1. Visual learning project
4th meeting project in Dublin

2. Changes in comparison to the qualification workshops in Bonn
I. VISUAL INTRO
Photo selection, Scratched slides, Bring nicest private photo
II. SUMMARY OF THEORY
(short overview)
theory and tasks concerning visual leaning methods
III. POWER OF IMAGES
IV. LEARNER TYPES
Test styles
*Learning styles Inventorys used in Romania
Outcome vs. theory
Transfer to practice
V. LEARNING WITH NEW MEDIA
Presentation of new software (Mindmanager, Mediator, etc.)
E-learning
included
Included (reference to the history of visual in education as well as the relevant theory for understanding the importance of visual in education)
Included (more about the visual perception)
not exactly; we presented an inventory translated in Romanian, but we didn’t included this inventory in the guide because we didn’t have a license for that inventory. We used like an example.
We used examples from the reader from prof. Roll, because we hadn’t a software.
E-learning: we presented a new software for learning Romanian by foreigners.

3. Methods used and approved by the participants of national workshops:
Brainstorming – easy to use, low costs
Mind mapping – useful but need time and skills for drawing the map
Story technique - frequently use by learners
Clustering (or networks*)- easy to use, low costs
Maps*- very useful in learning foreign languages (for the beginners)
The presentation methods (using visualization)*- useful for creating a “friendly” atmosphere in class
The illusions*
The graphs –easy to use
New media software: FreeMind, OpenMind, MindManager-needed a budget for licenses costs

4. What kind of support/information do the trainers need?
Knowledge and ideas on how to use the learning styles in teaching
Knowledge of how the brain works and the influence of left and right hemisphere in the learning process
Visualisation techniques in order to make the teachers aware and persuade them that this method is not only attractive but in the first place effective
Examples of visual learning methods
Gallery of imagines (example with the relation between imagine and the impact of imagine for the process of learning)

5. What can we do to get further materials from the trainers for the project?
1. To encourage trainers (partners or employees of the project partners’) to visit the project website for visualizing the gallery, the guide.
2. To create on the each website partners’ a link to the guide/website project (at the news section)
Bucureşti, Iunie 2007

6. Recommandation for the final concept
The final concept must have more about visual learning methods and less about theory of visual learning.
If a method was approved in the national workshops we should include it in the final concept. (ex: the map method used by the foreign languages teachers in their class).
The manual should be written in a “friendly” manner and must have a wide range of visual examples (imagines, symbols etc).
The content should be concise and the methods described must be easily transferred in different type of courses.