Annotating Images and Reflective Writing
Key words:
Cueing pictures, Beauticians
Learning objective | Time | Modality | Audience | Technologies |
|---|---|---|---|---|
Identify skin anomalies | 20 minutes | Individual, class | Beauticians | Picture annotation tool, blog or wiki |
Overview
In this scenario, apprentices work on the identification of skin anomalies. The activity starts with the teacher showing and explaining images of skin anomalies to apprentices. Then, apprentices have to describe and annotate the images with the goal of guiding the attention of the apprentices. Finally, students are asked to annotate another set of images depicting the same anomalies.
Description of the teaching approach
The focus of this activity is to foster expert-like observation of profession-specific materials. When teachers use cues such as arrows or colours while explaining concepts to apprentices, this allows students to identify the important elements of the image more quickly. This activity diminishes students’ cognitive load as it directs the attention and gaze of the novice to the most important or relevant parts of the content. Further, the use of self-reflective writing allows apprentices to have time to reflect on the procedure that they’ve carried out in the different learning environments.
Recipe
DIY
Realto
This is the original software used in the scenario. You can post the pictures in Realto and ask your students to annotate them, and write down the description directly on the picture or by replying to the picture post.
Adobe Reader
You can use Adobe Reader to annotate the pictures. You can use the comment feature to write down the descriptions.
Microsoft Teams
You can use a whiteboard app to annotate the images in Microsoft teams. Create one whiteboard per student and import the image in it. They can then use the whiteboard tools to annotate the image.
Tips and tricks
As it is a quick scenario, you can perform it regularly in your classes. It can easily be adapted to any kind of material picture or administrative document (by asking student to look for errors in the document).
Source
Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation, 41, 85-139. Academic Press.
Coppi, A. E., & Cattaneo, A. (2021). Fostering Apprentice Beauticians’ Visual Expertise Through Annotations: A Design Experiment Using the Platform Realto. Journal of Education and Training Studies, 9(7), 27. doi:10.11114/jets.v9i7.5291