ImageIn Terms for E-Learning
ImageIn
Digital visualization has esthetical, dramaturgical and narrative dimensions of importance for interpretation and impartment and the narrative role of imagery is predominant in current media-saturated society. But pictures may also fruitfully be used to depict change, fluctuation (rhythmic change) and complex dependencies in many topical domains. In this focal area of the FRAGMENTS project we investigate how agents and agencies within the learning processes may act as producers and consumers of digitized visual materials like still images, video, animation and combinations thereof.
Examples
- Dragons of China and Norway. With dragons as a theme this project investigates impartment and communicative relationships between museums and schools in and between China and Norway. A parallell project use dragons and lions with additional partners in Italy .
- Nordic Textile Database . This cooperative project between partners in Denmark, Finland, Norway and Sweden develops a visual database of weaving patterns and corresponding examples of wowen materials for educational purposes.
- Best/ImageIn . In this school project, multi-national groups of pupils in Norway, Italy and China copy, produce and discuss national architectural concepts and examples - as well as communicate about themselves.
TERMS
Terminologies as Educational Resource and Mediators
Semantic explication and annotation of learning resources are candidates to become cornerstones in the educational setting. We see this in a documentalist perspective on learning, i.e. that agents within the learning process mutually internalize (reads, watches, listens, absorbs) and externalize (writes, talks, draws, performs) symbolic expressions within the general flow of activities. This mutual process relates to formal notational systems as well as the perceptive and expressive.
Digitization may here be conceived as a remediation of this process whereby earlier modes of expression, media and tools are supplemented and to some extent overtaken by new ones. We consequently propose a didactic approach that systematically builds on the interplay between the digital representation of specific terms, term structures (taxonomies, thesauri, ontologies) and theories of that topic, a set of real world examples and cases (that may or may not be digitally rendered) and a number of delimited course instructions, agendas, assignments etc. that act as frameworks or scaffolds that establishes zones of proximal development.
An experimental website is developed along with subject specific solutions.