Теорія візуальної аргументації та її імплементація в системі вищої освіти України

Abstract

У статті висвітлено положення теорії візуальної аргументації Едварда Тафті і здійснено теоретичний аналіз концепту теорії. Розглянуто приклади застосування когнітивно-візуального підходу у практиці вищої освіти США і Великої Британії. Обґрунтовано доцільність імплементації базових понять теорії в систему вищої освіти України. Визначено перспективи подальшого використання теорії Е. Тафті на заняттях з різних дисциплін у вітчизняній вищій школі.

The article focuses on the analysis of the main theoretical positions of Tufte's visual argumentation theory and its practical application in American, British and Ukrainian higher education institutions. Special attention is paid to the rules of building high quality infographics and to the details of progressive information design. The quality indicators of visual data: Lie Factor and Data - Ink ratio are under special consideration. The author opposes false and unverified data in information design and focuses on the maximum information in the minimum form. The article analyzes the main stages of visualization, highlighted by the follower of visual argumentation theory Donna M. Wong. Examples of high-quality and low-quality infographic structure are given and the reasons for their high or low quality are analyzed. The practice of introducing visual argumentation theory into the UK and the USA higher education system are described. The experience of implementation of Tufte's theory in Ukrainian higher education system is taken under consideration. It is concluded that the priority tasks of higher education in modern information society are the formation of the infographic competence of the student, which involves computer literacy, understanding of the nature of information, orientation in the Internet, algorithmic thinking, etc. Cognitive-visual approach in the system of higher education provides not only acquisition of a certain set of knowledge by the student, but also integrates it into a modern society through the formation of a wide range of competencies: cognitive, socially adaptive, communicative, informational and technical. Implementation of D-cards and IK-cards in the process of teaching native students allows determining the strategy of finding information, analyzing it, using search results, analyzing this information for making certain decisions, working independently and in groups. The study of this problem opens up new perspectives for finding other forms of cognitive visualization, introduction of which in the practice of higher education will create new opportunities for effective training of students.