Graphics for Learning
Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials
Ruth C. Clark, Chopeta Lyons
- English
- ePUB (mobile friendly)
- Available on iOS & Android
Graphics for Learning
Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials
Ruth C. Clark, Chopeta Lyons
About This Book
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 workāthey've created a very interesting read, full of useful guidelines and examples."
ā 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."
ā Linda Lohr, Ed.D., author, Creating Graphics for Learning and assistant professor, University of Northern Colorado
Frequently asked questions
Information
INDEX
A
- Abstract concepts, 204ā205
- Abstract visuals: Boyleās Law, 129ā130fig; comparing concrete and, 147fig; representing abstract processes, 242ā243; research on concrete versus, 145ā148
- Activation of prior knowledge, 56ā57, 85, 86
- ADDIE model, 272
- Adesope, O. O., 120
- Adobe Presenter, 333
- Advance organizers: comparative vs. expository, 87; definition of, 86ā87; graphics for comparative, 87ā90fig; graphics for expository, 90ā93
- Advanced Distributed Learningās 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, 193ā194; color signals in, 73figā75; comparing learning from dynamic visuals and video to, 143ā144fig; comparing learning from video vs. computer, 144ā145; distracting visuals in, 82; interpretive visual on Boyleās Law, 129fig; mental load imposed by, 67ā68; to model critical thinking skills, 258; modeling thinking processes using online, 131figā132; motion cues in, 75; research on signals in, 71ā72fig; screen from online animated sequence, 70fig; series of still visuals instead of, 104; signaled animation of cardiovascu...