Tweedimensionele stilbeeld as onderwysmedium
- Authors: Janse van Rensburg, Susanna
- Date: 2014-05-13
- Subjects: Pictures in education , Visual education , Visual literacy
- Type: Thesis
- Identifier: uj:11048 , http://hdl.handle.net/10210/10620
- Description: M.Ed. (Media Studies) , Please refer to full text to view abstract
- Full Text:
- Authors: Janse van Rensburg, Susanna
- Date: 2014-05-13
- Subjects: Pictures in education , Visual education , Visual literacy
- Type: Thesis
- Identifier: uj:11048 , http://hdl.handle.net/10210/10620
- Description: M.Ed. (Media Studies) , Please refer to full text to view abstract
- Full Text:
Visuele geletterdheid as faktor by die onderrigleergesprek
- Authors: De Lange, Jacques André
- Date: 2014-02-11
- Subjects: Visual literacy , Teaching - Aids and devices , Geography - Study and teaching (Secondary)
- Type: Thesis
- Identifier: uj:3871 , http://hdl.handle.net/10210/9238
- Description: M.Ed. , The underlying reason for this study was to establish the role that media and communication may play in the solution of the problem of visual illiteracy. The object of this study was basically to indicate that with the use of proper communication and appropriate media, visual illiteracy may be eliminated. Chapter One sets out the aims of the study,- clarifies some of the relevant terminology, states the problems within Geography at secondary level and indicates the frame of reference for this study. Chapter Two concentrates on the didactic perspective with specific reference to the didactic triangle. Factors which influence the didactic situation, were discussed. Chapter Three mainly concerns media with its diversity of attributes. The common functions of media; media and symbol systems; the development of cognitive skills; the content of cognitive skills; the interaction between symbol systems and cognitive processes, different kinds of media and deterrents to media usage are discussed. Chapter Four comprises a discussion of the didactic situation, and its principles; the aim of education; theories of conveying content; the classroom as didactic space; communication within the didactic situation; the focus and context principle; functionalizing; the dimensions of comprehension; the improvement of skills and symbols of cartography. Different kinds of media for teaching Geography at secondary level are also suggested. It furthermore reflects the conclusion of the study; states recommendations and suggests possible fields of study. The conclusions reached in this study are the following: 1. A prerequisite for attaining pre-knowledge is mastering the cognitive skills which depend on isomorphic symbols, elements, codes, concepts and constructs of media; 2. Salomon refers to the schemata of the pupil. The author would like to state that this is meant in the singular form. Closer to reality, one would find that within one universal schemata, several sub-schematas would have to exist. 3. All the aforesaid cannot be possible without the pupil reaching visual literacy, which starts at birth. Any further development depends on factors such as the socioeconomic setting in which the pupil was raised; the level of cognitive stimuli the pupil received and various others. 4. Media and communication plays a pivotal role in the development of visual literacy. The following recommendations may be made: 1. It is recommended that TV viewing by the pupil in the secondary phase should be limited because of the fact that the pupil does not get adequate practise in developing his semantic skills while watching the icons on TV and negating the digital symbols. 2. Educators should plan their lessons in such a way that the pupil is able to move from known facts to the unknown, also known as the inductive to deductive method. By doing so, it would be much easier for the pupil to internalize the facts and knowledge conveyed to him. 3. Educators should furthermore lead the pupil in perceptual discrimination in such a way that this process becomes an automatism.
- Full Text:
- Authors: De Lange, Jacques André
- Date: 2014-02-11
- Subjects: Visual literacy , Teaching - Aids and devices , Geography - Study and teaching (Secondary)
- Type: Thesis
- Identifier: uj:3871 , http://hdl.handle.net/10210/9238
- Description: M.Ed. , The underlying reason for this study was to establish the role that media and communication may play in the solution of the problem of visual illiteracy. The object of this study was basically to indicate that with the use of proper communication and appropriate media, visual illiteracy may be eliminated. Chapter One sets out the aims of the study,- clarifies some of the relevant terminology, states the problems within Geography at secondary level and indicates the frame of reference for this study. Chapter Two concentrates on the didactic perspective with specific reference to the didactic triangle. Factors which influence the didactic situation, were discussed. Chapter Three mainly concerns media with its diversity of attributes. The common functions of media; media and symbol systems; the development of cognitive skills; the content of cognitive skills; the interaction between symbol systems and cognitive processes, different kinds of media and deterrents to media usage are discussed. Chapter Four comprises a discussion of the didactic situation, and its principles; the aim of education; theories of conveying content; the classroom as didactic space; communication within the didactic situation; the focus and context principle; functionalizing; the dimensions of comprehension; the improvement of skills and symbols of cartography. Different kinds of media for teaching Geography at secondary level are also suggested. It furthermore reflects the conclusion of the study; states recommendations and suggests possible fields of study. The conclusions reached in this study are the following: 1. A prerequisite for attaining pre-knowledge is mastering the cognitive skills which depend on isomorphic symbols, elements, codes, concepts and constructs of media; 2. Salomon refers to the schemata of the pupil. The author would like to state that this is meant in the singular form. Closer to reality, one would find that within one universal schemata, several sub-schematas would have to exist. 3. All the aforesaid cannot be possible without the pupil reaching visual literacy, which starts at birth. Any further development depends on factors such as the socioeconomic setting in which the pupil was raised; the level of cognitive stimuli the pupil received and various others. 4. Media and communication plays a pivotal role in the development of visual literacy. The following recommendations may be made: 1. It is recommended that TV viewing by the pupil in the secondary phase should be limited because of the fact that the pupil does not get adequate practise in developing his semantic skills while watching the icons on TV and negating the digital symbols. 2. Educators should plan their lessons in such a way that the pupil is able to move from known facts to the unknown, also known as the inductive to deductive method. By doing so, it would be much easier for the pupil to internalize the facts and knowledge conveyed to him. 3. Educators should furthermore lead the pupil in perceptual discrimination in such a way that this process becomes an automatism.
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Slippages in meaning: the influence of context in scripto/visual communication
- Authors: Basel, Karin Elizabeth
- Date: 2012-07-19
- Subjects: Art philosophy , Visual literacy
- Type: Thesis
- Identifier: uj:8827 , http://hdl.handle.net/10210/5240
- Description: M.Tech. , My research investigates the relationship between context and the interpretation of signs within ‘scripto/visual’ communication processes. I focus on the belief that no interpretation is context free. I have experienced that context is not consistent as it is based on the cultural, social and personal backgrounds of each individual. As there is always a context that serves to anchor the sign to our experiences, we construct a specific meaning when we interpret a sign. This specific meaning is, however, not necessarily the one originally intended by the sender. Central to my project is the argument that the choices made which affect the interpretation of signs when encoding and decoding them are influenced by the context of both the sender and the receiver, as well as the specific context within which the exchange takes place. I have chosen, amongst many other modes of sign interpretation, the operational processes of similarity and association. I investigate why both of these processes, in relation to the unfixed nature of context, are problematic and result in miscommunication. I have chosen to include discussions on specific artworks by two South African artists: Joni Brenner and Willem Boshoff as I feel that both artists make work in response to the fact that interpretation does not produce a ‘fixed truth’.
- Full Text:
- Authors: Basel, Karin Elizabeth
- Date: 2012-07-19
- Subjects: Art philosophy , Visual literacy
- Type: Thesis
- Identifier: uj:8827 , http://hdl.handle.net/10210/5240
- Description: M.Tech. , My research investigates the relationship between context and the interpretation of signs within ‘scripto/visual’ communication processes. I focus on the belief that no interpretation is context free. I have experienced that context is not consistent as it is based on the cultural, social and personal backgrounds of each individual. As there is always a context that serves to anchor the sign to our experiences, we construct a specific meaning when we interpret a sign. This specific meaning is, however, not necessarily the one originally intended by the sender. Central to my project is the argument that the choices made which affect the interpretation of signs when encoding and decoding them are influenced by the context of both the sender and the receiver, as well as the specific context within which the exchange takes place. I have chosen, amongst many other modes of sign interpretation, the operational processes of similarity and association. I investigate why both of these processes, in relation to the unfixed nature of context, are problematic and result in miscommunication. I have chosen to include discussions on specific artworks by two South African artists: Joni Brenner and Willem Boshoff as I feel that both artists make work in response to the fact that interpretation does not produce a ‘fixed truth’.
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Leerdereienskappe as 'n faktor in mediaseleksie
- Authors: Smit, Jan Gabriel
- Date: 2014-11-05
- Subjects: Learning, Psychology of , Visual learning , Visual literacy , Programmed instruction , Teaching - Aids and devices
- Type: Thesis
- Identifier: uj:12801 , http://hdl.handle.net/10210/12693
- Description: M.Ed. (Media Studies) , Please refer to full text to view abstract
- Full Text:
- Authors: Smit, Jan Gabriel
- Date: 2014-11-05
- Subjects: Learning, Psychology of , Visual learning , Visual literacy , Programmed instruction , Teaching - Aids and devices
- Type: Thesis
- Identifier: uj:12801 , http://hdl.handle.net/10210/12693
- Description: M.Ed. (Media Studies) , Please refer to full text to view abstract
- Full Text:
Visuele geletterdheid en die skepping van studiemateriaal vir afstandsonderrig by Technikon SA
- Authors: Proctor, Linda
- Date: 2014-10-20
- Subjects: Technikon SA , Visual literacy , Distance education - South Africa
- Type: Thesis
- Identifier: uj:12650 , http://hdl.handle.net/10210/12468
- Description: M.A. (Applied Linguistics) , The aim of this study is to point out how visual literacy can enhance the learning process, especially relating to study by means of distance education. The concepts of literacy and visual literacy are defined and discussed. Special attention is paid to the concept of academic literacy and what it entails. The conclusion is reached that visual literacy's an integral part of literacy as traditionally defined, and that no-one can be truly literate in the media-oriented society in which we live, without being visually literate. The concept of distance education is explored and recent developments at Technikon SA are outlined,as well as difficulties experienced by students who study through distance education. The discussion is focused on reasons why students enter the tertiary education system under prepared and why levels of visual literacy are generally very low. The pictorial approach to the design and production of study material for distance education is explained and discussed. Various visual elements of study material are discussed with regard to the promotion of leaning and the development of visual literacy. Recommendations are made pertaining mainly to the design and production of study material at Technikon SA. Low levels of visual literacy tend to be overlooked in current development of study material. The process of visual literacy development should be integral to the objectives of study material design.
- Full Text:
- Authors: Proctor, Linda
- Date: 2014-10-20
- Subjects: Technikon SA , Visual literacy , Distance education - South Africa
- Type: Thesis
- Identifier: uj:12650 , http://hdl.handle.net/10210/12468
- Description: M.A. (Applied Linguistics) , The aim of this study is to point out how visual literacy can enhance the learning process, especially relating to study by means of distance education. The concepts of literacy and visual literacy are defined and discussed. Special attention is paid to the concept of academic literacy and what it entails. The conclusion is reached that visual literacy's an integral part of literacy as traditionally defined, and that no-one can be truly literate in the media-oriented society in which we live, without being visually literate. The concept of distance education is explored and recent developments at Technikon SA are outlined,as well as difficulties experienced by students who study through distance education. The discussion is focused on reasons why students enter the tertiary education system under prepared and why levels of visual literacy are generally very low. The pictorial approach to the design and production of study material for distance education is explained and discussed. Various visual elements of study material are discussed with regard to the promotion of leaning and the development of visual literacy. Recommendations are made pertaining mainly to the design and production of study material at Technikon SA. Low levels of visual literacy tend to be overlooked in current development of study material. The process of visual literacy development should be integral to the objectives of study material design.
- Full Text:
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