In this paper, it is advocated that the feedback loop between learners and teachers could be improved by making use of augmented reality (AR) techniques. The bidirectional communication between teacher and learners is sometimes hampered by students' fear of showing themselves up in front of their classmates. In order to overcome this problem, a…

This article offers practical guidance for educators as they prepare specialists to enhance the lives and communities of older persons through the strategic use of visual media in age-related courses. Advantages and disadvantages of this learning innovation are provided as well as seven approaches for enriching instruction. Resources are included…

This two-book package + DVD presents a parent training approach that is accessible, evidence based, and highly practical. Grounded in developmental and behavioral research, the "Practitioner's" Guide provides step-by-step guidelines for conducting parent training individually or in groups. It takes proven techniques for promoting the…

The use of graphics for clarifying paradigmatic and syntagmatic relationships of nominals is described. This approach improves student understanding of reflexive, pseudo-reflexive, and nonreflexive sequences. (Contains seven references.) (Author/LB)

Focusing on the production and utilization of printing processes in constructing effective visuals for teaching, this bulletin contains articles on the silk screening stencil process, use of a similar process with a portable mimeograph, and the hectograph process. The first article lists equipment needed to make a silk screen, steps in building…

Outlines procedures for producing both 35-mm and overhead transparencies using a photocopier with a reducing capability. (JN)

Presents a typology of comic strips and suggests some ways of using the comics in the second language classroom. (AM)

Presents student exercises in visual notation (doodles, maps, sketches) and visual ideation sketching. A large portion of this article consists of a classroom poster explaining these two concepts. (SJL)

Shows how visual property terms of spatial entities can be presented to technical writing students so that the students can find contrastive information about the subject-entity and develop it in their writings. (RL)

The author makes suggestions for using overhead projectors in classrooms as a floodlight, to project outlines of objects, as a chalkboard substitute, or for school-made transparencies. Aspects of transparency construction include simplicity, legibility, organization, and use of color. (CL)

Describes visual aids for training meetings and suggests how the trainer can use them: chalkboards, markerboards, magnetic boards, hook-and-loop boards, corkboards, menu (changeable letter) boards, and easel and presentation boards. Also lists product manufacturers/suppliers. (MF)

Describes the learning experiences of young children meeting stem-and-leaf plots for the first time. Presents a vignette that offers a real and dynamic example of how young children can learn, use, and evaluate this powerful statistical display. (Author/ASK)

Notes that three picture story formats-- sequential organization, spatial organization, and compare and contrast organization--provide right-brain hemispheric input and stimulate verbal production of students learning a second language. (FL)

Shows how to use Rudolf Arnheim's theory of visual thinking in technical writing classes. (RL)

Presents the plans for constructing a mode 2 TOPS Projector-adaptor, which costs one-half that of a model described in an earlier article. The author uses a step-by-step approach to the project. (SA)