Abstract
This contribution seeks to draw attention to the integrated use of different languages (graphic, visual, audio-visual…) in relation to the development of an innovative didactics. A multimodal and multimedia approach to didactics relates to the possibility to stimulate and trigger pre-knowledge adequate to the objects of learning, to develop the capacity to problematize, to foster processes of acquisition and re-elaboration of knowledge. In respect to this specific field, the results of an explorative investigation conducted in two university courses proposed by the Department of Education Sciences of the University of Bologna are presented. Indeed, within these courses, special emphasis was given to the use of visual and audio-visual languages to elicit the creation of multiple and original points of view, through activities based on encounters and sharing.
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Notes
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- 2.
Online dictionaries of Corriere della Sera and La Repubblica.
- 3.
- 4.
Franco L., Audiovisivo, in Franco LEVER - Pier Cesare RIVOLTELLA - Adriano ZANACCHI (edd.), La comunicazione. Dizionario di scienze e tecniche, www.lacomunicazione.it (28/01/2019).
- 5.
The ethical code of the RAI, updated at the meeting of the Board of Directors on 27 July 2017, http://www.rai.it/dl/doc/1501715285227_Codice%20etico_luglio2017.pdf.
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Acknowledgements
This contribution, fully shared by the three authors, was drafted as follows: paragraph “Learning by images” by Chiara Panciroli; paragraphs “Audiovisuals and training” and “Digital audiovisuals: interactive multimedia map” by Laura Corazza; paragraph “Exploratory investigation: images and videos for learning and teaching” by Anita Macauda.
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Panciroli, C., Corazza, L., Macauda, A. (2020). Visual-Graphic Learning. In: Cicalò, E. (eds) Proceedings of the 2nd International and Interdisciplinary Conference on Image and Imagination. IMG 2019. Advances in Intelligent Systems and Computing, vol 1140. Springer, Cham. https://doi.org/10.1007/978-3-030-41018-6_6
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