My Keynote presentation ppt for The 14th International Conference on Education Research (ICER) Conference theme: Future Education Design for All

1. The 14th International Conference on Education Research (ICER)
Future Education Design for All
Keynote Speech
The New Visual World and
Future Education Design
October 18, 2013
Professor Ilju
Rha, Ph.D.
Seoul National University
Korea

2. Contents
 The Visual World: old and new
 The New Visual World and Education
 Implications of the New Visual World for the
Future Education Design
 Aware / understand
 Use / apply
 Find / create
 Concluding remark
2

3. The Visual World

10.  Vision
 Human visual intelligence
 The visual world

11. Human Vision
 400nm-700nm
 See color, depth etc
 Not perfect

12. Human Visual intelligence
The ecological approach to visual
perception (Gibson, 1979)
James J. Gibson
Human visual intelligence is the ability to utilize the
direct or indirect products or by-products of human
vision (Rha, 2007)
I. Rha

13. Human Visual intelligence
 Human Eyes plus human brain
 Interpretation, operation, and creation
 Rha, 2007
 Generative, Psycho-motor, Instrumental, Proactive, Representational
visualization Rha etal. 2009

14. The visual world

15. The visual world
“The visual world can be described in many ways, but its most
fundamental properties seem to be these: it is extended in depth; it
is upright, stable, and without boundaries; it is colored, shadowed,
illuminated, and textured; it is composed of surfaces, edges,
shapes, and interspaces; finally, and most important of all, it is filled
with things which have meanings.”
Gibson (1950), p.3

16. The visual world
“The visual world can be described in many ways, but its most
fundamental properties seem to be these: it is extended in depth; it
is upright, stable, and without boundaries; it is colored, shadowed,
illuminated, and textured; it is composed of surfaces, edges,
shapes, and interspaces; finally, and most important of all, it is filled
with things which have meanings.”
Gibson (1950), p.3

17. The visual world
“The visual world can be described in many ways, but its most
fundamental properties seem to be these: it is extended in depth; it
is upright, stable, and without boundaries; it is colored, shadowed,
illuminated, and textured; it is composed of surfaces, edges,
shapes, and interspaces; finally, and most important of all, it is filled
with things which have meanings.”
Gibson (1950), p.3

18. The visual world
“The visual world can be described in many ways, but its most
fundamental properties seem to be these: it is extended in depth; it
is upright, stable, and without boundaries; it is colored, shadowed,
illuminated, and textured; it is composed of surfaces, edges,
shapes, and interspaces; finally, and most important of all, it is filled
with things which have meanings.”
Gibson (1950), p.3

19. The visual world
“We believe that we see a complete, dynamic picture of a stable,
uniformly detailed, and colourful world, but [o]ur stable visual world
may be constructed out of a brief retinal image and a very sketchy,
higher-level representation along with a pop-out mechanism to
redirect attention. The richness of our visual world is, to this extent,
an illusion.”
Susan Blackmore & her collegues (1995), p.1075

20. The visual world
“We believe that we see a complete, dynamic picture of a stable,
uniformly detailed, and colourful world, but [o]ur stable visual world
may be constructed out of a brief retinal image and a very sketchy,
higher-level representation along with a pop-out mechanism to
redirect attention. The richness of our visual world is, to this extent,
an illusion.”
Susan Blackmore & her collegues (1995), p.1075

21. The Visual World
 Illusion?
21

22. The Visual World
22

23. The Visual World
 How Vision works?

David Hubel & Torsten Wiesel
- 1981 Nobel Prize
- The columnar organization of primary visual cortex was first described
23

24. The Visual World
The visual is not perfect.
24

25. The Visual World
“
”

26. “
I lost my parents due to AIDS ….
We need your Help!!
”

27. “
I want to go back to school and study ag
ain…. Help us Rebuild our School!
”

28. The Visual World
“
”

29. The Visual World
The visual is not perfect.
29

30. The old and new Visual World
30

31. The old and new Visual World
“How do we differentiate?”
31

32. The old and new Visual World
32

33. The old and new Visual World
“How do we differentiate?”
33

34. The old and new Visual World
“How do we differentiate?”
34

35. Old Visual World

36. The Old Visual World
 Humans saw what existed in the nature
 Direct Perception
 Theory of Affordance

James J. Gibson (1950). “The Perception of The
Visual World”
36

37. The Old Visual World
 Affordance
“The affordances of the environment are what it
offers the animal, what it provides or furnishes,
either for good or ill.”
Gibson (1979), p.127
37

38. The Old Visual World
 Affordance
 Norman (1988)
- “The Design of Everyday Things”
38

39. The Old Visual World
 Affordance
39

40. The Old Visual World
40

41. The Old Visual World
41

42. The Old Visual World
42

46. “However…there were
extensions of the visual world
beyond the human eyes could
see…”

52. The Old Visual World
 Real objects
 Color, Shape, contour
 Humans saw what existed in the nature
 Analogue is the basis
 Requires interpretation and reaction

53. New Visual World

54. New Visual World
 Cartoons
54

55. New Visual World
 Computer graphics
Star Wars 1977
55

56. New Visual World
 Computer graphics & Robots
Jurassic Park 1993
56

57. New Visual World
 3D Animations
Toystory 1993
57

58. New Visual World
 3D & 4D Computer graphics
Avatar 2009
58

59. New Visual World
 3D virtual world
Second Life
59

60. New Visual World
 Augmented Reality
60

61. New Visual World
 Virtual Reality
61

62. New Visual World
 Hidden affordance
Perceptual
Information
 Gaver (1991)
No
Hidden
Affordance
Correct
Rejection
Yes
Perceptible
Affordance
False
Affordance
Yes
No
Affordance
62

63. New Visual World
 Various tools contribute to the amplification of
human vision
 The feature, “digital”, allow us to expand our
visual world beyond the physical objects and
nature, and actively create a new visual
environment for ourselves
 Digital is the basis
 Recquires understanding and participation
63

64. The New Visual World
=> old and new visual world

65. Why Should We Care?

67. Learning is Changing

71. “Visual world?”

72.  Massive participation
 The public actively participates in consumption
and creation of visual data
 Digital cameras, Mobile phones
 Youtube, Ted, Facebook, KaKaoTalk, etc.
 --uploads…
72

74. 74

75.  New visual expressions
 The emergence of expressions blending a new
form of language, which results from mixed use of
oral and literal expressions in online
communications, with visual representations can
be understood as a cultural change
75

76.  New visual expressions blending
orality and literacy
76

77. Pictograms
77

78.  Diversity of Data Visualization
 It is easy to encounter visual representations of
not only those objects that are visible in real life,
but also even the unseen objects
78

79. Graphs
Diagrams
79

80.  Diversified forms of visual objects
Moving texts
Photos of real objects
80

81. 3D movies
Mind map
81

82.  Text as visual object
82

83. Why are We Interested?

84. Why are We Interested?

85. The New Visual World
and Future Education Design

86. Future Education:
What are we striving for?

87. Future Competencies
 What are we striving for?
Partnership for 21st
Century Skills
•
•
•
Learning and
Innovation Skills
Life and Career Skills
Information, Media,
Technology Skills
European Commission
Key Competences
•
•
•
•
•
•
•
KERIS 21st Century
Learner Competencies
Communication
•
Basic competencies in
mathematics, science, •
an technology
Digital competence
•
Learning skills
Social and civic
competences
Cultural awareness
and expression
Sense of initiative and
entrepreneurship
87
Ability development
competencies
Character building
competencies
Career enhancement
competencies

88. Future Competencies in Summary
•
Critical thinking & Problem solving
•
ICT Literacy, Digital Competency
•
Communication, Collaboration,
•
Social & Cross-Cultural Competences
•
Initiative & Self-direction, Learning to learn
•
Flexibility , Creativity
•
Artistic thinking, Media and Art literacy
•
Care, Whole-heartedness, Ethics
•
Multi-disciplinary Competencies

93. Provide access to quality learning
tools or technology resources
Engage learners in the tasks that
provoke critical thinking
using visual tools which virtualize,
simulate, augment, and amplify
what is invisible or inexistent.

94. Provide opportunities to learn by
producing visuals and using digital
tools which communicate,
collaborate, and share knowledge
with others.

95. Expose learners in a multi-cultural
digital environment and help them
interact with diverse persons while
acquiring social skills

96. - Provide opportunities to express
individual perspectives
- Value and reward creative and
flexible approach

97. - Stimulate multiple senses and
provide opportunities to express in
diverse modalities and to appreciate
multi-modal / synesthetic artifacts

98. - Value emotion, care,
whole-heartedness, ethics and trust
- Provide relevant tasks

99. Provide multi-disciplinary
learning tasks interacting with
multi-disciplinary professionals
using both digital and analogue
approaches

100. to be helpful for designing future education…
We need to…

101. to be helpful for designing future education…
We need to…
 Aware / Understand
 Use / Apply
 Find / Create
The New Visual World.

102. Aware / Understand

103. BASICS

104. BASICS

105. BASICS

106. BASICS
106

107. BASICS
107

108. BASICS
108

109. BASICS
More…
109

110. Recent Development
110

111. Flipgrid (video discussions)
http://flipgrid.com/info/

112. Google Hangouts
Class Sync Collaboration and Disc
ussion
(Spring, 2013)

113. An interactive timeline
http://www.guardian.co.uk/world/in
teractive/2011/mar/22/middle-eastprotest-interactive-timeline

114. Recent Development
More…
114

115. Use / Apply

121. More…

122. Find / Create

123. Visual Organizers
Prof. Han, Ahnna
Associate Professor
Catholic University of Daegu
Instructional Design
Human Visual Intelligence
Teaching & Learning Method
Gamification



Develop a tool for web
information visualization, namely
Visual Organizer
Visualizing electronic texts
Advance awareness of structure
and comprehension of contents
on electronic documents
Han, A. H. 2006. Design and Utilization of the Visual Organizers in Web-Based Learning

124. Visual Design for Digital Text Structure
Dr. Sung, Eunmo
Instructional System Design
Sciences of Learning and Teaching
Human Visual Intelligence
Educational Smart Media
Human Performance Technology


Design instructional interfaces
on e-Learning
Visual navigating aids and
signaling aids in an eLearning system
- Reduce extraneous processing
- Manage essential processing
- Foster generative processing
Sung, E. 2009. A Study of Visual Design Principles on Digital Text Structure for Developing e-Learning Contents

125. Visual design for digital text
Dr. Jin, Sung-Hee

Development of two structure design
guidelines and two selective-attention
design guidelines

Better text structure understanding ,
essential contents comprehension and
usability of digital text
Jin, S. (2009). A study on visual transformation of digital
text for enhancing text comprehension

126. Visual Narrative
Dr. Byun, Hyunjung
Instructional Design
Educational Media & Technology
Human Visual Intelligence
Higher order thinking skills
Quality in higher education



Design Principles of
Visual Narrative
Advance accuracy and
efficiency for learning
procedural knowledge
Visualizing operational
information
Byun, H. J. 2011. Design principles of visual narrative for learning procedural knowledge

127. Visual Summary
Dr. Lee, Jihyun
Instructional Design
New Media for Learning
Human Visual Intelligence
Brain-based Learning Design
Teacher Education, Higher Ed.



A visual organizer with a
summarizing function
Diagrammatically organizes and
integrates essential content of the
preceding texts into a
comprehensible whole
Utilizes the natural meanings of
spatial properties and dynamic
interactive technologies
15 page-long Text
Lee, J. (2012). Development of a visual summarizer design model for digital learning.

128. Fantasy in the Educational Context
Principles
Dr. Kim, Insu
Category
Subcategory
•Human Visual Intelligence
•Fantasy storytelling
•Creative thinking
•Behavioral Intentions to Educational
Media use
Distortion of being
Derivation
Distortion of time and space
Distortion of material
Embodiment
Hyper-realization
Embodiment of an abstract idea to fantastic
space
Embodiment of an abstract idea to fantastic
being
Physical experience of fantastic events
Descriptive experience of fantastic events
Concealment of learning purposes
Composing

Storytelling
Harmony with learning material and fantasy
setting

Exploring the factors and the
principles of the fantasy as
design strategy for educational
environment
Identifying six factors (fantastic
space/time, fantastic being,
insight into origin, insight into
value, novelty, affinity) with
three categories.
Kim, I. S. 2008. A Study on the Factors and the Principles of the Fantasy in the Educational Context

129. Visualization Process
Dr. Heo, Gyun
Computer & Education
Smart Media for Learning
Longitudinal & Comparative Study
for Learning



Analysis of Visualization
Process of verbal information
Expert has a unique process
named NVD( Novel Visual
Decision).
Visual Task Analysis was
developed and applied for
finding visualization process
Heo, G. 2006. Visualization process of verbal information through the protocol analysis

130. Structure of Human Visual Intelligence
Dr. Ilju Rha
Prof. of Education, SNU
Educational Technology


Develop a hypothetical
framework of the functional
structure of human visual
intelligence
Suggests three dimensional
model of Human Visual
Intelligence
Rha, I. 2007. Human visual intelligence and the territory of educational technology research

131. More…

132. Conclusion

133. The New Visual World

141. Design of The New Education

144.  OECD Schooling for Tomorrow
 Attempt to envision the future for education and
to prepare strategies for future schooling
 Six scenarios in three clusters
- Maintaining the status quo
- Re-schooling
- De-schooling
144

145.  OECD Schooling for Tomorrow
(오헌석, 이예경, 윤순경, 2009)
145

148. “How do we differentiate?”
148

149. The visual world in the Future?

150. Thank You!
Dr. Ilju Rha
iljurha@snu.ac.kr
Seoul National University, Korea
150

151. Special thanks to professor Curtis J. Bonk, Indiana University
for the sharing of his `World is Open` resources.