The conceptual as visual: Using visual reinforcement to make research processes explicit

Romany Manuell

doi:10.1007/978-981-16-3868-8_13

The conceptual as visual: Using visual reinforcement to make research processes explicit

Romany Manuell

Australian Council for Educational Research (ACER)

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Visual reinforcement of abstract concepts can improve learning experiences for adult learners and learners of English and acts as motivation for learning. The Research Skill Development (RSD) framework lends itself to deconstruction and colour-coding, providing students with clear visual indicators of learning outcomes and levels of attainment. The elements of the framework can be transformed into graphics to make it explicit to students that research is an iterative process, encompassing creative practice as well as information research. This approach has been used in the creation of research skill development resources for students and academics in the Faculty of Art, Design and Architecture at Monash University (MADA).

Original language	English
Title of host publication	Connecting the Library to the Curriculum: Transformative Approaches that Enhance Skills for Learning
DOIs	https://doi.org/10.1007/978-981-16-3868-8_13
Publication status	Published - 2021

Keywords

Research

Disciplines

Art Education
Higher Education

Access to Document

10.1007/978-981-16-3868-8_13Licence: Unspecified

https://doi.org/10.1007/978-981-16-3868-8_13

Cite this

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