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(2009)Journal ArticleHow we perceive and contemplate the land affects how we treat the land, and ultimately how we live within it. Thus, is it possible for the artist to change how we perceive the environment to the extent that people change the way they respond and inhabit it? Encounters with venerated and Sacred Trees on field trips to India lead me to consider that respect for the environment is strengthened by the symbolic nature of images. Beyond the economic or conservationist perspective, there is an aesthetic rationale for preserving trees in India, where the tree is perceived aesthetically in its natural environment as an object adorned, and subsequently adored. The historic and contemporary practice of venerating the tree through decoration has, over time, effected cultural change in India. The tree is perceived differently, it is seen as a form that houses the sacred, and thus is protected. Louise Fowler-Smith is a Senior Lecturer and Director of the Imaging the Land International Research Institute (ILIRI) at the College of Fine Arts, University of NSW in Sydney, Australia. ILIRI aims to promote new ways of perceiving the land in the 21st century, while opening a dialogue across a wide spectrum of contemporary approaches to imaging the land, from indigenous and non-indigenous, local and international perspectives. ILIRI has established a residential Art Centre at the UNSW Fowlers Gap Research station north of Broken Hill. As a member of RESARTIS, (the international association of Artists’ Residencies), ILIRI attracts national and international artists to reside and work at this unique centre on the edge of the Australian Desert.
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(2009)Book ChapterSocial justice, and its application as a key social work value, has a particular resonance in the institutions of the criminal justice system. Promoting equality of access and resources, doing case work, and advocating for the rights of those who are imprisoned, is a complex task. Australian prisons are filled overwhelmingly with the poor, the socially impoverished, the geographically disadvantaged, the alienated and the dispossessed. Whilst this population is characterised by the social and economic disadvantage that is familiar to many social work settings, there are two complicating factors for social workers in Corrective Services. The first is that this population has also committed crime or at least has been accused of committing crime. The second is that prisons are closed institutions, where the internal workings are largely invisible to the general public. The life circumstances of prisoners (both inside and outside of prisons), even if extremely difficult, tend not to elicit a great deal of sympathy. In popular discourse, the fact and impact of the crime committed understandably overshadows the fact of the offender’s personal disadvantage. Because prisoners are out of sight, a simplistic and frequently dehumanising image of the prisoner is able to flourish, but of course it is entirely possible for someone to be both a decent individual, for example helping people in need, volunteering in emergencies, being a good friend, and a criminal. As Sotiri observed: "When I worked at [agency name] (a post-release NGO) we used to joke about how often we, as workers would say about our clients ‘he’s such a nice guy’. Because of course at some point many of our clients were not ‘nice guys’. Many had committed horrible crimes, or had at least acted ruthlessly and selfishly in their quest to obtain money and drugs." Although the fact of the crime is relevant, especially for some targeted rehabilitative work, working with this population requires a critical and holistic approach. This ensures that a client’s criminal behaviour does not entirely define who that person is. This is particularly important when working with a person leaving prison. Depending upon their role, social workers may need to consider not only the crime, but also the reasons why someone has committed crime, as well as the whole range of needs the person might have.
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(2009)Journal ArticleBased on the assumption of a working memory processor devoted to human movement, cognitive load theory is used to explore some conditions under which animated instructions are hypothesised to be more effective for learning than equivalent static graphics. Using paper-folding tasks dealing with human movement, results from three experiments confirmed our hypothesis, indicating a superiority of animation over static graphics. These results are discussed in terms of a working memory processor that may be facilitated by our mirror-neuron system and may explain why animated instructional animations are superior to static graphics for cognitively based tasks that involve human movement.
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(2009)Book ChapterAbstract Our knowledge of human cognitive architecture has advanced dramatically in the last few decades. In turn, that knowledge has implications for instructional design in multimedia contexts. In this chapter, we will analyse human cognitive architecture within an evolutionary framework. That framework can be used as a base for cognitive load theory that uses human cognitive architecture to provide testable hypotheses concerning instructional design issues. Human cognition can be characterised as a natural information processing systems. The core of such systems can be described using five principles: a) Information store principle, b) Borrowing principle and reorganizing principle, c) Randomness as genesis principle, d) Narrow limits of change principle, and e) Environment organizing and linking principle. These five principles lead directly to the instructional effects generated by cognitive load theory. Some of these effects are concerned with multimedia learning.
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(2009)Book ChapterIn the field of multimedia learning, although research on cognitive effects and their implications for instructional design is rich, research on the effects of motivation in a multimedia learning context is surprisingly sparse. Since one of the major goals of providing multimedia instruction is to motivate students, there is need to examine motivational elements. In this chapter, we focus on four major motivation theories (expectancy-value theory, self-efficacy, goal-setting and task motivation, and self-determination theory) and two motivation models that are derived from multimedia research (the ARCS model and the integrated model of cognitive-motivational processes), review the literature on motivation in multimedia learning contexts, suggest that researchers and practitioners take into account a number of essential aspects to ensure that motivation features incorporated in multimedia learning resources optimize learners' experience, and point out future research directions in model building...
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