Cover feature
P
eople are used to receiving highquality images throughout their day. We view them in magazines, newspapers, websites, marketing, on TV, packaging – everywhere. With all the technology available, we as trainers can now use images even more to communicate with learners. We are increasingly aware of the need to address a variety of learning styles and to use appropriate materials. Exercises, role plays, case studies and all sorts of participative activities help to engage the mind and stimulate learning. But what about pictures? Most of us have used images in our training courses for years, but, with the advent of new technologies and the availability of new resources, it is perhaps time we considered them in a new light.
Valerie Leeson, a CIEH registered trainer, Environmental Health Practitioner and co-creator of specialist web image library, envirovision, shows how using the right picture in the right way can add a whole new dimension to a learning experience.
Benefit from a
new image
Why use pictures? Pictures often contain plenty of easily accessible information that transcends language and literacy barriers. They add variety, interest and attract attention, helping to create a visually appealing and professional presentation with which to impress customers and secure future courses. However the benefits go a lot further than this. Pictures get results – visual images are a wonderful tool for explaining and communicating a subject and are especially useful where learners have a limited knowledge and lack a point of reference e.g. new workers or those new to a subject. They aid recall by helping learners develop a mental picture, and assist with identifying objects and situations. Relevant pictures make the learning experience more personal, motivating learners and overcoming barriers at the same time. Showing photos of ‘real’ people in ‘real’ situations can be a useful way of bringing the workplace into a training room and providing a context for discussion. They are also a valuable resource when it comes to setting up group exercises, as they are a great way of stimulating ideas and focusing attention. To achieve the full potential of pictures they should be carefully selected and used for a purpose – to set a scene, illustrate a point, focus a discussion, generate a response, create an atmosphere or even a laugh.
What type of picture? All sorts of picture can be used, from simple graphics, illustrations and cartoons to professional quality photographs. They may be technical, serious, shocking or humorous. A range of different types is useful, although the key issues are the message and the people to whom it is being communicated. It is easy to slip into the habit of using the same materials repeatedly without stopping to think about the needs of learners. Some key questions to consider when choosing any materials include: l Are they at the correct level? Materials for a management course would generally be different from those on a level 1 or 2 course. l Are they relevant and appropriate? How do they fit in with the aims and objectives of the training?
l Are they culturally or socially biased? This is especially important with humorous cartoons and caricatures. Pictures of the industry concerned are particularly useful, but not essential. Any visual with which learners can identify, and which illustrates a valid learning point, can be useful. As with other training materials, pictures need to be of good quality. Photographs should be clear, in focus, correctly exposed and have a good colour balance.
Typical uses It is now easy to download a picture and insert it into a PowerPoint presentation. With a still picture the trainer can take ownership, give information, make explanations and stop to ask or answer questions. Photographic prints can be handed out to groups with a particular task, such as spotting hazards, devising control measures, or a
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Use an image outside the terms of its licence and you are likely to be breaching someone’s copyright classification activity. Alternatively, small pictures and text-based resources could be used for activities involving research and presentation. This is great for more technical courses and can be tailored to organisational needs. In these instances, whole group feedback can be made using the same image projected on-screen. Pictures can also be used as a stimulus for role plays, such as food poisoning or accident investigations, making music and many other activities. Creative trainers may even be able to use pictures to harness other senses as well as visual impressions. Trainees could be shown a picture of something
6 | Trainers’ exchange | Spring 2008
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