Theme 2: Innovations Aimed at Higher Learning Outcomes
Assessment
Visual
evidence of knowledge building through ideas and artifacts
Leila Lax, Division of Biomedical Communication, University of Toronto, ON, Canada
Leila Lax, Division of Biomedical Communication, University of Toronto, ON, Canada
Knowledge building (KB) in its purest form is intended to be emergent. However, the "strictures and structures" (Scardamalia) of learning are often imposed in pre-defined content and narrow timeframes of university courses. Successful integration of learning and KB agendas is demonstrated in a 2nd year Master’s course, Biomedical Communications, University of Toronto.
Multimedia case-based learning objects address the curriculum "strictures and structures". Learning objects are distinguished from KB objects, by the concept of emergence. Advancement of ideas is evidenced through the iterative refinement of visual KB artifacts, e.g. medical illustrations and animations. Idea improvement is supported through continuous constructive feedback and collaboration.
In the 4th iteration of this design experiment some students chose to work in teams. An exceptional leap was made – the "edge was moved" – an innovative KB object emerged. Idea innovation was verified. Courtroom demonstrative evidence was redefined. Further research on implications for visual communication theory and KB through ideas and artifacts is warranted.
Poster' Slides