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

✍ Scribed by Ruth Colvin Clark, Chopeta Lyons

• Tongue: English
• Leaves: 422
• Category: Library

✦ Table of Contents

Graphics for Learning: Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials, Second Edition
Contents
Acknowledgments
Foreword to the Second Edition
Introduction: Getting the Most From this Resource
Section One: The Foundation
Chapter 1: The Power of Visuals
WHAT IS A GRAPHIC?
WHICH VISUALS ARE BEST? NO YELLOW BRICK ROAD
GRAPHICS IN THE INSTRUCTIONAL LANDSCAPE
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COMING NEXT
CHAPTER OUTLINE
Chapter 2: Three Views of Instructional Visuals
THREE VIEWS OF VISUALS
COMMUNICATION FUNCTIONS OF GRAPHICS
GRAPHICS TO SUPPORT PSYCHOLOGICAL EVENTS OF LEARNING
OUR GUIDING PRINCIPLES
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COMING NEXT
CHAPTER OUTLINE
Chapter 3: A Visual Design Model for Planning Graphics Systematically
THREE FACETS OF GRAPHICS
WHAT CAN HAPPEN WITHOUT A SYSTEMATIC APPROACH
WHAT HAPPENS WHEN INSTRUCTIONAL DESIGNERS FOLLOW A SYSTEMATIC PROCESS
A VISUAL DESIGN MODEL
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COMING NEXT
Section Two: How to Use Visuals to Support Psychological Learning Processes
Chapter 4: Graphics and Learning
NOT ALL GRAPHICS ARE EQUAL
GRAPHICS AND LEARNING
A TALE OF TWO MEMORIES
UNIQUE BRAIN STORAGE FOR VISUAL INFORMATION
HOW LEARNING HAPPENS
HOW GRAPHICS PROMOTE LEARNING
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CHAPTER OUTLINE
Chapter 5: Plan Graphics That Direct Attention
ATTENTION, LEARNING, AND GRAPHICS
GUIDELINE 1: USE SIGNALS TO FOCUS ATTENTION
GUIDELINE 2: USE COLOR AND CONTRAST TO FOCUS ATTENTION
GUIDELINE 3: USE MOTION CUES IN ANIMATIONS
GUIDELINE 4: USE COLOR TO IMPROVE JOB PERFORMANCE
GRAPHICS AND DIVIDED ATTENTION
GUIDELINE 5: PLACE TEXT CLOSE TO THE VISUAL IT DESCRIBES
GUIDELINE 6: AVOID DISTRACTING VISUALS
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CHAPTER OUTLINE
Chapter 6: Plan Graphics That Leverage Prior Knowledge
PRIOR KNOWLEDGE, LEARNING, AND GRAPHICS
WHAT ARE ADVANCE ORGANIZERS?
GUIDELINE 1: USE COMPARATIVE ADVANCE ORGANIZERS
GUIDELINE 2: USE EXPOSITORY ADVANCE ORGANIZERS
GUIDELINE 3: AVOID SEDUCTIVE DETAILS IN LESSON INTRODUCTIONS
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CHAPTER OUTLINE
Chapter 7: Plan Graphics That Minimize Irrelevant Mental Load
WHAT IS MENTAL LOAD?
GUIDELINE 1: USE GRAPHICS RATHER THAN TEXT FOR SPATIAL CONTENT
GUIDELINE 2: USE SIMPLE GRAPHICS FOR DEEPER LEARNING
GUIDELINE 3: USE ANIMATIONS TO TEACH HANDS -ON SKILLS
GUIDELINE 4: EXPLAIN COMPLEX GRAPHICS WITH WORDS IN AUDIO
GUIDELINE 5: USE WORDS OR GRAPHICS ALONE WHEN INFORMATION IS SELF-EXPLANATORY
GUIDELINE 6: USE PREVIEWS AND OVERLAYS WITH COMPLEX VISUALS
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CHAPTER OUTLINE
Chapter 8: Plan Graphics to Help Learners Build Mental Models
MENTAL MODELS, LEARNING, AND GRAPHICS
HOW GRAPHICS HELP LEARNERS BUILD MENTAL MODELS
GUIDELINE 1: USE ORGANIZATIONAL GRAPHICS TO SHOW QUALITATIVE RELATIONSHIPS
GUIDELINE 2: USE CHARTS AND GRAPHS TO COMMUNICATE QUANTITATIVE RELATIONSHIPS
GUIDELINE 3: USE TRANSFORMATIONAL VISUALS TO COMMUNICATE CHANGES IN TIME OR SPACE
GUIDELINE 4: USE INTERPRETIVE VISUALS TO COMMU-NICATE ABSTRACT CAUSE-AND-EFFECT RELATIONSHIPS
GUIDELINE 5: USE ANIMATED ONLINE AGENTS TO MODEL THINKING PROCESSES
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CHAPTER OUTLINE
Chapter 9: Plan Graphics That Support Transfer of Learning
TRANSFER AND WORK PERFORMANCE
NEAR- VERSUS FAR-TRANSFER TASKS
CONTEXT IS KING FOR NEAR-TRANSFER SKILLS
GUIDELINE 1: USE DYNAMIC VISUALS THAT REFLECT WORKPLACE CONTEXT FOR PROCEDURES
GUIDELINE 2: INCORPORATE WORKPLACE CONTEXT IN 3D WORLDS
MENTAL MODELS ARE KING IN FAR-TRANSFER LEARNING
GUIDELINE 3: USE STATIC VISUALS TO ILLUSTRATE HOW THINGS WORK
GUIDELINE 4: USE DYNAMIC VISUALS FOR INTERPERSONAL SKILLS
GUIDELINE 5: USE VARIED CONTEXT VISUAL EXAMPLES FOR DEEPER UNDERSTANDING
GUIDELINE 6: USE WORKPLACE CONTEXT VISUALS FOR IMMERSIVE LEARNING ENVIRONMENTS
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CHAPTER OUTLINE
Chapter 10: Plan Graphics for Motivation and Learning
MOTIVATION AND LEARNING
GUIDELINE 1: USE DYNAMIC VISUALS THAT DISPLAY WORK CONTEXT
GUIDELINE 2: LEVERAGE SOCIAL PRESENCE THROUGH LEARNING AGENTS
GUIDELINE 3: CONSIDER USING RELEVANT TRIGGER VISUALS TO CATCH INITIAL INTEREST
GUIDELINE 4: MINIMIZE GRAPHICS USED SOLELY AS EYE CANDY
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CHAPTER OUTLINE
Chapter 11: Plan Graphics to Leverage Individual Differences
DIFFERENT STROKES FOR DIFFERENT FOLKS?
GUIDELINE 1: DROP THE MYTH OF VISUAL LEARNING STYLES
GUIDELINE 2: EMPHASIZE VISUALS FOR BEGINNERS
GUIDELINE 3: PROVIDE JUST-IN-TIME TRAINING TO HELP LEARNERS INTERPRET COMPLEX VISUALS
GUIDELINE 4: ENCOURAGE ALL LEARNERS TO PROCESS VISUALS EFFECTIVELY
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Section Three: How to Visualize Lesson Content
Chapter 12: How to Visualize Procedures
WHAT ARE PROCEDURES?
TEACHING PROCEDURES
GUIDELINE 1: COMBINE REPRESENTATIONAL AND TRANSFORMATIONAL VISUALS IN DEMONSTRATIONS
GUIDELINE 2: DEMONSTRATE PROCEDURES WITH DYNAMIC VISUALS
GUIDELINE 3: MANAGE MENTAL LOAD
GUIDELINE 4: USE VISUALS TO DRAW ATTENTION TO WARNINGS
GUIDELINE 5: DESIGN ONLINE PRACTICE EXERCISES EFFECTIVELY
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CHAPTER OUTLINE
Chapter 13: How to Visualize Concepts
WHAT ARE CONCEPTS?
TEACHING CONCEPTS
HOW TO VISUALIZE CONCEPTS
GUIDELINE 1: DISPLAY TEACHING METHODS IN A CONTIGUOUS MANNER
GUIDELINE 2: CREATE VISUAL COUNTEREXAMPLES
GUIDELINE 3: USE VISUAL ANALOGIES
GUIDELINE 4: DISPLAY RELATED CONCEPTS TOGETHER
GUIDELINE 5: USE ORGANIZATIONAL VISUALS FOR RELATED CONCEPTS
GUIDELINE 6: PROMOTE LEARNER ENGAGEMENT WITH CONCEPT VISUALS
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CHAPTER OUTLINE
Chapter 14: How to Visualize Facts
WHAT ARE FACTS?
TEACHING FACTS
HOW TO VISUALIZE FACTS
GUIDELINE 1: USE REPRESENTATIONAL VISUALS DISPLAYED IN JOB CONTEXT
GUIDELINE 2: DISPLAY FACTS WITH VISUAL CONTIGUITY
GUIDELINE 3: USE ORGANIZATIONAL VISUALS
GUIDELINE 4: USE RELATIONAL VISUALS FOR NUMERIC TRENDS
GUIDELINE 5: PROMOTE ENGAGEMENT WITH IMPORTANT FACTUAL VISUALS
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CHAPTER OUTLINE
Chapter 15: How to Visualize Processes
WHAT ARE PROCESSES?
WHO NEEDS PROCESS KNOWLEDGE?
TEACHING PROCESSES
HOW TO VISUALIZE PROCESSES
GUIDELINE 1: USE TRANSFORMATIONAL VISUALS THAT SHOW STATE CHANGES
GUIDELINE 2: USE SIMPLER VISUALS TO PROMOTE UNDERSTANDING
GUIDELINE 3: MANAGE LOAD WHEN PRESENTING PROCESS VISUALS
GUIDELINE 4: USE INTERPRETIVE VISUALS TO REPRESENT ABSTRACT PROCESSES
GUIDELINE 5: PROMOTE ENGAGEMENT WITH PROCESS VISUALS
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CHAPTER OUTLINE
Chapter 16: How to Visualize Principles
WHAT ARE PRINCIPLES?
PROBLEM-CENTERED LEARNING ENVIRONMENTS
COMPONENTS OF PROBLEM-CENTERED LEARNING ENVIRONMENTS
WHEN TO CONSIDER PROBLEM-CENTERED LEARNING
INDUCTIVE LEARNING FROM CASE EXAMPLES
TEACHING PRINCIPLES AS LAWS OR THEORIES
HOW TO VISUALIZE PRINCIPLES
GUIDELINE 1: USE REPRESENTATIONAL VISUALS FOR PROBLEM-CENTERED LEARNING COMPONENTS
GUIDELINE 2: USE MULTIMEDIA DYNAMIC VISUALS FOR CASE SCENARIOS
GUIDELINE 3: USE ANIMATED AGENTS TO MODEL CRITICAL THINKING SKILLS
GUIDELINE 4: USE GRAPHIC DESIGN DEVICES TO MANAGE MENTAL LOAD DURING PROBLEM-CENTERED LEARNING
GUIDELINE 5: ANALYZE VIDEO-OR AUDIO-RECORDED WORK SAMPLES
GUIDELINE 6: ENGAGE LEARNERS WITH EXPLANATORY VISUALS, INCLUDING VISUAL SIMULATIONS
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Section Four: How to Plan and Communicate Your Visuals
Chapter 17: Determine the Context
THE REALITIES OF THE WORKPLACE
WHAT TO DECIDE AND WHEN
ASSESS THE LEARNING LANDSCAPE
CONSIDER PRODUCTION
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CHAPTER OUTLINE
Chapter 18: Design Your Visual Approach
GETTING THE RIGHT ARTIST
DESIGNING THE VISUAL APPROACH
TREATMENT MEETINGS
WHAT TO CONSIDER
ROUGH IT OUT—STYLE AND AVAILABLE REAL ESTATE
A SEMI-FICTIONAL CASE STUDY
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CHAPTER OUTLINE
Chapter 19: Visualize Individual Graphics
CREATING INDIVIDUAL VISUALS THAT WORK
A CASE STUDY CONTINUED: SANJI’S GRAPHIC
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COMING NEXT
CHAPTER OUTLINE
Chapter 20: Communicate and Lay Out Your Graphic Plans
WHO NEEDS TO KNOW
COMMUNICATING THE VISUAL APPROACH
COMMUNICATING IDEAS FOR THE DEVELOPMENT OF INDIVIDUAL GRAPHICS
COMMUNICATING LAYOUT PLANS
COMMUNICATING GRAPHICS TO PRODUCTION STAFF
CASE STUDY CONTINUED: SANJI TALKS TO THE ARTIST
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COMING NEXT
CHAPTER OUTLINE
Chapter 21: Apply the Principles
THE END-USER SYSTEM APPLICATION TRAINING
THE INVESTMENT CLUB ’S FINANCIAL BASICS TRAINING
Glossary
References
About the Authors
Index