Although images are often used in the classroom to communicate difficult concepts, students have little input into their selection and application. This approach can create a passive experience for students and represents a missed opportunity for instructors to engage participation. By applying concepts found in visual sociology to techniques identified in the scholarship of teaching and learning, I created an image-based learning model to address this disconnect. I used discussion board image selection, posting and critique exercises (image-posts), and personal meaning maps (PMMs) as core assignments. This combination increased student comprehension, challenged and altered perceptions of key topics, and gave them a greater sense of agency through reflexive learning. Additionally, students’ reception of this model was favorable, with 97 percent reporting that the course met or exceeded their expectations and 95 percent reporting that they learned more in this class than in any previously taken college-level course.
AllenElaineSeamanJeff. 2010. Class Differences: Online Education in the United States. Needham, MA: The Sloan Consortium.
2.
AndersonLorin W.KrathwohlDavid R.2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Allyn and Bacon.
3.
AusubelDavid P.NovakJoseph D.HanesianHelen. 1978. Educational Psychology: A Cognitive View. New York: Holt, Rinehart and Winston.
4.
BensonDenzel E.OreTracy E.HaneyWavaPersellCaroline HodgesSchulteAileenSteeleJamesWinfieldIdee. 2002. “Digital Technologies and the Scholarship of Teaching and Learning in Sociology.” Teaching Sociology30(2):140–57.
5.
BurriRegula Valerie. 2012. “Visual Rationalities: Towards a Sociology of Images.” Current Sociology60(1):45–60.
6.
CiprianiRoberto. 2012. “Imagination and Society: The Role of Visual Sociology.” Cognitive Processing13(2):455–63.
7.
Clark-IbanezMarisolScottLinda. 2008. “Learning to Teach Online.” Teaching Sociology36(1):34–41.
8.
FalkJohn H.2003. “Personal Meaning Mapping.” Pp. 10–18 in Museums and Creativity: A Study into the Role of Museums in Design Education, edited by CabanG.ScottC.FalkJ. H.DierkingL. D.Sydney, Australia: Powerhouse.
9.
FalkJohn H.DierkingLynn D.1992. The Museum Experience. Washington, DC: Whalesback.
10.
FalkJohn H.DierkingLynn D.2000. Learning from Museums: Visitor Experiences and the Making of Meaning. Walnut Creek, CA: AltaMira Press.
11.
FalkJohn H.GillespieKatie L.2009. “Investigating the Role of Emotion in Science Center Visitor Learning.” Visitor Studies12(2):112–32.
12.
FalkJohn H.MoussouriTheanoCoulsonDouglas. 1998. “The Effect of Visitors Agendas on Museum Learning.” Curator41(2):107–20.
HaenflerRoss. 2010. Goths, Gamers, & Grrrls: Deviance and Youth Subcultures. New York: Oxford Press.
15.
HallRichard H.HallMureen A.SalingCara B.1999. “The Effects of Graphical Postorganization Strategies on Learning from Knowledge Maps.” Journal of Experimental Education67(1):101–12.
16.
HallRichard H.O’DonnellAngela M.1996. “Cognitive and Affective Outcomes of Learning from Knowledge Maps.” Contemporary Educational Psychology21(1):94–101.
17.
KaganDona M.1990. “Ways of Evaluation Teacher Cognition: Inferences Concerning the Goldilocks Principle.” Review of Educational Research60(3):419–69.
18.
KalofLindaZammit-LuciaJoeKellyJennifer R.2011. “The Meaning of Animal Portraiture in a Museum Setting: Implications for Conservation.” Organization & Environment24(2):150–74.
19.
LeinhardtGaeaGreggMadeleine. 2002. “Burning Buses, Burning Crosses: Student Teachers See Civil Rights.” Pp. 139–66 in Learning Conversations in Museums, edited by LeinhardtG.CrowleyK.KnutsonK.New York: Routledge.
20.
Morine-DershimerGreta. 1993. “Tracing Conceptual Change in Preservice Teachers.” Teaching and Teacher Education9(9):15–26.
21.
NovakJoseph D.GowinD. Bob. 1984. Learning How to Learn. New York: Cambridge University Press.
22.
PaivioAllan. 1991. “Dual Coding Theory: Retrospect and Current Status.” Canadian Journal of Psychology45(3):255–87.
23.
PattersonMichael E.DansereauDonald F.NewbernDianna. 1992. “Effects of Communication Aids and Strategies on Cooperative Learning.” Journal of Experimental Education84(4):453–61.
24.
PearsonA.FionaA.2010. “Real Problems, Virtual Solutions: Engaging Students Online.” Teaching Sociology38(3):207–14.
25.
PersellCaroline Hodges. 2004. “Using Focused Web-based Discussions to Enhance Student Engagement and Deep Understanding.” Teaching Sociology32(1):61–78.
26.
Ruiz-PrimoMaria A.ShavelsonRichard J.1996. “Problems and Issues in the Use of Concept Maps in Science Assessment.” Journal of Research in Science Teaching33(6):569–600.
27.
ThompsonMelody M.2004. “Faculty Self-study Research Project: Examining the Online Workload.” Journal of Asynchronous Learning Networks8(3):84–8.
28.
TuChih-HsiungCorryMichael. 2003. “Design, Management Tactics, and Strategies in Asynchronous Learning Discussion.” The Quarterly Review of Distance Education4(3):303–15.
29.
TwengeJean M.2006. Generation Me: Why Today’s Young Americans Are More Confident, Assertive, Entitled and More Miserable Than Ever Before. New York: Free Press.
30.
WangHaominGearhartDeborah L.2006. Designing and Developing Web-based Instruction. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
31.
WetzelC. D.RadtkePaul H.SternHervey W.DicklesonJanMcLachianJ. C.1993. “Review of the Effectiveness of Video Media in Instruction” (NPRDC-TR 93-4). Navy Personnel Research and Development Center, San Diego, CA.
32.
WhiteRobWynJohanna. 2008. Youth & Society: Exploring the Social Dynamics of Youth Experience. New York: Oxford University Press.
33.
YenJung-ChuanLeeChun-YiChenI-Jung. 2011. “The Effects of Image-based Concept Mapping on the Learning Outcomes and Cognitive Processes of Mobile Learners.” British Journal of Educational Technology43(2):307–20.
