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  3.1        11 IMAGE-CONCEPT TYPES     (the columns to the right) 

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  3.1        11 IMAGE-CONCEPT TYPES     (the columns to the right) 

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Image-concept reflective & metacognitive  prompts on how to think about the concept through images. The columns to the right explain 11 image-concept types that are not exhaustive or exclusive but are useful to present contextual and visual diversity for concept exploration possibilities.

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How to "read" this page: follow the numerical signposting, start from 1. below with the blue pedagogic cycle, then 1.1. and so on by scrolling up and down and left to right or explore it spatially in any way you prefer

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How to "read" this page: follow the numerical signposting, start from 1. below with the blue pedagogic cycle, then 1.1. and so on by scrolling up and down and left to right or explore it spatially in any way you prefer

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Concept question: How is the concept manifested in different cultural settings and influenced by cultural particularities?

Image content: A depiction that shows that a concept might exist differently in different cultural or national contexts, in a different profession, community country, identity profile and so on. A depiction might also be linked to difficulty/ struggles to realize the concept.

A depiction of a different cultural learning setting of learners in a natural setting. How is the setting constructivist or not, how it can be, and what role do resources play? What does this mean in terms of resources distribution equality globally, e.g. global schools and their lab equipment?

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Concept question: How has the concept changed over time?

Image content: A depiction that shows something about the historical development of the concept, an approach or scene from the past that relate to it, now and imagining the future.

A depiction of a human–screen interaction in the 1980s. Learning has over time migrated to the screen and digital interaction, with the rise of computer-mediated education. This poses questions of the extent to which screen time is constructivist, how it can be, and what the role of technology advancement is in constructivist learning.

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Concept question: How is the concept influence by different by different contexts and places, how does it change depending on changing context or place?

Image content: An image that reminds or suggests possible settings where concepts may occur: social, natural, work, leisure and other environments and settings, events

Example: A depiction of a classroom context and teacher–student interactions. A typical context where the students are engaging with artifacts, actively participating, with the guiding presence of the teacher not visible, but presumed.

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Concept question: Is there one aspect or object or focus related to the concept that can be extracted for consideration?

Image content: A depiction that shows one object or ingredient or something that can be a focal point for scrutiny, for example one tool or equipment.

A depiction of a Logo programming output. Logo is a computer programming activity deeply influenced by constructionist educational philosophy - how is it related to constructivism?

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Concept question: What conditions are the prerequisites for the concept to develop or occur or be experienced and/or understood?

Image content: A depiction that shows the conditions or prerequisite context or actions or artifacts that lead to the concept realization, occurrence, surfacing.

Example: A depiction of a school science laboratory. For a STE(M) science constructivist learning to occur, the resources, space and equipment that support this engagement need to be in place/ secured. The equipment mediates constructivist activities, it acts as its prerequisite.

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Lackovic, N (2020) Inquiry Graphics in Higher Education: New Approaches to Knowledge, Learning and Methods with Images. Palgrave McMillan/Springer Nature.

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Concept question: Can the concept be identified in some everyday or very familiar routine, event, place, activity, state or artifact? Perhaps some activity very familiar to the learner.

Image content: A depiction that would show a familiar context, a snapshot, thing or situation from personal experience or episodes; something very familiar personally to connect this experience to the concept.

Example:  A depiction of a gardening activity. If learners themselves and/ or someone they know engage in gardening, this involves specialized knowledge and routines, that develop by learning, action and reflection,

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Concept question: What follows from the application of the concept?

Image content: A depiction that shows what might happen as a goal, result or outcome exercising or applying the concept, e.g. an action, reaction, context, artifact.

Example: A depiction of an assembled DNA model from component parts. Different colors of the model could provide aspects of DNA characteristics. The students who created it might have constructed (developed) deeper knowledge of genetics by engaging in its construction.

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Concept question: How can we define and subsequently challenge the concept boundaries? What are alternative versions, explanations or instances of the concept?

Image content: A depiction that shows less obvious and unusual realization and embodiment of the concept; although it is not that obvious, it can be argued that it is linked to the concept. It will be an alternative unconventional episode or event where the concept might be happening.

Example:  A depiction showing a nineteenth-century cadaver dissection lesson. The learners are not apparently participating in the principled action; are they vicariously doing so via the principled actor and via observation? Could this be a constructivist experience? How?

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Concept question: Can we think of a metaphor for an aspect of the concept; can we think of a concept aspect in symbolical and metaphorical way?

Image content: A depiction that shows a metaphorical/ non-literal/ symbolic representation of the concept as things, events or entities that can symbolize an aspect of the concept or the concept itself, such as books representing knowledge.

Example:  A depiction showing a building construction and a team of workers working together that can metaphorically represent strategic action such as “scaffolding” in constructivism. It provides triggers to consider relevant but also misleading aspects of such an explicit scaffolding metaphor.

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Concept question: What is the opposite of the concept/ its meaning? What are the concepts that are in some way oppositional to the concept under consideration? How do they help us understand the concept considered?

Image content: A depiction that brings out and embody in some way that oppositional concept; it challenges the core and stereotypical meaning by showing the opposite to it.

Example: A depiction showing a supposed opposite idea to learners” “hands-on” active learning experience: a teacher (traditionally represented) “transmitting” information via blackboard; the “sage on the stage” teaching to the presumed learners’ audience.

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Concept question: How can we express what is the stereotypical, conventional definitional, formulaic meaning of the concept?

Image content: A depiction that can embody a classic instance of the concept understanding, tightly connected to the concept definition. It is presumed that most people’s first associations would be some stereotypical representation of how that concept would “manifest” in an image.

Example: A stereotypical   depiction for “constructivism” showing children independently engaging with materials in a lab, the so-called “hands-on” experience. The teacher is not visible, presumed to be present, supervising/ observing.

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(a concept example in Educational Psychology)

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2.1. Educational  Psychology concept examples:         

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2.1. Educational  Psychology concept examples:         

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constructivism,
cognitive load, metacognition,
behaviourism,
reusable learning object,
ZPD, etc.

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Asynchronous
(Moodle Forum)
Synchronous
(Teams)

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Tutor curates it - students send to tutor
In a discussion forum
In a Padlet board, Wakelet, One Note, Notepad...
In a (Wordpress) portfolio...You choose where to share.

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A possible instruction for image-concept narrative writing for students:

1. Where does the image come from (created, web source)?

2. How did you investigate the concept and how did you search for/create the image? What was this process like?

3. How does the image link to the concept (your view)?

3. What is in the image – what do you see, can you list things you see? What are these things like – please describe (it is like/looks like…)? Now, when you think about these individual elements in the image, can you connect their descriptive characteristics, properties and history/historical uses to the concept in any way? (e.g. Apply analogy and associative thinking, (if something is “big”, does size matter in any way in relation to the concept, if someone wears “glasses”, what’s the role of observation/viewers or “transparency” (as glasses are transparent), etc.)

6. How does the image help you think about the concept – what new ideas have you had that you would not have without the image?

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Find/create an image that represents an aspect of the concept/challenge. Alternatively, this can be a video for example.

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1.1. Textual description/alt text of the IBCI design image above - ABC design learning types in brackets - acquisition, investigation, discussion, collaboration, practice & production)

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1.1. Textual description/alt text of the IBCI design image above - ABC design learning types in brackets - acquisition, investigation, discussion, collaboration, practice & production)

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1. CONCEPT: A tutor or student chooses a concept/q-question/c-challenge/t-topic according to Learning Objectives (LO); Student read/watch learning materials (Acquisition)

2. IMAGE: Students find or create an image that represents an aspect of that one concept/q/c/t, based on their own opinion stemming from prior knowledge and search & investigation of learning materials (Investigation; Production)

3. NARRATIVE:

Students write an explanatory narrative why they chose the image & how the concept and image relate - they can do so individually and/or collaborate  (Production; Collaboration)

4. SHARING: Students upload their narratives and images to a designated digital space, e.g. Forum or WordPress blog

5. DISCUSSION & FEEDBACK, PAIR OR GROUP WORK:

Students and tutors discuss the images and narratives - with peer or tutor feedback; they can first do so in pairs with the aim of collaborative outcome (Practice; Discussion; Collaboration; Production)

The cycle can start with any ACTIVITY STEP, e.g. image or a narrative, or discussion that leads to image search etc., SO IT DOES NOT HAVE TO FOLLOW ANY SET ORDER.

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in your subject/discipline
(a theme/challenge/idea)

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                             1. IBCI - IMAGE-BASED CONCEPT INQUIRY

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                             1. IBCI - IMAGE-BASED CONCEPT INQUIRY

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Image based-concept Inquiry pedagogy design cycle - click on the icon below to enlarge it