Indeed, this module of study has been thought provoking. For example, one of the earlier observations was that the visuals and graphics in our everyday communication were manipulated.

Of course, the map is not the territories and representations are ‘representations’ – They are not the real things.

But what I mean is that the images that keep bombarding us everyday and everywhere are mostly distorted for a certain purpose (or purposes).

We need not just the skills to create and use images to communicate but also the ability to interpret them critically.

We need visual literacy in a broader sense.

the-abc-of-chinese-culture.swf

… and I’ll never ever want to do it again.

Sophie and I have just merged our individual works together. Please have a look and comment:

the-abc-of-chinese-culture.ppt

Needless to say, it is far from OK, especially for those who are more familiar with ICT than us.

It’s not always easy to convert information and knowledge into visuals, isn’t it?

And yes, ours is a big project. So, pray for us!

But here are what we have so far…

 storyboard-textual-content-edited.doc

storyboard-planning-draft.doc

Well, for representation, we’ll have graphics. But we gotta have some texts too.

So, here’s it: final-project-text-1st-draft.doc

I’m thinking of changing one of the proposed topics. Beijing Opera might be changed into Chinese Calligraphy. You see, it’s also a kind of graphic!

In the meantime, my teammate Sophie is collecting pictures and video.

Next, we’ll try our best to make the Learning Object i n t e r a c t i v e!
Let’s see how far we can go – just wish us, the novices, good luck …

Yet, I can’t help to lament the time and effort that I’ve spent on producing this 3 minutes digital story.

Learning how to use the software …

Making mistakes, mistakes and more mistakes and then…

Lost the half-finished digital story somewhere in the digital virtual reality.

Now, I can’t help but be proud of my persistence in coming all over again, agian, and again.

So, have a look at the story – I hope you enjoy it …

the-moon-story.wmv

“.. reproduction of images is increasing not only in volume, but format: from television, to cinema, advertising, and the web – we are being buried in optic input…”

Yes, we are. Let’s take a 10-minute MTR trip as an example. Can you count how many images – static or moving – surrounding you all the way through from going down to coming up the stations?

MTR passengers are always in a hurry and, very likely, occupied with something in their mind too. So the adverts in the stations have to be very, very communicative – here, images come into play – in the shortest time and in any possible space.

“… we have learned to decode [the images] by enculturation. We can experience it, but we have not learned how to reflect on it – to analyze it, or to create our own vision.”

Yes, being reflective and we have to be selective too. That’s critical thinking.

“… an education in decoding and creating imagery – to move from simply receptive to active – will not only be beneficial, but necessary.”

Active decoding and creating imagery? This has already begun.

We have the popularity of digital cameras, the mobile phones that can take pictures and the ICT technologies. The new generation is more apt in computer games and web-surfing – which contain large volume of images – but poor in language skills. I predict that the future will be more of visuals and audios.

But, will there be enough critical thinkers to reflect, create and re-create? An education in visual literacy is indeed needed.

What makes an effective visual display?

First of all, visuals are only means for communication. For effective communication, its audience and purpose must be clearly identified. Then, we can come down to questions regarding information such as what and how much is needed. Only after these two steps that we may decide how to display the information – visually and verbally.

Hence, I would judge the effectiveness of visual display by whether it has achieved its purpose of communication. And to judge that, I’d like to suggest these three criteria:

☑ Eye catching – e.g. layout, color scheme, novelty etc.

☑ Interest sustaining – e.g. appeal to curiosity or needs etc.

☑ Information strength – e.g. relevant and sufficient etc.

For the third criteria, I didn’t put down correctness of information, for this may not be necessary, especially for the images (and words) in the adverts. Such examples are posters for movies, travel and tourism or, the realty.

Instead, retention of information and action upon information may be more appropriate to add.

I am going to try out what I preach here on my subsequence course assignments.

And, of course, I didn’t forget the good example of Minard’s Map, which:

• captures of multivariate complexity
• contains high quality content
• has smallest effective differences (e.g. avoid distracting labels or scales)

DC: Surely, the well-learned has grounds to make a point. But, what about Words? Clarity, precision and efficiency? Probably the same can be claimed for language too. But what about time and space? Perhaps not. Just have a look at most of the signage on public transports. [Examples] Visuals are not there just to attract. Visuals, compared with Words, seem to demand less mental efforts to comprehend.

Then, what are the strengths of Words? Allow imagination? Stimulate imagination? Do Visuals confine imagination simply because they are clear and precise?

I’ve been fond of Words. I wonder how the saying ‘a picture is worth a thousand words’ handles the challenge of rendering itself in picture. As a language teacher, I used to craft my words and go without any graphic. But alas, once a colleague suggested putting on some graphics on the poster that I designed and it looked better [Example: fruits.doc]. Later, I couldn’t stop and put on more! [Example: during-the-loooooooooooooong-holidays.doc]

I’ll say, Words and Visuals complement each other. And we still haven’t talked about Audios the sounds! Combined, the three can be very powerful in conveying messages. Yet, multiple interpretations are possible with the film – it’s pictures in Motion!

S6: “… and allow information consumer to manipulate and explore it in search for understanding.”

DC: So, Visuals go interactivity. That’s motions in one’s hands. Just fancy that. How much fun would that be? But first of all, how much time and efforts will it take to learn the tricks of those new “tech-toys” before producing the visual displays?

S8 & 11: The Minard’s Map (Turfte, 1983)

DC: Yes, indeed, it’s a good example to model after at least for its:

• capture of multivariate complexit
• high quality content
• smallest effective differences

S12: So, the interactive elements? Here you are …

DC: pull-down lists, slides, buttons, hyper-links, hot-spots, haptic input, text-inputs, radio buttons, check boxes and key-press…(Let alone the making of them – but what are some of these, anyway?)

S13-17: Some interesting examples?

DC: Sure they are interesting and not just interesting. They are fascinating to me, especially, the great ideas (that’s imagination!) behind them. Also, the collaboration – just think of how much efforts are geared into each of the project! Great ideas attract people.

S19: The Pyramid!

DC: Oh, this visual reminds me the Virtual Tours links that I gave my students some time ago. They are so much fun. They are interactive! Here you are:

[Examples]

The Pyramid

http://www.pbs.org/wgbh/nova/pyramid/

Taj Mahal

http://www.taj-mahal.net/blackLarge.htm

Eiffel Tower

http://www.tour-eiffel.fr/

The Great Wall

http://www.thebeijingguide.com/great_wall_of_china/index.html

Sydney Opera House

http://www.sydneyoperahouse.com/sections/tours/virtual_tour/?sm=3&ss=11

Enjoy!

S19-22: Back to the Future: Visuals, Thinking and Learning

DC: Oh, yes, in the beginning, there were no words. We see things and do things (demonstration, imitation, interactive…). Then we abstracted our experiences into words and there language came into the “picture”.

I see, we are back to the basics now.

We are already into a new era of communication – more directly and effectively – for and to the new generation. But are they also poor in using language as the tool for thinking?

English Learning

• I teach English and my students know it is important.
• But they learn it just to pass the subject exam.
• So, there is not much excitement in the learning or teaching of it.

English Learning for…

• I used to preach that English is not just for finding a better job.
• It can be for enjoying a movie, a good song or a joke.
• Ultimately, it is for communication, and with people from other cultures.

English Learning for Intercultural Communication

• But are we familiar with our own culture?
• When needed, are we able to talk something about it in English?
• So why not learn and teach something interesting about Chinese culture in English?

Therefore, for my learning object, I am thinking of having it as layers of a few topics about Chinese culture in English.

• There will be pictures, texts for reading (knowledge), and hopefully, recording for listening and reading aloud (language skills).
• The topics could be Traditional Chinese Medicine, Chinese Kung Fu, and Beijing Opera.
• Taking into account also the copyrights issue, hyperlinks to the internet will be provided.

In short, my learning object in mind is a mix of Information, Presentation and Practice ones.

But I really wonder, to produce something creatively, just how much I can attain when learning and manipulating computer technologies in such a short time. Those amazing examples shown in the last session must have taken a whole team of professionals to create and maintain.

Again, this took me ages to prouduce and upload it. Anyway, I hope you’d enjoy it.

David