While the use of visual techniques including pictures, graphs, charts, videos and patterns in letters or learning are well known, the advantages of learners creating their own visuals to help retain focus and as a technique to aid memory recall are not as well documented.

However, there is a growing body of research that suggests that when combined with traditional style written notes, when learners use their own imagery, and take pictorial notes, this visual thinking, doodling with a purpose or as it more commonly known ‘sketchnoting’ can help them to manage unfamiliar ideas and concepts; to support the assimilation of information, and to build bridges between concepts, helping to internally process information and recall it more easily.

In teaching we use visual resources to support learners all of the time, so in this week’s #LTHEchat we would like you to share your experiences; what are the challenges of supporting learners to engage in and develop their own visual learning? and what are the benefits of encouraging them to support their own learning in this way!

You can find the Wakelet archive of this chat here: https://wakelet.com/wake/a7ac4fd7-5bee-43bb-b8db-224bbd23eb0e

Dawne Irving-Bell, PhD, is a Senior Lecturer in Teaching and Learning development within the Centre for Learning and Teaching at Edge Hill University.

She has extensive experience of working in secondary, further and Higher Education settings and is a member of The Centre for Higher Education Research and Evaluation at Lancaster University. Her research interests include learner identity, specifically, the influence personal histories (experience-related beliefs) have in shaping a learner’s attitudes and approaches toward learning. Pedagogy and pedagogical approaches to STEM Education, and the Scholarship of Teaching and Learning, including the use of technology (and social media) to engage learners and enhance learning.

Dawne is a Principal Fellow of the Higher Education Academy (PFHEA), leads on the University’s Graduate Teaching Assistant Teaching in Higher Education Programme, and the Postgraduate Certificate in Teaching in Higher Education Developing Practice through Pedagogic Research Module.

In her current position Dawne chairs institutional enquiries and leads on university-wide strategies to enhance the student learning experience, including Personal Tutoring and Induction and Transitions.