However as times changed, as media instruction evolved , with the technological advancement, the text books had much more to offer than before, this  apart from learning competencies , the downward extension of the syllabus was clearly enunciated.

The text was of a higher order but not necessarily supported by visual learning material ,leave alone hands on experiences of learning the John Dewey way. Feuerstein method speaks of the academician as the mediator between the learner and the learning method. Bronfenbrenner speaks of the concentric influences that the growing child has to cope with , himself, the home, the school, the playground, the neighbourhood, the school, the college ,the university, the city, the peers, the socio political awareness , the employment, the hierarchy, the competition, the expectations …..the entire situation is very dynamic and fluid , who had thought of the pandemic, the sea change of a lifestyle where insecurities have piled up yet people go on their tasks with the same aplomb.

The chaotic situation tells us to make learning even more interesting without the pressure of perfect representation of matter but instead understanding the core concepts, to be able to express in one’s own words and be able to visually represent the given knowledge, for this we need visual stimuli , like the open online schooling who carefully plan the lessons with learning material. 

Visual learning definitely stirs imagination and creative thinking.

John Hattie in his book on visible learning speaks of everyday situations such as attitudes, belongingness, citizenship ….where learning is understood, to understand is to bring in the desired change.

Hence it’s time to understand the vision and the visuals and work on propositions of teaching learning , that affect the students directly in a positive way.