![]() ![]() Presentational software such as PowerPoint, which is a commonly used slideware, allows for the incorporation of images although critics argue that such these are sometimes only used for decoration (Gabriel, 2008) rather than being used in creative ways to enhance learning. Staffs with teaching responsibilities are increasingly interested in incorporating visual representation into their practices to create stimulating learning experiences for learners in face-to-face, blended and online settings. However, the benefits, challenges and opportunities for incorporating such images need clarification. The use of various types of images has been increasing, especially since the incorporation of digital technology, social media and open practices in Higher Education in the UK and more widely. Visual communication has become an integral part of everyday life yet this is not mirrored in higher education practices within learning and teaching settings as many classrooms still heavily focus on traditional oral and written instruction (Daniels, 2018). ![]() The authors provide two examples of visualised frameworks and models that have been developed and used in the context of academic development the use of simple relationship diagrams in learning and teaching and dissemination of practice the use of diagrams to explain complex phenomenon and an example of using images juxtaposed with diagrams and text to present a case for professional teaching recognition. It draws on examples from the authors’ own practice to provide insights into a selection of ways in which visual representation might be used in various ways such as generative/analytical techniques and communicative tools. This paper provides an introduction to some of the research into using visual representation within researching and teaching and learning within higher education. The potential benefits to learners through the incorporation of visual representation on its own or with text are well-documented although the ways in which it can be used effectively is less well-established. Despite the potential for increasing researcher and teacher understanding and student engagement and learning through the proliferation of visual material, the rationale and deliberate planning of using images remains relatively unexplored. There are now increasing opportunities for educators to use creative forms of visual representation in their professional practice. (2020), "Effective Use of Visual Representation in Research and Teaching within Higher Education", International Journal of Management and Applied Research, Vol. By Charles Buckley 1 and Chrissi Nerantzi 2Ĭite as: Buckley, C, A. ![]()
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