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Spatial visualisation skills and interpretations are critical in the design professions, but traditionally difficult to effectively teach. Visualization and multimedia presentation studies show positive improvements in learner outcomes for specific learning domains. But the development and translation of a comparative visualization pedagogy between disciplines is poorly understood. This research seeks to identify an approach to developing comparable multimodal and interactive visualizations and attendant student reflections for curriculum designers in courses that can utilize visualizations and manipulations. Results from previous use of comparative multimodal visualization pedagogy in a multimedia 3D modelling class are used as a guide to translation of pedagogy to architecture design. The focus is how to guide the use of comparative multimodal visualizations through media properties, lesson sequencing, and reflection to inform effective instruction and learning.
|Title of host publication||ACIS 2015 Proceedings - 26th Australasian Conference on Information Systems|
|Editors||Frada Burstein, Helena Scheepers, Gaye Deegan|
|Place of Publication||Adelaide|
|Number of pages||10|
|Publication status||Published - 1 Jan 2015|
|Event||Australasian Conference on Information Systems - Adelaide, Australia|
Duration: 30 Nov 2015 → 4 Dec 2015
Conference number: 26th
|Conference||Australasian Conference on Information Systems|
|Abbreviated title||ACIS 2015|
|Period||30/11/15 → 4/12/15|
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Related Research Outputs
- 5 Citations
- 1 Article
Assessing mobile mixed reality affordances as a comparative visualization pedagogy for design communicationBirt, J. R. & Cowling, M. A., 28 Nov 2018, In: Research in Learning Technology. 26, 25 p., 2128 .
Research output: Contribution to journal › Article › Research › peer-reviewOpen AccessFile