Exploring visual representation of concepts in Learning and Teaching in Higher Education

Submission deadline – 30 May 2020

Editors:
Dr Charles Buckley and Dr Chrissi Nerantzi

Cite as: Buckley, C. and Nerantzi, C. (2018), "Exploring visual representation of concepts in Learning and Teaching in Higher Education", International Journal of Management and Applied Research, https://doi.org/10.18646/2056.54.cfp008

In the forthcoming Special Issue we will explore the use various forms of visual representation within learning and teaching processes. The issue will highlight a number of innovative case studies and implications for practice relating to supporting students’ and staff’s learning and development in the context of Higher Education across the disciplines.

The use of images for communicating has been around since cave days and we now live in the most visual era of human existence. However, whilst the use of still and moving images has been spreading, especially since the wider use of social media and open practices in Higher Education in the UK and other parts of the world, there is a need to clarify and explore the benefits, potential challenges and barriers offered for learning through more creative visual representations. More and more, academics and other professionals who teach or support learning in universities are often intrigued to find out more about the potential offered through visual methods in their practice to enhance their teaching and create stimulating learning experiences for learners in face-to-face and online settings.

There has been a growing interest in using visual representation in teaching and work such as that of Mayer (2014) on Multimedia learning offers some guiding principles such as the various ways in which words and pictures can be used to enhance learning as does Jewitt’s (2012) approach to multimedia model of learning using digital technologies. The influential theory of Clark and Pavio (1991), the dual-coding theory, has also gained wide acceptance and suggests that it is easier to understand something when we combine verbal and non-verbal elements. The implications of this are obvious for teaching in most educational settings including university, especially with an ever- growing interest in enhancing learner experiences.

This Special Issue aims to go deeper in exploring the potential uses of visual representation in teaching and learning and the implications for practice in the context of higher education while showcasing the emerging work and research in this area from around the world.

We welcome articles from new and more experienced academic writers, practitioners and researchers who have been creating, using and adapting various forms of visual representation across the disciplines and professional areas. We also invitestudents who are using them for their learning at undergraduate, postgraduate or doctoral level, from around the world and would like to share their work with a wider audience through an open access issue to help us all gain new insights and deepen our understandings in this area.

We will consider the following types of contributions:

  • Reflective articles (1000-3000 words)
  • Research papers (3000-5000 words)
  • Viewpoints (2000-3000 words)
  • Innovative practice papers (3000-4000 words)
  • We strongly encourage authors to include visual representations which relate to their work.

The deadline to submit your article is 30 May 2020. This Special Issue will be published in August 2020.

*Note to the UK academics, REF 2021 will consider open access publications (research articles), subject to evaluation of the article (not the journal) by panel’s external evaluators ( https://www.ref.ac.uk/media/1092/ref-2019_01-guidance-on-submissions.pdf ).

Guidelines For Authors

Papers must be original work not published elsewhere. The Journal has a preferred publication style ( http://ijmar.org/authors.html#6 ). Please submit your paper as an email attachment to .

Early submissions are encouraged and will be published ahead of the deadline. All papers will go through the double blind review process.

About Editors

Dr Charles Buckley () is a Senior Academic Developer within The Academy at University of Liverpool in the United Kingdom. Charles is Director of the University of Liverpool Teaching Recognition and Accreditation (ULTRA) Framework. He has acted as an external examiner in many institutions across the UK and is committed to inclusive and innovative practice. He has varied research interests including using diagrams in research, staff identities, student well-being and CPD for staff. He is a Principal Fellow of the Higher Education Academy and a National Teaching Fellow.

Dr Chrissi Nerantzi (@chrissinerantzi) is a Principal Lecturer within the University Teaching Academy (UTA) at Manchester Metropolitan University in the United Kingdom. She is passionate about creativity, innovation and openness in education and has initiated a wide range of professional development opportunities that bring these three elements together in her practice and research. Chrissi is a Principal Fellow of the Higher Education Academy, a Senior Fellow of the Staff and Educational Development Association, a National Teaching Fellow and the Learning Technologist of the Year 2017 and won the GO-GN Best Open Research Practice Award in 2018.

References

  1. Clark, J. M. and Paivio, A. (1991), "Dual coding theory and education", Educational Psychology Review , Vol. 3, No. 3, pp. 149-210. https://doi.org/10.1007/BF01320076
  2. Jewitt, C. Bezemer, J and O’ Halloran, K. (2016), Introducing Multimodality, London: Routledge
  3. Mayer, R. (2014), The Cambridge Handbook of Multimedia Learning, 2nd Ed., New York: CambridgeUniversity Press.