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Visual Design Model: The Five Stages :arrows_counterclockwise: (:green…

- - - - Dynanmic e.g. animation
        
        Layout e.g. location e.g. top, bottom, corner
        
        Treatment "the outer skin" or shell
      - Static e.g. photo, illustration
- - - - To Inform
        
        Teaching
        
        Skill-building
        
        Transferable Skills
        
        Near-transfer
        
        Procedural skills
        
        Far-transfer
        
        Problem-solving skills
        
        Required knowledge for a specific task and role
        
        To Motivate
- - - - Learner Environment
        
        Prior knowledge e.g. work experience, education
        
        Beginner
        
        Intermediate
        
        Advanced
        
        Learners are at the core of instruction, therefore the target audience is paramount to the success of visual selections and the instruction must be zoned in on them.
        
        Goes beyond a classroom and computer lab . It could be literally
        anywhere e.g. one's workplace where conditions such as lighting,
        plus accessibility must be assessed thoroughly to provide a positive atmosphere free of distractions plus disruptions.
      - Computer display size -- content shouldn't be cut off
        
        Download file size must be assessed e.g. too large a file will inflict chaos e.g. network speeds vary and time is valuable.
      - Reveal constraints: What is the deadline and how many resources are available for the instruction project e.g. team members?
- - - - Transformational visuals e.g. animation
      - Organizational visuals e.g. tree map
      - Explanatory visuals
      - Representational visuals e.g. bar graph comparing server data logs
      - Interpretive visuals
      - Mnemonic visuals e.g. symbols
      - Decorative visuals e.g. artwork
      - Cannot be used in excess which will overwhelm the learners and essentially depress their learning experience entirely
- - - - Audio explanations or a voice recording for example can alleviate or cut back on the mental overload associated with for instance content especially motion graphics
        
        The learner can build new memories by for instance seeing a visual that displays what occurs if they were to extract the power supply from a piece of equipment (again cause > effect) showing the result of an action clearly
        
        Content as well as visual elements selected must achieve both balance and relevance.
    - - Incorporating e.g. a visual that is transformational
      - Ignite prior knowledge