Publication Date

2020

Abstract

Use of alternatives to written methodology for pedagogical coursework is worth investigating as students increase use of visual means in their social media communications. When offered a choice, a full 61% of students report preferring visual video feedback over written feedback. Use of a visual imagery method, named PhotoVoice was used to reconstruct a written assignment in an Occupational Science and Occupational Therapy curriculum. The specific methodology included use of auto-photography where students photographed their daily occupations. Photo elicitation was used to extract meanings from the visual images. 54 students photographed their daily occupations and routines over a 2-4 week period and then analyzed the photos by occupational categories and then by unique personal themes. Five themes emerged regarding student learning by visual imagery methods. Students reported ability to view occupations through photos. They stated that they had increased observational skills through viewing images taken over time. They noted increased creativity using visual means. Active learning with student expression was achieved. Learning via visual routes was noted to enhance tacit (unwritten but known) learning when analyzing the photographs. And students reported that viewing occupations also through affective means, deepened their understanding of the assignment content.

Author Biography

Dr Spira was educated at Barnard College for her BA in psychology, and NYS teaching certification, followed by an MS in Occupational Therapy at Columbia University, and her terminal degree is from Nova Southeastern University in Ft. Lauderdale, FL.

Her Research & Academic Interests are in the areas of: Sleep, Sensory Processing, Global Health, & Intra-professional collaboration

She is a member of the World Federation of Occupational Therapy, the American Association of Occupational Therapy, the Kentucky Occupational Therapy Association (KOTA), the Florida Occupational Therapy Association, and the Wisconsin Occupational Therapy Association.

She has taken on leadership roles as KOTA Eastern District co-chair, serves as a Member of the Occupational Therapy task force of the Kentucky Department of Behavioral Health- School-based Physical & Behavioral Telehealth, and serves as Co-chair for the EKU College of Health Sciences Living and Learning Community. She is also the Education Abroad Liaison for the Occupational Science and Occupational Therapy Department at Eastern Kentucky University

Her clinical practice included experience as an occupational therapist, rehabilitation senior, and Occupational Therapy Director in rehabilitation, burn care, & SNF settings, pediatric out-patient and school settings, & home health care settings.

Dr Spira is the recipient of E. Kossoff Best Teaching Practices Award, Barnard College, was nominated for Instructional Design best use of technology, EKU, received the 2019 American Occupational Therapy Association Emerging Scholar award, and in 2019 was admitted to Columbia University Alumni Loyal Blue Society.

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Use of visual imagery as an alternative to traditional written assignments

Use of alternatives to written methodology for pedagogical coursework is worth investigating as students increase use of visual means in their social media communications. When offered a choice, a full 61% of students report preferring visual video feedback over written feedback. Use of a visual imagery method, named PhotoVoice was used to reconstruct a written assignment in an Occupational Science and Occupational Therapy curriculum. The specific methodology included use of auto-photography where students photographed their daily occupations. Photo elicitation was used to extract meanings from the visual images. 54 students photographed their daily occupations and routines over a 2-4 week period and then analyzed the photos by occupational categories and then by unique personal themes. Five themes emerged regarding student learning by visual imagery methods. Students reported ability to view occupations through photos. They stated that they had increased observational skills through viewing images taken over time. They noted increased creativity using visual means. Active learning with student expression was achieved. Learning via visual routes was noted to enhance tacit (unwritten but known) learning when analyzing the photographs. And students reported that viewing occupations also through affective means, deepened their understanding of the assignment content.