The role of visual storytelling in enhancing online learning experience design at Nelson Mandela University
- Authors: Waring, Elmien
- Date: 2024-04
- Subjects: Digital storytelling -- South Africa , Information visualization , Visual communication
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/63584 , vital:73505
- Description: As the landscape of higher education undergoes a shift toward a combination of online instructional methods and traditional in-person engagement, a creative approach becomes essential in ensuring student success. The research aims to explore how visual storytelling can enhance the online learning experience at Nelson Mandela University (NMU), thereby improving the effectiveness of teaching and knowledge acquisition. This study delves into the Learning Experience Design (LXD), a blend of instructional design, design thinking, and user experience design, within the teaching community of Nelson Mandela University and the broader South African context. Employing a mixed-method approach, qualitative data from interviews identified themes such as the improvement of LXD, challenges in the design process, and the utilization of visual storytelling. Quantitative analysis revealed that students primarily used the university learning management system (Moodle) for accessing resources, grades, and reviewing tests, with limited engagement in online learning activities. Lecturers expressed concern about Moodle’s functionality, a need for enhanced design support, and the necessity for training in the transition to digital learning. While lecturers recognized the potential of visual storytelling in enhancing engagement and knowledge retention, they emphasized the importance of support for the seamless integration into teaching. Students acknowledged the positive role of visual storytelling in improving their learning experience but highlighted areas of improvement, such as regular updates, increased visual interaction options, and the inclusion of information graphics to explain concepts. A design thinking process informed the development of instructional design interventions, leading to the creation of a prototype Moodle course shell and resources. This initiative aims to empower lecturers to enhance the learning experiences independently with the support of professional LXD services. The research findings suggest that visual storytelling indeed improves LXD, emphasizing the need for established support systems and resources at the university to equip lecturers for successful integration. , Thesis (MA) -- Faculty of Humanities, School of Visual and Performing Arts, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Waring, Elmien
- Date: 2024-04
- Subjects: Digital storytelling -- South Africa , Information visualization , Visual communication
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/63584 , vital:73505
- Description: As the landscape of higher education undergoes a shift toward a combination of online instructional methods and traditional in-person engagement, a creative approach becomes essential in ensuring student success. The research aims to explore how visual storytelling can enhance the online learning experience at Nelson Mandela University (NMU), thereby improving the effectiveness of teaching and knowledge acquisition. This study delves into the Learning Experience Design (LXD), a blend of instructional design, design thinking, and user experience design, within the teaching community of Nelson Mandela University and the broader South African context. Employing a mixed-method approach, qualitative data from interviews identified themes such as the improvement of LXD, challenges in the design process, and the utilization of visual storytelling. Quantitative analysis revealed that students primarily used the university learning management system (Moodle) for accessing resources, grades, and reviewing tests, with limited engagement in online learning activities. Lecturers expressed concern about Moodle’s functionality, a need for enhanced design support, and the necessity for training in the transition to digital learning. While lecturers recognized the potential of visual storytelling in enhancing engagement and knowledge retention, they emphasized the importance of support for the seamless integration into teaching. Students acknowledged the positive role of visual storytelling in improving their learning experience but highlighted areas of improvement, such as regular updates, increased visual interaction options, and the inclusion of information graphics to explain concepts. A design thinking process informed the development of instructional design interventions, leading to the creation of a prototype Moodle course shell and resources. This initiative aims to empower lecturers to enhance the learning experiences independently with the support of professional LXD services. The research findings suggest that visual storytelling indeed improves LXD, emphasizing the need for established support systems and resources at the university to equip lecturers for successful integration. , Thesis (MA) -- Faculty of Humanities, School of Visual and Performing Arts, 2024
- Full Text:
- Date Issued: 2024-04
The visual communication of environmental awareness issues in Jeff Orlowski's,Chasing Ice (2012) and Yann Arthurs -Bertrand's home (2009)
- Authors: Van der Walt, Nadia Elize
- Date: 2018
- Subjects: Visual communication , Environmentalism in motion pictures Documentary films -- History and critism
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/45547 , vital:38665
- Description: This study presents an investigation into the visual communication complexities within the genre of documentary film, specifically aimed at the development of a set of criteria of cinematic techniques for the visual communication of environmental awareness issues. This process utilises a theoretical approach to understanding the development and communicative possibilities of documentary film, as well as an analytical interpretation structured on semiotic film theory. The theoretical investigation reveals Bill Nichols’ (2010) documentary modes as an established analytical model. This study engages with four of Nichols’ six modes – namely, the poetic, the expository, the observational and the participatory modes, as the criteria for the extraction of scenes and/or images from Chasing Ice (2012) by Jeff Orlowski and Home (2009) by Yann Arthurs-Bertrand. Once Nichols’ modes have been identified, a semiotic reading is conducted. Gillian Rose’s (2016) visual analysis framework underpinned by Pieter J. Fourie’s (1988) sociological approach to film analysis, is utilised to read the selected film texts. A comparative analysis of Chasing Ice (2012) and Home (2009) reveals that the inclusion of different and multiple modes constructs the visualisation of environmental awareness issues in the documentary film genre. The cinematic techniques specific to the documentary modes represented in Chasing Ice (2012) and Home (2009) are appropriated in the construction of three film shorts within the researcher’s documentary film study, Karoo (2017). This combination of theory and practice yields the researcher a considered and informed approach to constructing documentary imagery aimed at visualising the current environment of the Karoo Basin prior to the possibility of shale gas exploration and/or exploitation.
- Full Text:
- Date Issued: 2018
- Authors: Van der Walt, Nadia Elize
- Date: 2018
- Subjects: Visual communication , Environmentalism in motion pictures Documentary films -- History and critism
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/45547 , vital:38665
- Description: This study presents an investigation into the visual communication complexities within the genre of documentary film, specifically aimed at the development of a set of criteria of cinematic techniques for the visual communication of environmental awareness issues. This process utilises a theoretical approach to understanding the development and communicative possibilities of documentary film, as well as an analytical interpretation structured on semiotic film theory. The theoretical investigation reveals Bill Nichols’ (2010) documentary modes as an established analytical model. This study engages with four of Nichols’ six modes – namely, the poetic, the expository, the observational and the participatory modes, as the criteria for the extraction of scenes and/or images from Chasing Ice (2012) by Jeff Orlowski and Home (2009) by Yann Arthurs-Bertrand. Once Nichols’ modes have been identified, a semiotic reading is conducted. Gillian Rose’s (2016) visual analysis framework underpinned by Pieter J. Fourie’s (1988) sociological approach to film analysis, is utilised to read the selected film texts. A comparative analysis of Chasing Ice (2012) and Home (2009) reveals that the inclusion of different and multiple modes constructs the visualisation of environmental awareness issues in the documentary film genre. The cinematic techniques specific to the documentary modes represented in Chasing Ice (2012) and Home (2009) are appropriated in the construction of three film shorts within the researcher’s documentary film study, Karoo (2017). This combination of theory and practice yields the researcher a considered and informed approach to constructing documentary imagery aimed at visualising the current environment of the Karoo Basin prior to the possibility of shale gas exploration and/or exploitation.
- Full Text:
- Date Issued: 2018
An investigation into the visual literacy skills of Black primary-school children from an informal settlement in Cape Town, with particular reference to visual imagery in educational textbooks
- Authors: Griffiths, Corona Gracelyn
- Date: 1997
- Subjects: Textbooks Illustrations , Visual literacy , Literacy -- South Africa , Visual literacy -- South Africa , Visual communication , Black people -- Education (Primary) -- South Africa , School children -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2403 , http://hdl.handle.net/10962/d1002199 , Textbooks Illustrations , Visual literacy , Literacy -- South Africa , Visual literacy -- South Africa , Visual communication , Black people -- Education (Primary) -- South Africa , School children -- South Africa
- Description: This thesis provides evidence that learning difficulties some. black primary-schoolchildren may experience with certain textbooks, can be attributed, in part, to the visual text (imagery). These difficulties were established by eliciting responses from educationally dlscfdvantaged urban black primary learners to selected examples of visual texts using the Research Interview method. To further establish if these difficulties were attributable either to poorly executed/unrecognizable visual text, or to low levels of learned educational visual literacy skills - white primary-school children were also interviewed - as it was anticipated that they would be familiar with Western pictorial material due to their consistent exposure to books from an early age. The difficulties experienced by the black interviewees were attributed mainly to their level of learned pictorial perceptual skills and to a lesser extent to poorly/inadequately illustrated visual texts. It was found from interviews with the developers of visual texts - publishing personnel and illustrators - that the former were not entirely certain e.xactly which aspects of visual text were difficult for black primary learners to comprehend, while the latter were generaUy very uncertain. The procedure for visual text development by the developers (including textbook authors), was found to be problematic due to the lack of synthesis and consultative decision making in the process- between these persons. The limited time allocated to illustrators for producing visual text, as well as their professional isolation, were found to be factors which can give rise to ineffective and inadequate visual texts. Most publishers and authors, if they trial (field-test) materials, generally do not trial the visual text. The visual text is usually decided upon ultimately by the poblishers and produced after trialling and/or consultants have examined the written text. Consequently incongruent meanings and inconsistencies can result between written and visual text, which can affect the learning effectiveness of the composite text. Trialling (field-testing) of visual and written text together, was recommended to identify and address any difficulties experienced by learners prior to final publication of the textbook. Recommendations were provided for textbook selection committees, authors, teachers, publishers and illustrators.
- Full Text:
- Date Issued: 1997
- Authors: Griffiths, Corona Gracelyn
- Date: 1997
- Subjects: Textbooks Illustrations , Visual literacy , Literacy -- South Africa , Visual literacy -- South Africa , Visual communication , Black people -- Education (Primary) -- South Africa , School children -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2403 , http://hdl.handle.net/10962/d1002199 , Textbooks Illustrations , Visual literacy , Literacy -- South Africa , Visual literacy -- South Africa , Visual communication , Black people -- Education (Primary) -- South Africa , School children -- South Africa
- Description: This thesis provides evidence that learning difficulties some. black primary-schoolchildren may experience with certain textbooks, can be attributed, in part, to the visual text (imagery). These difficulties were established by eliciting responses from educationally dlscfdvantaged urban black primary learners to selected examples of visual texts using the Research Interview method. To further establish if these difficulties were attributable either to poorly executed/unrecognizable visual text, or to low levels of learned educational visual literacy skills - white primary-school children were also interviewed - as it was anticipated that they would be familiar with Western pictorial material due to their consistent exposure to books from an early age. The difficulties experienced by the black interviewees were attributed mainly to their level of learned pictorial perceptual skills and to a lesser extent to poorly/inadequately illustrated visual texts. It was found from interviews with the developers of visual texts - publishing personnel and illustrators - that the former were not entirely certain e.xactly which aspects of visual text were difficult for black primary learners to comprehend, while the latter were generaUy very uncertain. The procedure for visual text development by the developers (including textbook authors), was found to be problematic due to the lack of synthesis and consultative decision making in the process- between these persons. The limited time allocated to illustrators for producing visual text, as well as their professional isolation, were found to be factors which can give rise to ineffective and inadequate visual texts. Most publishers and authors, if they trial (field-test) materials, generally do not trial the visual text. The visual text is usually decided upon ultimately by the poblishers and produced after trialling and/or consultants have examined the written text. Consequently incongruent meanings and inconsistencies can result between written and visual text, which can affect the learning effectiveness of the composite text. Trialling (field-testing) of visual and written text together, was recommended to identify and address any difficulties experienced by learners prior to final publication of the textbook. Recommendations were provided for textbook selection committees, authors, teachers, publishers and illustrators.
- Full Text:
- Date Issued: 1997
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