http://imgur.com/gallery/AGiAcRl
Dr Sandra Romenska
University of St Andrews School of Management
sr82@st-andrews.ac.uk
Plan of the session
1. Rationale for using visually-rich presentations
for teaching and learning.
2. Lessons learnt from visual story-telling as a
teaching method at UG and PG levels of
teaching leadership.
3. Tools and resources.
Background: Trait Approach early 20th century
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Belief - people born with certain traits could be great leaders (Bass, 1990; Jago, 1982).
formerly known as ‘great man’ theories.
early systematic approach to study leadership.
leadership traits studied to determine what made certain people great.
focus on innate qualities & characteristics.
social, political & military leaders studied.
Background: Trait Approach mid 20th century
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Challenge to the innate argument on basis of the universality of leadership traits.
Review (by Stodgill, 1948) - no consistent set of traits from leaders & nonleaders.
A leader in one situation may not be a leader in another (e.g. Winston Churchill).
Leadership regarded as a relationship between people in a social situation.
Background: Trait Approach late 20th & early 21st century
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Re-engagement with trait approach explaining how traits influence leadership (Bryman, 1992).
New analysis of previous trait research.
Personality traits strongly associated with individuals’ perceptions of leadership.
Leadership strongly associated with extroversion & to a lesser extent with conscientiousness and
openness .
Rationale
• The design of the example facilitates
transmission of information which might work
better without the presence of the lecturer.
• It is a useful summary of key points which
students can read independently.
• Students’ attention is on the text not the
lecturer.
• So why do it in class?
Rationale continued
For two modules on leadership development at
Honours and PG level a different approach was
adopted with two sets of slides for each lecture.
• Slides with textual content like the example
above, to be used by students as study notes,
posted on Moodle in advance of the lecture.
• During lectures the presentations consist mostly
of images, used as triggers for problem-based
learning discussions and activities.
Nestlé Vice Chairman and CEO
Peter Brabeck-Letmathe
Experience
• Preceding the introduction of a topic with an image
vividly brings across points which if expressed in text
might limit the students’ own interpretation and steer
the discussion in a single direction.
• Research since Fish and Scrivener (1990)’s pilot study
demonstrates that human understanding is improved
by visualisations.
• Potential issues of copyright, image attribution and
licensing. Solution – always attribute image to source
but avoid uploading on Moodle (fair use?)
Experience continued
• All visuals are not equally effective. Generic images
which do not elicit curiosity, emotional reaction,
humour, conflict, etc. function as a decoration, i.e. do
not add value to teaching and learning.
• At the other end of the spectrum images which are
“thematic edutainment” can be too distracting and
defeat the purpose of getting students to engage with
the topic of the class.
• Recommended use of images to which students
respond and then plan for and facilitate a discussion
where students express their ideas.
Functions of images in teaching
presentations
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Decorative - add aesthetic appeal or humour.
Representational - depict an object in a realistic fashion.
Mnemonic - provide retrieval cues for factual information.
Organizational - show qualitative relationships among content.
Relational - show quantitative relationships among two or more
variables.
Transformational - show changes in objects
Interpretive - illustrate a theory, principle, or cause-and-effect
relationships.
The order corresponds to the value for learning.
(Lohr, 2007)
Pedagogic Functions of Visual
Teaching
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Support Attention – Images and visuals that draw attention to important elements in an
instructional display and that minimize divided attention.
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Activate or Build Prior Knowledge - Images and visuals that engage existing mental models or
provide high-level models to support acquisition of new content.
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Minimize Cognitive Load - Images and visuals that minimize extraneous mental work imposed on
working memory during learning.
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Build Mental Models - Images and visuals that help learners construct new memories in long-term
memory that support understanding.
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Support Transfer of Learning - Images and visuals that incorporate key features of the work
environment; graphics that promote deeper understanding.
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Support Motivation - Images and visuals that make material interesting and at the same time do
not depress learning.
Clark & Lyons, 2010
Tools and resources
• Pinterest – photo sharing website.
• Wikipedia – usually open source license
• Google – images/search tools/(size, colour,
type, usage rights)
• Facebook
• Bored Panda
http://www.boredpanda.com/category/photo
graphy/
Tools and resources
• Create your own quotes overlaying images:
http://www.pinwords.com/
Or: http://quozio.com/
• Fake Facebook: http://www.classtools.net/FB/homepage
• Photo slideshow maker: http://www.photosnack.com/
• Free template presentations: http://www.emaze.com/
• Create your own infographics:
http://piktochart.com/pricing/education/
Sources of images
NASA before Powerpoint. Photo by JR Eyerman. 1960's: http://imgur.com/AGiAcRl
The 1%: http://www.funnyjunk.com/funny_pictures/3210146/Hes+the+1/
Generic brand video: https://www.youtube.com/watch?v=2YBtspm8j8M
Pile of stones: http://www.timetoast.com/timelines/timeline-the-lottery
Angkor Wat temple: http://sacredsites.com/asia/cambodia/angkor_wat.html
Travelling rock, Racetrack Playa - :
https://uk.pinterest.com/pin/551761391822286195/
Rolling Stones: http://www.pinballnews.com/games/rollingstones/
Thor and the Hulk, then and now: http://www.damnlol.com/hulk-and-thor-thenand-now-29552.html
Traffic moves from left to right in Stockholm on 3 September 1967:
http://en.wikipedia.org/wiki/Right-_and_lefthand_traffic#mediaviewer/File:Kungsgatan_1967.jpg
Traffic intersection n Bangalore: http://www.awayweglobe.com/thelatest/2014/11/19/funny-observations-india
References
Guthey, E., & Jackson, B. (2005). CEO Portraits and the Authenticity Paradox.
Journal of Management Studies, 42(5), 1057-1082.
Barron, C., Lambert, V., Conlon, J., & Harrington, T. (2008). “The Child’s
World”: A creative and visual trigger to stimulate student enquiry in a
problem based learning module. Nurse education today, 28(8), 962-969.
Clark, R. C., & Lyons, C. (2010). Graphics for learning: Proven guidelines for
planning, designing, and evaluating visuals in training materials. John Wiley &
Sons.
Lohr, L. (2007). Creating graphics for learning and performance: Lessons in
visual literacy(2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Schyns, B., Tymon, A., Kiefer, T., & Kerschreiter, R. (2012). New ways to
leadership development: A picture paints a thousand words. Management
Learning, 1350507612456499.
Azer, S.A., 2007. Twelve tips for creating trigger images for problem-based
learning cases. Medical Teacher 29 (2), 93–97.