Digital media Experiences for Visual Learning

Research output: Contribution to book/anthology/report/conference proceedingBook chapterResearchpeer-review

Abstract

Visual learning is a topic for didactic studies in all levels of educaion, brought about by an increasing use of digital meida- digital media give rise to discussions of how learning expereienes come about from various media ressources that generate new learning situations. new situations call for new tools and new theoretical approaches with which to understand them. the article argues that the current phase of social practices and technological development makes it difficult to disitnguish between experience with digital media and mediated experiences, because of the use of renegotiation og both possibilites of technology and the nature of the content it facilitates. the discussion comes in three parts: 1. the alteration of visual representations in contemporary teaching and learning brought about by digital interfaces, 2. the functions af visual experience in learning processes brought about by the nature of diverse digital artefacts, 3. the learning potentials in using mobils devices for integrating the body in visual perception processes.
Original languageEnglish
Title of host publicationErfahrung - Erfahrungen
EditorsJohannes Bilstein, Helga Peskoller
Number of pages19
Place of PublicationWiesbaden
PublisherSpringer VS
Publication date2013
Pages195-214
ISBN (Print)978-3-658-00019-6
ISBN (Electronic)978-3-658-00020-2
DOIs
Publication statusPublished - 2013
EventJahrestagung in der Deutschen Gesellschaft für Erziehungswissenschaft: Kommision Pädagogische Anthropologie - Universität Innsbruck, Innsbruck, Austria
Duration: 7 Oct 20109 Oct 2010

Conference

ConferenceJahrestagung in der Deutschen Gesellschaft für Erziehungswissenschaft
LocationUniversität Innsbruck
CountryAustria
CityInnsbruck
Period07/10/201009/10/2010

Cite this

Buhl, M. (2013). Digital media Experiences for Visual Learning. In J. Bilstein, & H. Peskoller (Eds.), Erfahrung - Erfahrungen (pp. 195-214). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-00020-2_10
Buhl, Mie. / Digital media Experiences for Visual Learning. Erfahrung - Erfahrungen. editor / Johannes Bilstein ; Helga Peskoller. Wiesbaden : Springer VS, 2013. pp. 195-214
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Buhl, M 2013, Digital media Experiences for Visual Learning. in J Bilstein & H Peskoller (eds), Erfahrung - Erfahrungen. Springer VS, Wiesbaden, pp. 195-214, Jahrestagung in der Deutschen Gesellschaft für Erziehungswissenschaft, Innsbruck, Austria, 07/10/2010. https://doi.org/10.1007/978-3-658-00020-2_10

Digital media Experiences for Visual Learning. / Buhl, Mie.

Erfahrung - Erfahrungen. ed. / Johannes Bilstein; Helga Peskoller. Wiesbaden : Springer VS, 2013. p. 195-214.

Research output: Contribution to book/anthology/report/conference proceedingBook chapterResearchpeer-review

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AB - Visual learning is a topic for didactic studies in all levels of educaion, brought about by an increasing use of digital meida- digital media give rise to discussions of how learning expereienes come about from various media ressources that generate new learning situations. new situations call for new tools and new theoretical approaches with which to understand them. the article argues that the current phase of social practices and technological development makes it difficult to disitnguish between experience with digital media and mediated experiences, because of the use of renegotiation og both possibilites of technology and the nature of the content it facilitates. the discussion comes in three parts: 1. the alteration of visual representations in contemporary teaching and learning brought about by digital interfaces, 2. the functions af visual experience in learning processes brought about by the nature of diverse digital artefacts, 3. the learning potentials in using mobils devices for integrating the body in visual perception processes.

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Buhl M. Digital media Experiences for Visual Learning. In Bilstein J, Peskoller H, editors, Erfahrung - Erfahrungen. Wiesbaden: Springer VS. 2013. p. 195-214 https://doi.org/10.1007/978-3-658-00020-2_10