| I.1 | Visual literacy skills grouped into three categories (adapted from Kędra, 2018, p. 81). | 11 |
| 1.1 | Model of the visual research methods course, inspired by Kolb’s (1984) Cycle of Experiential Learning. | 32 |
| 1.2 | Result of visual phone activity undertaken during the visual research methods summer school course, June 2019 (photo by one of the students, reprinted with permission). | 35 |
| 1.3 | Samples of student posters from their individual research projects presented in the last class of the visual research methods course. Despite our aim to use the most visual, and possibly unusual format for project dissemination (in contrast to the typical slide presentation), student posters were heavily overloaded with text. | 37 |
| 1.4 | Samples of student collages on the topic “Visual research process”, created in the visual research methods courses. The aim of the activity for more creative and metaphorical approaches was not fully fulfilled as in most cases students used available pictures literally, creating simple linear stories. | 38 |
| 2.1 | Graphic recording of REDx Talks on Sustainable Futures with natural resource development firms, Toronto, 2018. Hosted by Global Indigenous Development Trust. Visually recorded by Iryna Molodecky (© Iryna Molodecky). | 49 |
| 2.2 | Simple universally recognized visual shapes used to communicate emotion and complex ideas (© Iryna Molodecky). | 50 |
| 2.3 | Doodle created in a mind-wandering state of flow to get insights on how to achieve balance in life and work (© Iryna Molodecky). | 52 |
| 2.4 | Survey results. Q1: “What program do you teach in?” and Q4: “I use the following types of visuals in my teaching”. More than one option was available for both questions. | 54 |
| 2.5 | Poster from the video “How visuals transform learning for business students” (www.youtube.com/watch?v=m3yza6ekmqg; © Iryna Molodecky). | 56 |
| 2.6 | Visual vocabulary poster defining four basic categories for visualizing data and information (© Iryna Molodecky). | 56 |
| 2.7 | Instructions on how to construct icons using nine basic shapes (© Iryna Molodecky). | 57 |
| 2.8 | Sample pages of 90 common business icons for use in teaching business (© Iryna Molodecky). | 58 |
| 2.9 | Examples of a brief lesson on drawing using basic shapes and student work after the lesson (with permission of Sheridan College advertising students, May 2021). | 58 |
| Matrix for categorizing visual templates for teaching and learning in the Visual Toolkit. | 59 | |
| 2.11 | Examples of instructor-led group brainstorming templates (© Iryna Molodecky). | 60 |
| 2.12 | Examples of doodling exercises for reflection (© Iryna Molodecky). | 60 |
| 2.13 | Student group warm-up exercises to stimulate imagination prior to working on a group assignment (with permission of Sheridan College advertising students, May 2021). | 61 |
| 2.14 | Examples of visual notes using doodles as the framework (© Iryna Molodecky). | 61 |
| 2.15 | Visual notes tips and sample templates from the Visual Toolkit that can be given to learners as guides for encouraging visual note taking (© Iryna Molodecky). | 62 |
| 2.16 | Visual recording of a class discussion on the definition of creativity (Sheridan College, 2018, © Iryna Molodecky). | 63 |
| 2.17 | Advertising students’ conceptual visual ideas using basic shapes (with permission of Sheridan College advertising students, May 2021). | 64 |
| 3.1 | Examples of students’ freehand drawings – Theme “graduation”. | 75 |
| 3.2 | Examples of students’ freehand drawings – Theme “alcohol”. | 75 |
| 3.3 | Examples of students’ freehand drawings – Theme “relaxing”. | 76 |
| 3.4 | Examples of students’ freehand drawings – Theme “bed environment”. | 76 |
| 4.1 | Jan Luyken (1649–1712), Noblewoman burnt at the stake (n.d.), etching, Baillieu Library Print Collection 1959.3217.000.000 (reprinted with permission). | 96 |
| 4.2 | William Hogarth (1697–1764), France, Plate 1 The Invasion, 1756, engraving, Baillieu Library Print Collection 1983.2036.000.000 (reprinted with permission). | 97 |
| 5.1 | Digital photograph taken at Azuma by a student in 2020 and retrieved from the ‘Imagine the Future’ Archive. It shows a still accessible public walkway through the former residency complex (© Imagine the Future Archive, reprinted with permission). | 107 |
| 5.2 | Digital photograph taken at Azuma by a student in 2020 and retrieved from the ‘Imagine the Future’ Archive. The rocket situated behind the residency complex points to both Tsukuba’s past and Japan’s future (© Imagine the Future Archive, reprinted with permission). | 108 |
| 5.3 | Digital photograph taken at Azuma by a student in 2020 and retrieved from the ‘Imagine the Future’ Archive. Image shows discoloured circulars and leaflets in mailboxes long after residents have left (© Imagine the Future Archive, reprinted with permission). | 109 |
| Digital photograph taken at Azuma by a student in 2020 and retrieved from the ‘Imagine the Future’ Archive. Image comprises a long exposure showing students exploring an abandoned playground at the heart of the complex (© Imagine the Future Archive, reprinted with permission). | 115 | |
| 5.5 | Digital photograph taken at Azuma by a student in 2020 and retrieved from the ‘Imagine the Future’ Archive. A couple of child tricycles are seen abandoned as if their owners departed suddenly (© Imagine the Future Archive, reprinted with permission). | 117 |
| 6.1 | Dagmara Barańska-Morzy, Hair, 2021, black-and-white photography (© Dagmara Barańska-Morzy). | 128 |
| 6.2 | Joanna Berg, Scales – Masks, 2020, a frame from a digital animation (© Joanna Berg). | 129 |
| 6.3 | Igor Zieliński, Mirrors, 2021, negative-positive photography (© Igor Zieliński). | 131 |
| 6.4 | Piotr Zugaj, Mirrors, 2021, digital photography (© Piotr Zugaj). | 131 |
| 7.1 | Video design process interface and template. | 144 |
| 7.2 | Moodboard template. | 148 |
| 7.3 | Screenwriting template. | 149 |
| 7.4 | Moodboard examples of students (Phase 2). | 151 |
| 7.5 | Screenwriting examples of students (Phase 3). | 152 |
| 7.6 | Screenshots of two video projects. | 152 |
| 8.1 | Teaching (reprinted with permission). | 171 |
| 8.2 | Therapeutic (reprinted with permission). | 172 |
| 8.3 | I Am a Bright Color (reprinted with permission). | 173 |
| 8.4 | Being a Gardener (reprinted with permission). | 174 |
| 8.5 | Teacher and Gardener (reprinted with permission). | 175 |
| 8.6 | Swirling (reprinted with permission). | 176 |
| 8.7 | Community (reprinted with permission). | 179 |
于Visual Pedagogies in Higher Education
编者：
Joanna Kędra
Joanna Kędra
Search for other papers by Joanna Kędra in
Current site
Google Scholar
PubMed
Search for other papers by Joanna Kędra in
Current site
Google Scholar
PubMed