Graphics for Learning

Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials

Ruth C. Clark, Chopeta Lyons

• Éditeur: Pfeiffer
• Année: 2010
• ISBN:
  9780470880920
• Édition: 2
• Sujet: Bildung
• Sous-sujet: Bildungstechnologie

Are you getting the most learning value from visuals? Thoroughly revised and updated, Graphics for Learning is the second edition of the bestselling book that summarizes the guidelines for the best use of graphics for instructional materials, including multimedia, texts, working aids, and slides. The guidelines are based on the most current empirical scientific research and are illustrated with a wealth of examples from diverse training materials. The authors show how to plan illustrations for various types of content, including facts, concepts, processes, procedures, and principles. The book also discusses technical and environmental factors that will influence how instructional professionals can apply the guidelines to their training projects.

Praise for the First Edition

"For years I've been looking for a book that links cognitive research on learning to graphics and instructional design. Here it is! Ruth Clark and Chopeta Lyons not only explain how to make graphics work—they've created a very interesting read, full of useful guidelines and examples."
— Lynn Kearny, CPT, instructional designer and graphic communicator, Graphic Tools for Thinking and Learning

"Finally! A book that integrates visual design into the larger context of instructional design and development."
— Linda Lohr, Ed.D., author, Creating Graphics for Learning and assistant professor, University of Northern Colorado

INDEX

Page references followed by fig indicate an illustrated figure; followed by t indicate a table.

A

• Abstract concepts, 204–205
• Abstract visuals: Boyle’s Law, 129–130fig; comparing concrete and, 147fig; representing abstract processes, 242–243; research on concrete versus, 145–148
• Activation of prior knowledge, 56–57, 85, 86
• ADDIE model, 272
• Adesope, O. O., 120
• Adobe Presenter, 333
• Advance organizers: comparative vs. expository, 87; definition of, 86–87; graphics for comparative, 87–90fig; graphics for expository, 90–93
• Advanced Distributed Learning’s Sharable Content Object Reference Model (SCORM), 281
• AICC standards, 281
• All media rights, 316t
• American Institute of Graphics Artists, 274
• Anglin, G. J., 109
• Animations: allowing text descriptions to play independently of, 239; audio to explain demonstrations using, 193–194; color signals in, 73fig–75; comparing learning from dynamic visuals and video to, 143–144fig; comparing learning from video vs. computer, 144–145; distracting visuals in, 82; interpretive visual on Boyle’s Law, 129fig; mental load imposed by, 67–68; to model critical thinking skills, 258; modeling thinking processes using online, 131fig–132; motion cues in, 75; research on signals in, 71–72fig; screen from online animated sequence, 70fig; series of still visuals instead of, 104; signaled animation of cardiovascu...