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Teaching and Learning Image Courses with Visual Forms
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Author(s): Y. J. Zhang (Tsinghua University - Beijing, China)
Copyright: 2009
Pages: 6
Source title:
Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong)and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch301
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Abstract
It is said that “one picture is worth more than ten thousand words” (Gonzalez & Woods, 2002). Human beings observe the majority of the information they receive from the real world from images. Images are convenient and important media for describing and storing spatial, temporal, spectral, and physical components of information contained in a variety of domains. With the progress of electronics, sensors, computer equipment, and network infrastructure, the applications of images, which are expanding over wider and wider areas, have attracted more and more attention in recent years. The use of images in teaching and learning is one of the popular application areas. In its general sense, the word “image” could include all entities that can be visualized, such as a still image, video, multi-dimensional signals, animation, graphics, charts, drawings, text, and so forth. All of them are in visual forms, and can be called general images. To treat these images, many new theories have been proposed and many new techniques have been exploited. A new discipline called image engineering, including all image techniques, has also established based on the accumulation of solid research results and the creation of many new applications.
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