. This will help you obtain the ‘big picture’ of what you will be learning.
Use highlighters to emphasize pieces of the material that are especially important. Color-coding is often useful as well.
Take notes or make illustrations in the margins, or, if it is a textbook you shouldn’t be writing in, put them in a separate notebook.

Test Taking

Think of visual cues used in learning to recall the information for a test. One way to do this is to sit in the same place every time you are in class, then make sure to get the same seat on test day. The visual cues your mind picks up while learning can help you recall information when they are seen again.
If you find that timed tests are difficult for you or that you feel anxiety when taking tests with a time limit, discuss it with your instructor. Teachers give tests to gather an accurate assessment of the students’ progress.

Teaching Visual Learners/ Instructor Course Design

There are some elements of design that can be incorporated into any course that will help ensure learning success:

Simplicity

Distance Education course creators sometimes become victims of the “more is better” concept. This is not the best case when developing a course site. Including everything you have or can find on a topic can overwhelm and confuse students. Improper use of fonts, colors, and graphics can also serve as a distraction and hamper the effectiveness of your course. Another common problem in Blackboard courses is the use of too many buttons or links on the course menu. Keeping the content, menu, color and font variations to a minimum can help keep your site design simple.

Consistency

Consistency can greatly reduce the time initially required to navigate your course site. Consistency across pages can reduce the load on cognitive processing and prevent cognitive overload. If learning to use a course is a quick and painless process, learners are motivated to continue. Consistencies should include: colors, backgrounds, fonts, headings, text layout, folder management, and placement of course materials.

Some inconsistencies, if used correctly and infrequently, such as changing text formats can quickly grab a learner’s attention. These might include a highlighted line of text, or an altered color scheme to indicate a change of topic.

Personalizing

Personalizing your course site is also important in order to establish instructor presence, which has been shown to increase student engagement. Some ideas to accomplish this include:

Add a course banner
Add a personal picture within “Staff (Faculty) Information”
Add personal audio clips conveying reinforcement.

Also remember to set proper “availabilities” within your Blackboard’s control panel. These course options allow you to customize your course by making only the features you will use “available” to students.

Improvements can be made to enhance the “user friendliness” of your course by creating and managing folders. It’s best if folders are arranged and labeled in a logical and consistent sequence. Some common “labels” used for folders – Module – Unit – Week (and number) – Topic – Lesson. Consistency in folder management, labeling and corresponding discussion forums will help students easily navigate throughout your course without aggravation.

Design goals

Remember to keep the following goals in as you create course content.

Design your content: