2. – refers to the
electronic storage
of moving images
– latin word means
“I see”

3. CHARACTERISTICS of VISUAL
LEARNERS
• Information presented in pictures, charts
or diagrams is easily remembered.
• Visual learners have strong visualization
skills. They can look up (often up to the
left) and see the information invisibly
written or drawn.
• Visual learners can make “movies in their
minds” of information they are reading.
Their movies are often vivid and detailed

4. • Visual-spatial skills such as sizes, shapes,
textures, angles, and three-dimensional depths
are strong.
• Visual learners often pay close attention to the
body language of others (facial expression, eyes,
stance, etc.)
• Visual learners have a keen awareness of the
aesthetics, the beauty of the physical
environment, visual media, or art.(

5. 1. Manipulation of Time
2. Manipulation of Space
3. Animation
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6. SPECIAL ATTRIBUTES of MEDIA
1. Manipulation of Time – video permits us to
increase the amount of time required to observe
an event.
a. Compression of time – known as time
lapse
b. Expansion of time – time can be expanded
in motion media through technique called slow
motion

7. 2. Manipulation of Space – motion media
permit us to view phenomena in
microcosm and macrocosm – that is, at
extremely close range or from a vast
distance.

8. 3. Animation – is a
technique whereby the
film maker gives motion
to otherwise inanimate
objects
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9. 1. Motion
2. Process
3. Risk-free observation
4. Dramatization
5. Skill learning
6. Affective learning
7. Problem solving
8. Cultural understanding
9. Establishing commonality

10. 1. Motion – moving images
have an obvious
advantage over still visuals
in portraying concepts in
which motion is essential
to mastery especially on
psychomotor skills.

11. 2. Process –
operation such as
assembly line steps
or science
experiments, in
which sequential
movement is
critical, can be
more effectively.

12. 3. Risk-free observation
– video allows learner to
observe phenomena
that might be dangerous
to view directly, such as
eclipse or of the sun, a
volcanic eruptions or
warfare.

13. 4. Dramatization –
dramatic reactions can
bring historical events
and personalities to
life. They allow
students to observe
and analyze human
interactions.

14. 5. Skill learning –
through video, students
can view a performance
over and over again for
evaluation. They can
also observe video of
their own performance
for feedback and
improvement.

15. 6. Affective learning – video
can be useful in shaping
personal and social
attitudes. Documentary and
propaganda videos have
often been found to have a
measurable impact on
audience attitudes.

16. 7. Problem solving – open-ended
dramatizations are frequently used to
present unresolved confrontations, leaving
it to the viewers to discuss viewer ways of
dealing with a problem.

17. 8. Cultural understanding
– we can develop a gut
level appreciation for
other culture by seeing
depictions of everyday life
in other societies.

18. 9. Establishing commonality – by viewing
video programs together, group of people
can build a common base of experience to
discuss on issue effectively.

19. 1. Fixed pace
2. Talking head
3. Still phenomena
4. Misinterpretation
5. Abstract, non-visual instruction

20. 1. Fixed pace – although
videos can be stopped for
discussion, this is not
usually done in group
showings, because the
programs runs at a fixed
pace, some viewers may
fall behind while others
are waiting impatiently for
the next point.
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21. 2. Talking head – many videos
especially in-house production,
consist mostly of close-up people
talking. Video is not a great oral
medium – it is a visual medium! Use
audio tapes for verbal messages.
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22. 3. Still phenomena – video is
advantageous for concepts that involve
motion, it may be unsuitable for other
topics where detailed study of a single
visual is observed (eg. Map, diagram, or
an organizational chart)
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23. 4. Misinterpretation –
documentation and
dramatization often
prevent a complex or
sophisticated treatment
of an issue. A scene
intended as a satire
might be taken literally
by a young or naïve
viewer.
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24. 5. Abstract, non-visual instruction –
video is poor at presenting abstract,
non-visual information. The preferred
medium for words alone is text.
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