Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2015, Cilt: 2 Sayı: 3, 109 - 121, 01.10.2015
https://doi.org/10.17275/per.15.35.2.3

Öz

Kaynakça

  • Allen, I.E., Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group and Quahog Research Group, LLC., p.34.
  • Anglin, G. J., Towers, R. L., Levie, W.H. (1987). Visual message design and learning: The role of static and dynamic illustrations. Retrieved on September 16, 2015 from http://www.aect.org/edtech/ed1/pdf/26.pdf
  • Anstey, M. (1988). Helping children learn how to learn. Australian Journal of Reading, 11(4), 269-277.
  • Arnheim, R. (1954). Art and visual perception: A psychology of the creative eye. Berkeley, CA: University of California Press. Arnheim, R. (1969). Visual thinking. Berkeley, CA: University of California Press.
  • Arnheim, R. (1974). Virtues and vices of the visual media. In D. R. Olsen, ed. Media and symbols: The forms of expression, communication, and education. The 73d Yearbook of the National Society for the Study of education. Chicago, IL: University of Chicago Press.
  • Arnheim, R. (1986). New essays on the psychology of art. Berkeley, CA: University of California Press.
  • Barthes, R. (1977). Rhetoric of the image, in Image/Music/Text, translated by Steven Heath. NY: Hill & Wang.
  • Behizadeh, N. (2014). Mitigating the dangers of a single story: Creating large-scale writing assessments aligned with sociocultural theory. Educational Researcher, Vol.43 No.3, pp.125-136. DOI:10.3102/0013189X14529604.
  • Blumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice-Hall, Inc.
  • Cobb, P., Yackel, E., & Wood, T. (1992). The contextual nature of teaching: Mathematics and reading instruction in one second-grade classroom. The Elementary School Journal Volume 90, Number 5.
  • Cowan, K., & Albers, P. (2006). Semiotic representations: Building complex literacy practices through the arts. The Reading Teacher, 60 (2), 124-137.
  • Danesi, M. (1993). Vico, metaphor, and the origin of language. Bloomington: Indiana University Press.
  • Denning, S. (2012). The Science of Storytelling. Retrieved April 10, 2014, from http://www.forbes.com/sites/stevedenning/2012/03/09/the-science-of-storytelling/
  • DePriter, Tiffany. (2013). "An investigation of teaching strategy in the distance learning Mathematics classroom." Journal of Educators Online. Accessed March 11, 2015: http://www.thejeo.com/Archives/Volume10Number2/DePriter.pdf
  • DeSaussure, F. (1916/1983). Course in general linguistics. London: Duckworth. (See also Saussure).
  • deVito, B. (2009). Reading between the lines: The literature review as a form of original research in applied semiotics. International Applied Semiotics Journal, retrieved on April 1, 2012 from http://atwoodpublishing.com/journals/journal.htm
  • Dwyer, F. M. (1967). The relative effectiveness of varied visual illustrations in complementing programmed instruction. Journal of Experimental Education, 36, 34-42.
  • Dwyer, F. M. (1969). The effect of varying the amount of realistic detail in visual illustrations designed to complement programmed instruction. Programmed Learning and Educational Technology, 6, 147-53.
  • Dwyer, F. M. (1972). The effect of overt responses in improving visually programmed science instruction. Journal of Research in Science Teaching, 9, 47-55.
  • Dwyer, F. M. (1975). On visualized instruction effect of students’ entering behavior. The Journal of Experimental Education, 43, 7-83.
  • Dwyer, F. M. (1978). Enhancing visualized instruction-recommendations for practitioners. State College, PA: Learning Services.
  • Dwyer, F. M. (1987). Enhancing visualized instruction-recommendations for practitioners, 2nd ed. State College, PA: Learning Services.
  • Eco, U. (1976). A theory of semiotics. Bloomington, IN: Indiana University Press.
  • Eco, U.(1979a). A theory of semiotics. Bloomington, IN: Indiana University Press.
  • Eco, U. (1979b). The role of the reader: Explorations in the semiotics of texts. Indiana University Press.
  • Eco, U. (1984). Semiotics and the philosophy of language. Amsterdam: John Benjamins Publishing Company.
  • Eco, U. (1986). Art and beauty in the middle ages. New Haven CT: Yale University Press.
  • Eco, U. (1997). Kant and the platypus: Essays on language and cognition. San Diego: Harvest Book, Harcourt, Inc.
  • Eco, U., Sebeok, T. A., eds. (1984). The sign of three: Dupin, Holmes, Peirce. Bloomington, IN: Indiana University Press.
  • Eisner, E. W. (1997). Cognition and representation. Phi Delta Kappan, 78(5), 349-353.
  • Fernlund, P. (1995). Teaching for conceptual change. In B.Blair & R. Caine (Eds.), Integrative Learning as the Pathway to Teaching Holism, Complexity and Interconnectedness. Lewiston, England: EMText.
  • Fleming, M. (1967). Classification and analysis of instructional illustrations. AV Communication Review, 15(3), 246-58.
  • Fleming, M. (1993). Introduction. In M. Fleming and W. H. Levie, eds., Instructional message design: Principles from the behavioral and cognitive sciences. Englewood Cliffs, NJ: Educational Technology.
  • Ford, M. (1999). Visual representations as conceptual bridges: Modeling of free fall by Galileo and sixth-graders. Unpublished manuscript, NCISLA/Mathematics & Science, Wisconsin Center for Education Research, University of Wisconsin--Madison.
  • Gallini, J., Seaman, M., & Terry, S. (1995). Metaphors and learning new text. Journal of Reading Behavior, 27(2), 187-191.
  • Gannon-Cook, R. (2011). Lessons learned from semiotics: Social and cultural landmarks for transformative elearning. In Handbook of research on transformative online education and Liberation: Models for social equality, G. Kurubacak and T. Volkan Yuzer, (Eds.). Hershey, PA: IGI Global, pp. 352-359.
  • Gannon-Cook, R. (2012, August). Restoring washed out bridges so elearners arrive at online course destinations successfully. Creative Education, Vol. 3 Issue 4, p.557-579.
  • Gannon-Cook, R., & Ley, K. (2016, January). Past, future and presents…meeting new online challenges with primal marketing solutions. International Journal of Technology and Educational Marketing. (In press).
  • Ley, K., Gannon-Cook, R. (2014). Continuous improvement: The case for adapting online course templates. In Real Life Distance Education: Case Studies in Practice. Anthony Pena, Al Mizell, (Eds.). Charlotte, SC: IAP Publishing, p. 253-262.
  • Ley, K., Gannon-Cook, R. (2014, fall). Vital signs for instructional design. Special Edition of Quarterly Review of Distance Education, 15(1), p.23-32.
  • Gardner, H. (1982). Art, mind, and brain: A cognitive approach to creativity. NY: Basic Books.
  • Gardner, H., Howard, V.A., & Perkins, D. (1974). Symbol systems: A philosophical, psychological, and educational investigation. In D. R. Olson, ed., Media and symbols: The forms of expression, communication, and education, 73d Yearbook of the National Society for the Study of Education, pp.27-55. Chicago, IL: University of Chicago Press.
  • Gombrich, E. H. (1969). Art and illusion: A study in the psychology of pictorial representation. Princeton, NJ: Princeton University Press. Gregory, R., Arenheim, R., Goodman, N. and Gombrich, E.H. (1997), as cited in Ora Silverstein, Concept formation and creativity--from past to future. Selected readings from the Annual Conference of the 28th International Visual Literacy Association, Cheyenne, Wyoming, October, 1996. ED 408 983IR 018 396
  • Kennedy, J. M. (1974). A psychology of picture perception. San Francisco, CA: Jossey-Bass.
  • Kennedy, J. M. (1984a). Schema theories of perception in aesthetics. Visual Arts Research, 10(2), 30-36.
  • Kennedy, J. M. (1984b). How minds use pictures. Social research, 51(4), 885-904.
  • Knowlton, J. Q. (1964). A socio-and psycho-linguistic theory of pictorial communication. Bloomington, IN: Indiana University.
  • Kosslyn, S. M. (1980). Image and mind. Cambridge, MA: Harvard University Press.
  • Kosslyn, S. M. (1981). The medium and the message in mental imagery: A theory. Psychological Review, 88, 46-66.
  • Kress, G., and T. van Leeuwen. (1996). Reading Images: The Grammar of Visual Design. London: Routledge.
  • Levie, W. H. (1978). A prospectus for instructional research on visual literacy. Educational Communication and Technology Journal, 26, 25-36.
  • Levie, W. H. (1987). Research on pictures: A guide to the literature. In D. M. Willows and H. A. Hughton, eds. The psychology of illustration: Vol. 1: Basic research. 1-50. NY: Springer.
  • Levie, W. H., and Dickie, K. E. (1973). The analysis and application of media. In R. M. W. Travers, ed., Second handbook of research on teaching, 858-82. Chicago, IL: Rand McNally.
  • Levie, W. H., and Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communication and Technology Journal 30(4), 195-232.
  • Levin, J. R. (1981). On the functions of pictures in prose. In F.J. Pirozzolo and M.C. Wittrock, eds. Neuropsychological and cognitive processes in reading. 203-28. NY: Academic.
  • Levin, J. R., Anglin, G. J., and Carner, R. N. (1987). On empirically validating functions of pictures in prose. In D. M. Willows and H. A. Houghton, eds. The psychology of illustration, 51-80. NY Springer.
  • Levin, J. R., and Lesgold, A. M. (1978). On pictures in prose. Educational Communication and Technology Journal, 26, 233-43.
  • Ley, K., Gannon-Cook, R. (2014a). Continuous improvement: The case for adapting online course templates. In Real Life Distance Education: Case Studies in Practice. Anthony Pena, Al Mizell, (Eds.). Charlotte, SC: IAP Publishing, p. 253-262.
  • Ley, K. Gannon-Cook, R. (2014b). Vital signs for instructional design. Special Edition of Quarterly Review of Distance Education, 15(1), p.23-32.
  • Merriam-Webster’s Dictionary. (2015). Definition of metaphor. Retrieved from http://www.merriam-webster.com/dictionary/metaphor
  • Merriam-Webster Dictionary. (2015). Definition of semiotics. Retrieved from http://www.merriam-webster.com/dictionary/semiotics
  • Miner, R. (2002). Vico, genealogist of modernity. Notre Dame: University of Notre Dame Press.
  • Moreno-Armella, L. (1999). On representations and situated tools. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education held in Cuernavaca, Morelos, Mexico, October 23-26, p.96-104. ERIC Document ED 466 384SE 066 320.
  • O’Neil, K. E., (2011). Reading pictures: Developing visual literacy for greater comprehension, Reading Teacher, v. 65, 3, p.214-223.
  • Oswald, L. (1984). The subject in question: New directions in semiotics and cinema, Semiotica, 48, pp 3-4: 293-317.
  • Oswald, L. (1996). The space and place of consumption in a material world, Design Issues, 12(1), pp.48-62.
  • Oswald, L. (2010). Marketing hedonics: Toward a psychoanalysis of advertising response, Journal of Marketing Communication, 16(3), pp. 107-131.
  • Oswald, L. (2012). Marketing semiotics. NY: Oxford University Press.
  • Peirce, C. S. (1931-1935). The collected papers of Charles Sanders Peirce, vols. 1-6, ed. C. Hartshorne and P. Weiss. Cambridge, MA: Harvard University Press.
  • Ross, T., Kena, G., Rathbun, A., Kewal, R., Zhang, J., Kristapovich, P., Manning, E. (2012). Higher education: Gaps in access and persistence study. National Center for Education Statistics. Available from http://nces.ed.gov/pubs2012/2012046.pdf P.184 Sharples, M., Adams, A. Ferguson, R., Gaved, M., McAndrew, P. Rienties, B. Weller, M., Whitelock, D. (2013). Innovative pedagogy. Open University Innovation Report 3, 1-43.
  • Skinner, B. F., (1983). A matter of consequences: Part three of an autobiography. New York: New York University Press.
  • Silverstein, O. (1997). Imagery, concept formation and creativity--from past to future, Selected readings from the Annual Conference of the 28th International Visual Literacy Association, Cheyenne, Wyoming, October, 1996. ED 408 983IR 018 396
  • Stone, D.E, & Glock, M. D. (1981). How do young adults read directions with and without pictures? Journal of Educational Psychology, 73, 49-26.
  • Tochon, F. V. (2013). Deep education. Journal for Educators, Teachers and Trainers, Vol. 1, p.14. Retrieved on November 1, 2014 from http://www.ugr.es/~jett/articulo.php?id=1
  • Verene, D. (1993). Metaphysical narration, science, and symbolic form. Review of Metaphysics, 47, 115-132.
  • Wade, S.E. & Adams, R.B. (1990). Effects of importance of interest on recall of biographical text. Journal of Reading Behavior, 22, 331-352.
  • Youngs, S., Serafini, F. (2013). Discussing picture books across perceptual, structural and ideological perspectives. Journal of Language & Literacy Education, Vol. 9, 1, 185-200.
  • Yu, H. (2013). Human brains function culturally: Semiosis under the Culture-driven view. The American Journal of Semiotics, Vol. 29, 1-4, p. 135-148.
  • Zaltman, M. (1997). Lieber, R. (Ed.). Storytelling: A new way to get close to your customers. Fortune, 2(1), 102.
  • Zaltman, G., Colter, R.H. (1995). Seeing the voice of the customer: metaphor-based advertising research,, Journal of Advertising Research, 35(4), 35-51.
  • Zaltman, Gerald, and Zaltman, L. (2008). Marketing metaphoria: What deep metaphors reveal about the minds of consumers. Harvard Business School Press, 2008.

Overlooking the Obvious: How to Use Semiotics and Metaphors to Reinforce E-Learning

Yıl 2015, Cilt: 2 Sayı: 3, 109 - 121, 01.10.2015
https://doi.org/10.17275/per.15.35.2.3

Öz

This article addresses the historic and cultural influences of semiotics on human learning. In reviewing over thirty studies conducted since the 1950s, semiotic tools, such as pictures, graphics, metaphors and stories,have positively influenced student’s learning. These studies suggest acritical role of semiotics in higher education courses taught in online learning environments. Semiotic tools can positively influence students in online courses, as in the cases where course completion rates of courses containing strategic semiotic elements were higher than comparable online courses without those semiotic elements. The implications for course design is the inclusion of strategic semiotic elements as part of course design addressing content, system navigation, and technologies to deliberately and intentionally plan semiotic features that appeal and not alienate reluctant online students. Features which bridge students’ prior knowledge and cultural contexts to new content materials and academic success should be considered to better enlist and retain learners. Observing successful semiotic marketing practices could shed light on how these tools could be best incorporated into online courses and provide important cultural elements to mediate new learning. Ultimately, more than technology, management systems, and content should be studied when working with online students; human factors, like historic and cultural experiences, must also be considered.

Kaynakça

  • Allen, I.E., Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group and Quahog Research Group, LLC., p.34.
  • Anglin, G. J., Towers, R. L., Levie, W.H. (1987). Visual message design and learning: The role of static and dynamic illustrations. Retrieved on September 16, 2015 from http://www.aect.org/edtech/ed1/pdf/26.pdf
  • Anstey, M. (1988). Helping children learn how to learn. Australian Journal of Reading, 11(4), 269-277.
  • Arnheim, R. (1954). Art and visual perception: A psychology of the creative eye. Berkeley, CA: University of California Press. Arnheim, R. (1969). Visual thinking. Berkeley, CA: University of California Press.
  • Arnheim, R. (1974). Virtues and vices of the visual media. In D. R. Olsen, ed. Media and symbols: The forms of expression, communication, and education. The 73d Yearbook of the National Society for the Study of education. Chicago, IL: University of Chicago Press.
  • Arnheim, R. (1986). New essays on the psychology of art. Berkeley, CA: University of California Press.
  • Barthes, R. (1977). Rhetoric of the image, in Image/Music/Text, translated by Steven Heath. NY: Hill & Wang.
  • Behizadeh, N. (2014). Mitigating the dangers of a single story: Creating large-scale writing assessments aligned with sociocultural theory. Educational Researcher, Vol.43 No.3, pp.125-136. DOI:10.3102/0013189X14529604.
  • Blumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice-Hall, Inc.
  • Cobb, P., Yackel, E., & Wood, T. (1992). The contextual nature of teaching: Mathematics and reading instruction in one second-grade classroom. The Elementary School Journal Volume 90, Number 5.
  • Cowan, K., & Albers, P. (2006). Semiotic representations: Building complex literacy practices through the arts. The Reading Teacher, 60 (2), 124-137.
  • Danesi, M. (1993). Vico, metaphor, and the origin of language. Bloomington: Indiana University Press.
  • Denning, S. (2012). The Science of Storytelling. Retrieved April 10, 2014, from http://www.forbes.com/sites/stevedenning/2012/03/09/the-science-of-storytelling/
  • DePriter, Tiffany. (2013). "An investigation of teaching strategy in the distance learning Mathematics classroom." Journal of Educators Online. Accessed March 11, 2015: http://www.thejeo.com/Archives/Volume10Number2/DePriter.pdf
  • DeSaussure, F. (1916/1983). Course in general linguistics. London: Duckworth. (See also Saussure).
  • deVito, B. (2009). Reading between the lines: The literature review as a form of original research in applied semiotics. International Applied Semiotics Journal, retrieved on April 1, 2012 from http://atwoodpublishing.com/journals/journal.htm
  • Dwyer, F. M. (1967). The relative effectiveness of varied visual illustrations in complementing programmed instruction. Journal of Experimental Education, 36, 34-42.
  • Dwyer, F. M. (1969). The effect of varying the amount of realistic detail in visual illustrations designed to complement programmed instruction. Programmed Learning and Educational Technology, 6, 147-53.
  • Dwyer, F. M. (1972). The effect of overt responses in improving visually programmed science instruction. Journal of Research in Science Teaching, 9, 47-55.
  • Dwyer, F. M. (1975). On visualized instruction effect of students’ entering behavior. The Journal of Experimental Education, 43, 7-83.
  • Dwyer, F. M. (1978). Enhancing visualized instruction-recommendations for practitioners. State College, PA: Learning Services.
  • Dwyer, F. M. (1987). Enhancing visualized instruction-recommendations for practitioners, 2nd ed. State College, PA: Learning Services.
  • Eco, U. (1976). A theory of semiotics. Bloomington, IN: Indiana University Press.
  • Eco, U.(1979a). A theory of semiotics. Bloomington, IN: Indiana University Press.
  • Eco, U. (1979b). The role of the reader: Explorations in the semiotics of texts. Indiana University Press.
  • Eco, U. (1984). Semiotics and the philosophy of language. Amsterdam: John Benjamins Publishing Company.
  • Eco, U. (1986). Art and beauty in the middle ages. New Haven CT: Yale University Press.
  • Eco, U. (1997). Kant and the platypus: Essays on language and cognition. San Diego: Harvest Book, Harcourt, Inc.
  • Eco, U., Sebeok, T. A., eds. (1984). The sign of three: Dupin, Holmes, Peirce. Bloomington, IN: Indiana University Press.
  • Eisner, E. W. (1997). Cognition and representation. Phi Delta Kappan, 78(5), 349-353.
  • Fernlund, P. (1995). Teaching for conceptual change. In B.Blair & R. Caine (Eds.), Integrative Learning as the Pathway to Teaching Holism, Complexity and Interconnectedness. Lewiston, England: EMText.
  • Fleming, M. (1967). Classification and analysis of instructional illustrations. AV Communication Review, 15(3), 246-58.
  • Fleming, M. (1993). Introduction. In M. Fleming and W. H. Levie, eds., Instructional message design: Principles from the behavioral and cognitive sciences. Englewood Cliffs, NJ: Educational Technology.
  • Ford, M. (1999). Visual representations as conceptual bridges: Modeling of free fall by Galileo and sixth-graders. Unpublished manuscript, NCISLA/Mathematics & Science, Wisconsin Center for Education Research, University of Wisconsin--Madison.
  • Gallini, J., Seaman, M., & Terry, S. (1995). Metaphors and learning new text. Journal of Reading Behavior, 27(2), 187-191.
  • Gannon-Cook, R. (2011). Lessons learned from semiotics: Social and cultural landmarks for transformative elearning. In Handbook of research on transformative online education and Liberation: Models for social equality, G. Kurubacak and T. Volkan Yuzer, (Eds.). Hershey, PA: IGI Global, pp. 352-359.
  • Gannon-Cook, R. (2012, August). Restoring washed out bridges so elearners arrive at online course destinations successfully. Creative Education, Vol. 3 Issue 4, p.557-579.
  • Gannon-Cook, R., & Ley, K. (2016, January). Past, future and presents…meeting new online challenges with primal marketing solutions. International Journal of Technology and Educational Marketing. (In press).
  • Ley, K., Gannon-Cook, R. (2014). Continuous improvement: The case for adapting online course templates. In Real Life Distance Education: Case Studies in Practice. Anthony Pena, Al Mizell, (Eds.). Charlotte, SC: IAP Publishing, p. 253-262.
  • Ley, K., Gannon-Cook, R. (2014, fall). Vital signs for instructional design. Special Edition of Quarterly Review of Distance Education, 15(1), p.23-32.
  • Gardner, H. (1982). Art, mind, and brain: A cognitive approach to creativity. NY: Basic Books.
  • Gardner, H., Howard, V.A., & Perkins, D. (1974). Symbol systems: A philosophical, psychological, and educational investigation. In D. R. Olson, ed., Media and symbols: The forms of expression, communication, and education, 73d Yearbook of the National Society for the Study of Education, pp.27-55. Chicago, IL: University of Chicago Press.
  • Gombrich, E. H. (1969). Art and illusion: A study in the psychology of pictorial representation. Princeton, NJ: Princeton University Press. Gregory, R., Arenheim, R., Goodman, N. and Gombrich, E.H. (1997), as cited in Ora Silverstein, Concept formation and creativity--from past to future. Selected readings from the Annual Conference of the 28th International Visual Literacy Association, Cheyenne, Wyoming, October, 1996. ED 408 983IR 018 396
  • Kennedy, J. M. (1974). A psychology of picture perception. San Francisco, CA: Jossey-Bass.
  • Kennedy, J. M. (1984a). Schema theories of perception in aesthetics. Visual Arts Research, 10(2), 30-36.
  • Kennedy, J. M. (1984b). How minds use pictures. Social research, 51(4), 885-904.
  • Knowlton, J. Q. (1964). A socio-and psycho-linguistic theory of pictorial communication. Bloomington, IN: Indiana University.
  • Kosslyn, S. M. (1980). Image and mind. Cambridge, MA: Harvard University Press.
  • Kosslyn, S. M. (1981). The medium and the message in mental imagery: A theory. Psychological Review, 88, 46-66.
  • Kress, G., and T. van Leeuwen. (1996). Reading Images: The Grammar of Visual Design. London: Routledge.
  • Levie, W. H. (1978). A prospectus for instructional research on visual literacy. Educational Communication and Technology Journal, 26, 25-36.
  • Levie, W. H. (1987). Research on pictures: A guide to the literature. In D. M. Willows and H. A. Hughton, eds. The psychology of illustration: Vol. 1: Basic research. 1-50. NY: Springer.
  • Levie, W. H., and Dickie, K. E. (1973). The analysis and application of media. In R. M. W. Travers, ed., Second handbook of research on teaching, 858-82. Chicago, IL: Rand McNally.
  • Levie, W. H., and Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communication and Technology Journal 30(4), 195-232.
  • Levin, J. R. (1981). On the functions of pictures in prose. In F.J. Pirozzolo and M.C. Wittrock, eds. Neuropsychological and cognitive processes in reading. 203-28. NY: Academic.
  • Levin, J. R., Anglin, G. J., and Carner, R. N. (1987). On empirically validating functions of pictures in prose. In D. M. Willows and H. A. Houghton, eds. The psychology of illustration, 51-80. NY Springer.
  • Levin, J. R., and Lesgold, A. M. (1978). On pictures in prose. Educational Communication and Technology Journal, 26, 233-43.
  • Ley, K., Gannon-Cook, R. (2014a). Continuous improvement: The case for adapting online course templates. In Real Life Distance Education: Case Studies in Practice. Anthony Pena, Al Mizell, (Eds.). Charlotte, SC: IAP Publishing, p. 253-262.
  • Ley, K. Gannon-Cook, R. (2014b). Vital signs for instructional design. Special Edition of Quarterly Review of Distance Education, 15(1), p.23-32.
  • Merriam-Webster’s Dictionary. (2015). Definition of metaphor. Retrieved from http://www.merriam-webster.com/dictionary/metaphor
  • Merriam-Webster Dictionary. (2015). Definition of semiotics. Retrieved from http://www.merriam-webster.com/dictionary/semiotics
  • Miner, R. (2002). Vico, genealogist of modernity. Notre Dame: University of Notre Dame Press.
  • Moreno-Armella, L. (1999). On representations and situated tools. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education held in Cuernavaca, Morelos, Mexico, October 23-26, p.96-104. ERIC Document ED 466 384SE 066 320.
  • O’Neil, K. E., (2011). Reading pictures: Developing visual literacy for greater comprehension, Reading Teacher, v. 65, 3, p.214-223.
  • Oswald, L. (1984). The subject in question: New directions in semiotics and cinema, Semiotica, 48, pp 3-4: 293-317.
  • Oswald, L. (1996). The space and place of consumption in a material world, Design Issues, 12(1), pp.48-62.
  • Oswald, L. (2010). Marketing hedonics: Toward a psychoanalysis of advertising response, Journal of Marketing Communication, 16(3), pp. 107-131.
  • Oswald, L. (2012). Marketing semiotics. NY: Oxford University Press.
  • Peirce, C. S. (1931-1935). The collected papers of Charles Sanders Peirce, vols. 1-6, ed. C. Hartshorne and P. Weiss. Cambridge, MA: Harvard University Press.
  • Ross, T., Kena, G., Rathbun, A., Kewal, R., Zhang, J., Kristapovich, P., Manning, E. (2012). Higher education: Gaps in access and persistence study. National Center for Education Statistics. Available from http://nces.ed.gov/pubs2012/2012046.pdf P.184 Sharples, M., Adams, A. Ferguson, R., Gaved, M., McAndrew, P. Rienties, B. Weller, M., Whitelock, D. (2013). Innovative pedagogy. Open University Innovation Report 3, 1-43.
  • Skinner, B. F., (1983). A matter of consequences: Part three of an autobiography. New York: New York University Press.
  • Silverstein, O. (1997). Imagery, concept formation and creativity--from past to future, Selected readings from the Annual Conference of the 28th International Visual Literacy Association, Cheyenne, Wyoming, October, 1996. ED 408 983IR 018 396
  • Stone, D.E, & Glock, M. D. (1981). How do young adults read directions with and without pictures? Journal of Educational Psychology, 73, 49-26.
  • Tochon, F. V. (2013). Deep education. Journal for Educators, Teachers and Trainers, Vol. 1, p.14. Retrieved on November 1, 2014 from http://www.ugr.es/~jett/articulo.php?id=1
  • Verene, D. (1993). Metaphysical narration, science, and symbolic form. Review of Metaphysics, 47, 115-132.
  • Wade, S.E. & Adams, R.B. (1990). Effects of importance of interest on recall of biographical text. Journal of Reading Behavior, 22, 331-352.
  • Youngs, S., Serafini, F. (2013). Discussing picture books across perceptual, structural and ideological perspectives. Journal of Language & Literacy Education, Vol. 9, 1, 185-200.
  • Yu, H. (2013). Human brains function culturally: Semiosis under the Culture-driven view. The American Journal of Semiotics, Vol. 29, 1-4, p. 135-148.
  • Zaltman, M. (1997). Lieber, R. (Ed.). Storytelling: A new way to get close to your customers. Fortune, 2(1), 102.
  • Zaltman, G., Colter, R.H. (1995). Seeing the voice of the customer: metaphor-based advertising research,, Journal of Advertising Research, 35(4), 35-51.
  • Zaltman, Gerald, and Zaltman, L. (2008). Marketing metaphoria: What deep metaphors reveal about the minds of consumers. Harvard Business School Press, 2008.
Toplam 81 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Research Articles
Yazarlar

Ruth Gannon Cook Bu kişi benim

Kathryn Ley Bu kişi benim

Yayımlanma Tarihi 1 Ekim 2015
Kabul Tarihi 21 Aralık 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 2 Sayı: 3

Kaynak Göster

APA Cook, R. G., & Ley, K. (2015). Overlooking the Obvious: How to Use Semiotics and Metaphors to Reinforce E-Learning. Participatory Educational Research, 2(3), 109-121. https://doi.org/10.17275/per.15.35.2.3

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