integrating technology to engage the visual learner2

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First Tuesday SeriesMarch 11, 2008

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Integrating Technology to Engage the Visual Learner

Deborah BelcherSharon Coleman

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Saturday, January12, 2008 The Tennessean

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Discussion Points

□What is a visual learner?□Quick Review

□How can we effectively convey information to visual learners?□Examples

□How can we help visual learners study more efficiently? □Examples

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Visual Learners: Quick Review

□Remember details and colors□Pictures, charts, graphs, diagrams,

timelines, videos and printouts□Color coding □Mapping techniques, sketches, and

use of symbols□Highlighting or underlining

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□Perceive whole concept□Mental imagery□Taking notes and making lists□Reading and outlines□Flash cards□Rewriting or typing notes

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□Apply learning to life□Demonstrations□Field trips□Hands-on activities□Experiences

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Convey Information Effectively

□Visual learners need to see things written down and/or illustrated (as opposed to simply hearing about them)□Write out goals and objectives□Introduce whole concept before

addressing specifics□Use graphic organizers - charts, graphs,

diagrams, anything that will help students organize information visually

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□Visual learners need to see things written down and/or illustrated (continued)□Highlight and underline key concepts□Include visuals in any format -

diagrams, charts, pictures, graphs, videos, slides, models

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□ExamplesSyllabus

Description□Texts and supplies□Grading

□Course outline□Module outline□diagram

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IDES 3700 Interior Design Visual Presentations 1

Human Sciences Department

Interior Design Program

IDES 3700-01 MW 9:10-11:40

IDES 3700-02 MW 12:40- 3:10

EHSA 020

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Deborah Belcher, Allied Member ASID, IDECAssociate ProfessorRegistered Interior Designer State of Tennessee #156Office: EHSA 222

Teaching Schedule:IDES 3700-01 MW 9:10-11:40IDES 3700-02 MW 12:40- 3:10HSC 1010-03 M 8:00- 8:55IDES 3730-01 TR 11:20- 1:50IDES 3730-02 TR 2:40- 5:10

Office Hours: TR 9:00-11:00By Appointment

Phone: 898-5604 E-mail: [email protected]

mailto:[email protected]

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Course Description: Interior rendering techniques,perspective drawing, sketching, andoperation and care of equipmentnecessary in the effectivecommunication of design solutions.Three credits. Five hours per week.Prerequisites: IDES 2700, IDES2710 and Art 1620. Five hours perweek.

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Course Content:Students will be able to:

1. sketch one point and two point 3-D drawings,

2. translate floor plans into perspective drawings,

3. render interior perspectives,4. combine mediums for effective

communication of design solutions, and5. operate and take care of equipment

used in developing a professional presentation.

http://www.mayronrend.com/mayron%20renderings%20portfolio%20restaurant.htm

http://www.mayronrend.com/mayron%20renderings%20portfolio%20store%20interior.htm

http://www.mayronrend.com/mayron%20renderings%20portfolio%20ski%20resort%20lobby.htm

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Course Topics: 1. 3-D sketching techniques2. Perspective drawings

a. 1 point and 2 point

3. Reproducing drawings4. Media

a. graphite (pencil)b. pen and inkc. color pencils/ pastelsd. color markers

http://www.robertbecker.com/Sketches.htm

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□ExamplesSyllabus□Description

Texts and supplies□Grading

□Course outline□Module outline□Diagram

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IDES 3730 COURSE SYLLABUS

Textbooks (required):

Inside Today's Home Nissen, Faulkner, and Faulkner

Interior Graphic and Design Standards Reznikoff

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IDES 3710 COURSE SYLLABUSSupplies:

6H, 4H, 2H, H, HB, 2B, 4B, 6B wooden pencils

three ring binder (for workbook)

lead holder lead pointer

4H, 4B leads sanding block

black felt tip pens pencil sharpener

triangular architect's scale lettering guide

eraser shield drafting dots

roll of trace paper (24" wide) markers (as needed)

colored pencils erasers: kneaded and white

14" x 17" spiral sketch pad tab dividers (for workbook)

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□ExamplesSyllabus□Description□Texts and supplies

Grading

□Course outline□Module outline□Diagram

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Grading:• Human Sciences Department

Grading Policy:– 91-100% = A– 81-90% = B– 71-80% = C– 61-70% = D– 60-below% = F

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Grading:

There are nine exercises totaling 300 points:

Exercise 1 2 3 4 5 6 7 8 9

Points 40 25 50 10 25 25 25 15 75

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Grading:• There are two major projects totaling 200 points:

• There are 5 tests totaling 100 points:

Project 1 2

Points 100 100

Test 1 2 3 4 5

Points 20 20 20 20 20

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Required Number of Projects:• Projects will be graded on an achievement rating

per each descriptive category found on the grade sheet.

Achievement :

(P)

poor

(BA)

below average

(A)

average

(AA)

above average

(E) excellent

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Required Number of Projects:• Individual characteristics of each category of

the project will be graded based on a key.

KEY:+ Excellent!

Nice job, but don’t stop improving.- “OK”, you did it, but where is that

quality that makes it special?You fell in a big hole. Keep practicing!Where is it?

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□Examples□Syllabus

□Description□Texts and supplies□Grading

Course outline□Module outline□Diagram

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Month DateClass

ActivityInteractive

ActivityExperiential

ActivityTest Assignment Due

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Introduction to Course: Review of Course Syllabus and Outline

Review IDES 3710 Workbook

Begin Exercise 2

Read: ChingChapter 3 (review)

19Movie: Auntie Mame

Exercises: 1 and 2

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Slide Series: Unit 1Winterthur Museum“Why Things Matter”Video: Drayton Hall

Discussion:Exercise 1

Exercises: 2 and 6

Exercise: 1

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Field Trip: Bell House*Main Street,Murfreesboro*

Exercises: 2, 3, 4 and 6

Project 1: Research

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Field Trip: Main Street,Murfreesboro*

Exercises: 2, 3, 4 and 6

Project 1: Research

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□Course outlineModule outline

□Diagram

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TOPICS COVERED IN EACH MODULE

I. Historical background II. Architectural/exterior treatmentsIII. Interiors

A. Plans/space planning B. Surface treatments 1. Floors 4. Fireplaces

2. Walls 5. Other3. Ceilings

IV. Furniture A. General characteristics/motifs B. Specific characteristics and pieces

1. Seating 4. Beds2. Case/storage pieces 5. Other 3. Table, desks

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EGYPTIAN

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GREEK

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ROMAN

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MIDDLE AGES

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RENAISSANCE

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FRENCH

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ENGLISH

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□Course outline□Module outline

Diagram

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Product Life Cycle Analysis

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Light

Architectural Lighting, Egan and Olgyay, p. 83

RHEL 5 Upgrade and Security Initiative

2007 48%

2004 13%

2005 16%

2006 23%

Linux Hacks and Attacks: 2004 - 2007Reference: Securitystats.com (2007)

Percentages based on REPORTED attacks of all OS's

2007200420052006

RHEL 5 Upgrade and Security Initiative

Why We Continue to Support Linux

2006 2004 2005 2007

0

1

2

3

4

5

6

7

8

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Linux vs Microsoft TCO: 2004 - 2007 (Per $100K)

Business expense / New hardware and License

Source: CyberSource.comRHEL Linux

Other Linux

Microsoft

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□Visual learners use experiences as points of reference□Teacher’s experiences

□Include pictures, drawings, diagrams □Tell stories about experiences□Case studies

□Student’s experiences

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□ExamplesPictures

□Drawings□Case studies

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• Chateau Chenonceau – entry drive

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• Chateau Chenonceau

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• Chateau Chenonceau

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□Examples□Pictures

Drawings□Case studies

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Scholtes’ Floor Plan

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Scholtes’ Family Room

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Scholtes’ Breakfast Room

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□Examples□Pictures□Drawings

Case studies

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Chapter 4 Interior Wayfinding and the Circulation System

Chapter 4 Interior Wayfinding and the Circulation System

YAH Map Design YAH Map Design

http://www.healthcaredesignmagazine.com/ME2/dirmod.asp?sid=&nm=&type=Publishing&mod=Publications%3A%3AArticle&mid=8F3A7027421841978F18BE895F87F791&tier=4&id=5511426C6DED4D7AB99315E9E2BC5715

http://www.healthcaredesignmagazine.com/ME2/dirmod.asp?sid=&nm=&type=Publishing&mod=Publications%3A%3AArticle&mid=8F3A7027421841978F18BE895F87F791&tier=4&id=06EA3246CEE241D7AAB06284A058B51E

http://www.healthcaredesignmagazine.com/ME2/dirmod.asp?sid=&nm=&type=Publishing&mod=Publications%3A%3AArticle&mid=8F3A7027421841978F18BE895F87F791&tier=4&id=E50E4B4F66594C8AB005031A636BF7D8

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□Visual learners need to apply material to real life□Provide students focusing or

application questions in writing□Incorporate interactive learning

activities□Small break-out groups□Role playing/student presentations

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□Visual learners incorporate experiential learning

demonstrations □field trips (actual or virtual)

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Vendor Presentations

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Vendor Presentations

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Lighting Class: Lamp Types

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□Visual learners incorporate experiential learning□demonstrations

field trips (actual or virtual)

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Oakland’s Historic House

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Maney Hall: Historic Wallpaper

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Virtual Field Trip

□The Valley of the Kings in Egypt□Theban Project□Second Life

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Study More Efficiently

□Visual learners need to take notes, make lists and read information□Module reading quiz

Study guide

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Study Guide

SUSTAINABLE DESIGN FOR INTERIOR ENVIRONMENTS Study Guide

Terms Description/definitions Page #

CHAPTER 2 ENVIRONMENTAL ISSUES

Greenhouse gases

Environmental resistance

Brownfields

Radon

Asbestos

Greenhouse effect

Volatile organic compounds (VOCs)

Building related illnesses (BRI)

Sick building syndrome (SBS)

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□Visual learners use color coding when learning new concepts□Color coded flash cards□Flash card software

□Studymate

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□Visual learners use charts, graphs, maps, timelines, videos, slides, graphic organizers and diagrams when learning new material□Online access

Examples

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Exercise 3: Styles

Style Dates IdentifyingFeatures

Schematic Notes

Federal or Adam

Greek Revival

Gothic Revival

Italianate

Second Empire

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Style Characteristics

FRENCH

STY LES RENAISSANCE BAROQUE REGENCE ROCOCO NEOCLASSIC DIRECTOIRE EMPIRE

HISTORICAL BACKGROUND/PEOPLE

ARCHITECTURAL/EXTERIOR TREATMENTS

INTERIORS - GENERAL CHARACTERISTICS

PLANS/SPACEPLANNING

FLOORS

WALLS

CEILINGS

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Style CharacteristicsFRENCH

STY LES RENAISSANCE BAROQUE REGENCE ROCOCO NEOCLASSIC DIRECTOIRE EMPIRE

FIREPLACES

OTHER

FURNITURE - GENERAL CHARACTERISTICS

SEATING

CASE/STORAGE PIECES

TABLES/DESKS

BEDS

OTHER

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Google Earth

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□Visual learners are relationalUse mapping and brainstorming techniques □Draw pictures symbolizing information□Encourage students to “branch off”

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Mapping

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Join us on April 1 for the third in the series on Visual Learners.

We will be demonstrating some of the software you can use to create images, games, maps and models

to use in your classes!

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THANKS!!!Deborah Belcher, Allied Member ASID, IDEC, ICARegistered Interior Designer, State of Tennessee, #156Associate Professor Human Sciences DepartmentPOB 86Murfreesboro, TN [email protected]

Sharon S. Coleman, Allied Member ASID, IDECRegistered Interior Designer, State of Tennessee, #191Associate Professor Human Sciences DepartmentPOB 86Murfreesboro, TN [email protected]