Graphics for Learning

-Theories of graphics in learning

-Types of graphics for learning

-Graphics development process

Image: felixph

In Graphics We Trust

Is a picture worth a thousand words?

Graphics in Learning Theory

• Cognitive Load Theory

• Information ProcessingTheory

• Dual Coding Theory

• Episodic Buffer Theory

• Mayer’s Cognitive Theory of Multimedia

image: apc33

Types of Graphics for Learning

• Decorative

• Representative

• Organizational

• Interpretive

• Transformative

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Decorative Graphics image: Leo Reynolds

Representative Graphics

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image: M

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Organizational GraphicsTypes of Graphics for Learning

Interpretive Graphics

image: Mike Atherton

image: Colin Purrington

Transformative Graphics

image: Margo C image: Rob Williams

One Process for Creating Graphics for Learning

• Analyzethe context for the graphic,

• Createthe graphic, guided by

– Principles such as

(selection, organization, and integration) and using

– Actions like

(contrasting, aligning, repeating, and proximity) as well as

– Tools like

(type, color, shape, depth and space), then

• Evaluatefor effectiveness, efficiency and appeal.

image: Joss Rogers

Really, it’s easy!

One Process for Creating Graphics for Learning

• Analyzethe context for the graphic,

• Createthe graphic, guided by

– Principles such as

(selection, organization, and integration) and using

– Actions like

(contrasting, aligning, repeating, and proximity) as well as

– Tools like

(type, color, shape, depth and space), then

• Evaluatefor effectiveness, efficiency and appeal.

One Process for Creating Graphics for Learning

• Analyzethe context for the graphic,

• Createthe graphic, guided by

– Principles such as

(selection, organization, and integration) and using

– Actions like

(contrasting, aligning, repeating, and proximity) as well as

– Tools like

(type, color, shape, depth and space), then

• Evaluatefor effectiveness, efficiency and appeal.

Raptors

Owls•Barn Owl

•Great Horned Owl

Geese

Ducks

One Process for Creating Graphics for Learning

• Analyzethe context for the graphic,

• Createthe graphic, guided by

– Principles such as

(selection, organization, and integration) and using

– Actions like

(contrasting, aligning, repeating, and proximity) as well as

– Tools like

(type, color, shape, depth and space), then

• Evaluatefor effectiveness, efficiency and appeal.

Read Richard E. Mayer. “Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction.” American Psychologist, November 2008, pp. 760-769.

How could these principles be applied in using a chalkboard or overhead projector?

Read Linda L. Lohr. “Visual Literacy for Educators and Performance Specialists.” in Creating Graphics for Learning and Performance. Columbus, OH: Pearson, 2008, pp. 3-27.

How can visual literacy improve your teaching?

One Process for Creating Graphics for Learning

• Analyzethe context for the graphic,

• Createthe graphic, guided by

– Principles such as

(selection, organization, and integration) and using

– Actions like

(contrasting, aligning, repeating, and proximity) as well as

– Tools like

(type, color, shape, depth and space), then

• Evaluatefor effectiveness, efficiency and appeal.

Teamwork

Independence

One Process for Creating Graphics for Learning

• Analyzethe context for the graphic,

• Createthe graphic, guided by

– Principles such as

(selection, organization, and integration) and using

– Actions like

(contrasting, aligning, repeating, and proximity) as well as

– Tools like

(type, color, shape, depth and space), then

• Evaluatefor effectiveness, efficiency and appeal.

Ducks Strictly ForbiddenDucks Strictly Forbidden

Certificate of AuthenticityCertificate of Authenticity

One Process for Creating Graphics for Learning

• Analyzethe context for the graphic,

• Createthe graphic, guided by

– Principles such as

(selection, organization, and integration) and using

– Actions like

(contrasting, aligning, repeating, and proximity) as well as

– Tools like

(type, color, shape, depth and space), then

• Evaluatefor effectiveness, efficiency and appeal.

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50

6070

80

90

Humanities SocialSciences

Sciences Education

Face-to-faceBlendedOnline

Percentage of Delivery Mode by Faculty

One Process for Creating Graphics for Learning

• Analyzethe context for the graphic,

• Createthe graphic, guided by

– Principles such as

(selection, organization, and integration) and using

– Actions like

(contrasting, aligning, repeating, and proximity) as well as

– Tools like

(type, color, shape, depth and space), then

• Evaluatefor effectiveness, efficiency and appeal.

Needs Analysis Course Design

Course DeliveryEvaluation

One Process for Creating Graphics for Learning

• Analyzethe context for the graphic,

• Createthe graphic, guided by

– Principles such as

(selection, organization, and integration) and using

– Actions like

(contrasting, aligning, repeating, and proximity) as well as

– Tools like

(type, color, shape, depth and space), then

• Evaluatefor effectiveness, efficiency and appeal.

Media is transforming online learning - will you be left behind?

One Process for Creating Graphics for Learning

• Analyzethe context for the graphic,

• Createthe graphic, guided by

– Principles such as

(selection, organization, and integration) and using

– Actions like

(contrasting, aligning, repeating, and proximity) as well as

– Tools like

(type, color, shape, depth and space), then

• Evaluatefor effectiveness, efficiency and appeal.

How will you use these tools?