ABSTRACT
Metaphor is an integral part of communication and learning. Indeed, research suggests that when engaged in everyday conversation we can use as many as four metaphors per minute. This has led some researchers to use clean questioning to help students explore their own metaphor for learning and thereby seek clues as to their preferences for information access. Howarth has taken a different tack, drawing upon research about the way the brain processes metaphor to suggest that metaphor has a physical component and that metaphors that are embedded within the actions of the teacher and the learner play a role in sense making. He develops this theme by examining his own career in educational broadcasting and draws out a series of heuristic approaches that have guided his professional practice. He presents these approaches in a way that will resonate with education professionals who increasingly find themselves working to camera in the form of webinars, webcasts, YouTube video clips and broadcast lectures. His premise is that we are all increasingly using remote technologies and we can therefore all benefit from guidelines learned during a life in broadcasting.
