Ruth C Clark, Chopeta Lyons

Graphics for Learning

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

• Broschiertes Buch

Produktbeschreibung

This second edition of the bestselling book summarizes guidelines for best use of graphics for instructional materials, including multimedia, texts, classroom aids, and slides used for briefings. These guidelines are based on updated scientific research and contain illustrative examples including examples for readers without a background in psychology. The authors help trainers tie graphics into their lesson topics and include facts, concepts, processes, procedures, and principles. The book discusses technical and environmental issues (such as bandwidth or screen size) that will influence how instructional professionals can apply the guidelines.

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Produktdetails

• Verlag: John Wiley & Sons / Wiley
• 2nd edition
• Seitenzahl: 432
• Erscheinungstermin: 2. November 2010
• Englisch
• Abmessung: 235mm x 191mm x 23mm
• Gewicht: 780g
• ISBN-13: 9780470547441
• ISBN-10: 0470547448
• Artikelnr.: 31187343

Autorenporträt

Dr. Ruth Colvin Clark is an instructional psychologist with a specialty in design and development of effective workforce learning. She is the author of e-Learning and the Science of Instruction and her book, Building Expertise, was awarded Outstanding Instructional Communication from the International Society of Performance Improvement. Chopeta Lyons has created award-winning print and online learning products during her twenty-five years of developing training solutions. She has directed teams of designers, writers, programmers, audio talent, graphic designers, and artists to create custom solutions for the training needs of numerous corporations and organizations. She is the author of several articles on e-learning and a college textbook, Discover Writing.

Inhaltsangabe

On the Web. Acknowledgments. Foreword to the Second Edition. Introduction:
Getting the Most from This Resource. Section One: The Foundation. Chapter
1. The Power of Visuals. The Unrealized Potential of Visuals. What Is a
Graphic? Which Visuals Are Best? No Yellow Brick Road. Graphics in the
Instructional Landscape. 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. 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. 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.
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
Animation. Guideline 4: Use Color to Improve Job Performance. Graphics and
Divided Attention. Guideline 5: Place Text Close to the Visuals It
Describes. Guideline 6: Avoid Distracting Visuals. Chapter 6. Plan Visuals
That Leverage Prior Knowledge. Prior Knowledge, Learning, and Graphics.
Guideline 1: Use Comparative Advance Organizers. Guideline 2: Use
Expository Advance Organizers. Guideline 3: Avoid Seductive Details in
Lesson Introductions. Chapter 7. Plan Graphics That Minimize Irrelevant
Mental Load. What Is Mental Load? Guideline 1: Use Graphics Rather Than
Text for Special Content. Guideline 2: Use Simpler 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. Chapter 8. Plan Graphics to
Help Learners Build Mental Models. Mental Modeling, Learning, and Graphics.
Guideline 1: Use Organizational Graphics to Show Quantitative
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 Communicate Abstract Cause-and-Effect. Relationships. Use Animated
Online Agents to Model Thinking Processes. Chapter 9. Plan Graphics That
Support Transfer of Learning. Transfer and Work Performance. Near- Versus
Far-Transfer Tasks. Context Is King for Near-Transfer Tasks. 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 Tasks. 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. Chapter 10. Plan Graphics for Motivation and Learning.
Motivation and Learning. Interest and Motivation. Guideline 1: Use Dynamic
Visuals That Display Work Concepts. Guideline 2: Leverage Social Presence
Through Learning Agents in Asynchronous Multimedia. Guideline 3: Consider
Using Relevant Trigger Visuals to Catch Initial Interest. Guideline 4:
Minimize Graphics Used Soley as Eye Candy. Chapter 11. Plan Graphics to
Leverage Learner Differences. Different Strokes for Different Folks?
Guideline 1: Drop the Myth of Visual Learning Style. 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. 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. 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. Chapter 14. How to Visualize Facts. What Are Facts? Teaching
Facts. How to Help Learners 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. Chapter 15. How to
Visualize Processes. What Are Processes? Who Needs Process Knowledge?
Teaching Processes. How to Help Learners 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. Chapter 16. How to Visualize Principles. What Are 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 Virtual
Simulations. 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.
Chapter 18. Design Your Visual Approach. Getting the Right Artist.
Designing the Visual Approach. Treatment Meeting. What to Consider. Rough
It Out--Style and Available Real Estate. A Semi-Fictional Case Study.
Chapter 19. Visualize Individual Graphics. Creating Individual Visuals That
Work. A Case Study Continued: Sanji's Graphic. Chapter 20. Communicate and
Lay Out Graphic Plans. Who Needs to Know. Communicating the Visual
Approach, the "Look and Feel". Communicating Ideas for the Development of
Individual Graphics. Communicating Layout Plans. Communicating Graphics to
Production Staff. Case Study: Sanji Talks to the Artist. Chapter 21. Apply
the Principles. The End-User System Application Training. The Investment
Club's Financial Basics Training. Glossary. References. About the Authors.
List of Figures and Tables. Index.