The FILTER project: encouraging the use of digital images for learning, teaching and research
| DOI | https://doi.org/10.1108/03055720210474271 |
| Pages | 37-43 |
| Date | 01 September 2002 |
| Published date | 01 September 2002 |
| Author | Jill Evans |
| Subject Matter | Information & knowledge management |
The FILTER project:
encouraging the use
of digital images for
learning, teaching and
research
by Jill Evans, Institute for Learning
and Research Technology, University
of Bristol
Keywords: Education, Digital libraries,
Information management
Abstract: The promotion of pedagogic use of
quality digital images through improved
metadata is the aim of the JISC-funded
FILTER project. Having funded many content
creation projects, the JISC seeks to boost the
take-up of digital images in teaching and
learning, in order to enhance the learning
experience and improve outcomes. Discovery
of appropriate images will be facilitated
through a metadata schema developed in the
project, and the definition of a range of image
types to aid selection.
Introduction
Images play an increasing part in all aspects of
our lives. As all forms of communication are
increasingly using visual formats, arguably,
humans are becoming more sophisticated in their
ability to recognise and interpret visual meaning
and are using visual information for a range of
social, cultural or learning activities (Kress and
van Leeuwen, 1996). The huge global financial
investment in the digitisation of analogue images
means that there are now immense numbers of
image collections available on the Web, and the
appetite for consumption of visual information
continues to grow. A new generation of learners
that has grown up surrounded by constant visual
stimuli, such as video and computer games, has
become sophisticated in its ability to assimilate
and process them. As students they expect a high
percentage of their learning to be transmitted
visually (Kirriemuir, 2002; BECTA, 2002).
However, it is still the case that not enough is
known or understood about how humans
understand and use digital images, particularly in
the sphere of learning and teaching.
It is recognised that images have the potential to
enhance and stimulate the learning process;
images are an essential component of education,
having always been used to support learning and
teaching in a variety of ways. Images provide
access to complex visual information and
experiences that cannot be replicated in purely
textual terms.
Learning is deeper and more effective when
multiple senses are engaged in the learning
process (McAteer and Shaw, 1995). It is also
commonly accepted that users prefer and respond
more positively to materials that contain visual
elements (Duchastel and Waller, 1979; Levie and
Lentz, 1982). Much research has been carried out
establishing that recall and memory are improved
when information is presented visually, or
supplemented by use of images (Paivio et al.,
1968; Standing et al., 1970; Paivio, 1971, 1975;
Standing, 1973; Faraday and Sutcliffe, 1997).
However, it has been identified that there is a gap
in the understanding and documentation of how
to make the best use of images within learning
and teaching materials and, as yet, there is no
extensive body of information exploring the use
of images in computer-based learning and
teaching (Evans et al., 2001; Williams et al.,
1995).
However, the use of high-quality digital images
can add a new dimension to the learning and
teaching experience, bring new opportunities for
teaching and assessment, and change pedagogical
thinking and the development of curricula.
The FILTER project
The FILTER project (Focusing Images for
Learning and Teaching ± an Enriched Resource)
is based at the Institute for Learning and
Research Technology at the University of Bristol
and has been funded by the Joint Information
Systems Committee (JISC), a UK higher
education (HE) funding body. It is part of its
programme to encourage and promote
#MCB UP Limited, ISSN 0305-5728, DOI 10.1108/03055720210474271
VINE, Volume 32 Number 3 2002, Issue 128 Ð 37
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