– refers to the

electronic storage

of moving images

– latin word means

“I see”

CHARACTERISTICS of VISUAL

LEARNERS• Information presented in pictures, charts

or diagrams is easily remembered.

• Visual learners have strong visualization skills. They can look up (often up to the left) and see the information invisibly written or drawn.

• Visual learners can make “movies in their minds” of information they are reading. Their movies are often vivid and detailed

• Visual-spatial skills such as sizes, shapes,

textures, angles, and three-dimensional depths

are strong.

• Visual learners often pay close attention to the

body language of others (facial expression, eyes,

stance, etc.)

• Visual learners have a keen awareness of the

aesthetics, the beauty of the physical

environment, visual media, or art.(

1. Manipulation of Time

2. Manipulation of Space

3. Animation

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SPECIAL ATTRIBUTES of MEDIA

1. Manipulation of Time – video permits us to

increase the amount of time required to observe

an event.

a. Compression of time – known as time

lapse

b. Expansion of time – time can be expanded

in motion media through technique called slow

motion

2. Manipulation of Space – motion media

permit us to view phenomena in

microcosm and macrocosm – that is, at

extremely close range or from a vast

distance.

3. Animation – is a

technique whereby the

film maker gives motion

to otherwise inanimate

objects

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1. Motion

2. Process

3. Risk-free observation

4. Dramatization

5. Skill learning

6. Affective learning

7. Problem solving

8. Cultural understanding

9. Establishing commonality

1. Motion – moving images

have an obvious

advantage over still visuals

in portraying concepts in

which motion is essential

to mastery especially on

psychomotor skills.

2. Process –

operation such as

assembly line steps

or science

experiments, in

which sequential

movement is

critical, can be

more effectively.

3. Risk-free observation

– video allows learner to

observe phenomena

that might be dangerous

to view directly, such as

eclipse or of the sun, a

volcanic eruptions or

warfare.

4. Dramatization –

dramatic reactions can

bring historical events

and personalities to

life. They allow

students to observe

and analyze human

interactions.

5. Skill learning –

through video, students

can view a performance

over and over again for

evaluation. They can

also observe video of

their own performance

for feedback and

improvement.

6. Affective learning – video

can be useful in shaping

personal and social

attitudes. Documentary and

propaganda videos have

often been found to have a

measurable impact on

audience attitudes.

7. Problem solving – open-ended

dramatizations are frequently used to

present unresolved confrontations, leaving

it to the viewers to discuss viewer ways of

dealing with a problem.

8. Cultural understanding

– we can develop a gut

level appreciation for

other culture by seeing

depictions of everyday life

in other societies.

9. Establishing commonality – by viewing

video programs together, group of people

can build a common base of experience to

discuss on issue effectively.

1. Fixed pace

2. Talking head

3. Still phenomena

4. Misinterpretation

5. Abstract, non-visual instruction

1. Fixed pace – although

videos can be stopped for

discussion, this is not

usually done in group

showings, because the

programs runs at a fixed

pace, some viewers may

fall behind while others

are waiting impatiently for

the next point.

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2. Talking head – many videos

especially in-house production,

consist mostly of close-up people

talking. Video is not a great oral

medium – it is a visual medium! Use

audio tapes for verbal messages.

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3. Still phenomena – video is

advantageous for concepts that involve

motion, it may be unsuitable for other

topics where detailed study of a single

visual is observed (eg. Map, diagram, or

an organizational chart)

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4. Misinterpretation –

documentation and

dramatization often

prevent a complex or

sophisticated treatment

of an issue. A scene

intended as a satire

might be taken literally

by a young or naïve

viewer.

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5. Abstract, non-visual instruction –

video is poor at presenting abstract,

non-visual information. The preferred

medium for words alone is text.

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