We recently taught an Introduction to Landscape Architecture course that we designed to be highly image-oriented through our use of digital presentation technology. The resultant focus on "visual thinking" appeared to have a positive effect on students' memory and comprehension, as well as on their engagement with class material. A shift in class dynamics between active participation and quiet observation seemed to vary with our attention to structuring in opportunities for student interactivity with presentation images. We explore individual perceptual and socio-historical factors which might be relevant to the effects that these technological changes could have on teaching and learning.
Following is an outline of this article which may be used to access particular topics, if the reader wishes:
_Introduction_
_Impetus to Change_
_Means of Change_
_Change Experienced_ New technology, transfigured space
Images and interactivity
Illustrative images
Prepared images
Process images
_Response to Change_ Participation and class dynamics
_Implications of change_