Preface
How is W iley
Visualizing
Anatomy and Physiology
different?
Wiley
Visualizing Anatomy and Physiology
differs from
competing textbooks by uniquely combining three
powerful elements: a visual pedagogy integrated with
comprehensive text, the use of authentic situations
and
issues
from
the
National
Geographic Society
collections, and the inclusion of interactive multimedia
in the
WileyPLUS
learning environment. Together these
elements deliver a level of rigor, as each key concept and
its supporting details have been analyzed and carefully
crafted to maximize and enhance student learning and
engagement.
(1) Visual Pedagogy.
Wiley Visualizing is based on
decades of research on the use of visuals in learning
(Mayer, 2005). Using the Cognitive Theory of Multimedia
Learning, which is backed up by hundreds of empirical
research studies, Wiley's authors select visualizations for
their texts that specifically support students' thinking and
learning—for example, the selection of relevant materials,
the organization of the new information, or the integration
of the new knowledge with prior knowledge. Visuals
and text are conceived and planned together in ways
that clarify and reinforce major concepts while allowing
students to understand the details. This commitment
to distinctive and consistent visual pedagogy sets Wiley
Visualizing apart from other textbooks.
(2) Authentic Situations and Problems.
Through Wiley's
exclusive publishing partnership with National Geographic,
Visualizing has benefited from National Geographic's more
than century-long recording of the world. Accompanying
this text is a great selection of videos from the National
Geographic Society collections. These authentic materials,
which immerse the student in real-life issues in human
anatomy and physiology, enhance motivation, learning, and
retention (Donovan & Bransford, 2005). These high-quality
videos from the National Geographic Society collections
are unique to Wiley
Visualizing Anatomy and Physiology.
(3) Interactive Multimedia.
Texts in Wiley Visualizing
are based on the understanding that learning is an
active process of knowledge construction.
Visualizing
Anatomy and Physiology
is therefore tightly integrated
with
WileyPLUS,
an online learning environment that
provides
interactive
multimedia
activities
in
which
learners can actively engage with the materials. The
combination
of
textbook
and
WileyPLUS
provides
learners with multiple entry points to the content, giving
them greater opportunity to explore concepts, interact
with the material, and assess their understanding as they
progress through the course. Wiley Visualizing makes
this online
WileyPLUS
component a key element of the
learning and problem-solving experience.
Wiley Visualizing and the
WileyPLUS
Learning Environment are
designed as natural extensions of how we learn
Visuals, comprehensive text coverage, and learning aids
are integrated to display facts, concepts, processes,
and principles more effectively than words alone. To
understand the effectiveness of the visualizing approach,
it is first helpful to understand how we learn.
1.
Our brains process information using two main channels:
visual and verbal. Our
working memory
holds information
that our minds process as we learn. Using working
memory, we begin to make sense of words and pictures
and build verbal and visual models of the information.
2.
When the verbal and visual models of corresponding
information are integrated in working memory, we form
more comprehensive, lasting mental models.
3.
When we link these integrated mental models to our prior
knowledge, which is stored in our
long-term memory,
we
build even stronger mental models. When an integrated
(visual plus verbal) mental model is formed and stored in
long-term memory, real learning begins.
The effort our brains
put forth to make sense of
instructional information is called
cognitive load.
There
are two kinds of cognitive load: productive cognitive load,
when we're engaged in learning or exert positive effort to
create mental models; and unproductive cognitive load,
which occurs when the brain is trying to make sense of
needlessly complex content or when information is not
presented well. The learning process can be impaired
when the amount of information to be processed exceeds
the capacity of working memory. Well-designed visuals and
text, along with effective pedagogical guidance, can reduce
the unproductive cognitive load in working memory.
v
previous page 6 Craig Freudenrich, Gerard J  Tortora   Visualizing Anatomy and Physiology   2011 read online next page 8 Craig Freudenrich, Gerard J  Tortora   Visualizing Anatomy and Physiology   2011 read online Home Toggle text on/off