Please enable JavaScript.
Coggle requires JavaScript to display documents.
Visual Design Model (4. Identify Communication Function Needed to Match…
Visual Design Model
4. Identify Communication Function Needed to Match Content Types
Multiple content
Procedures
Representational and transformational graphics
Concept
Facts
pie charts
statistical charts
Process
Principles
2. Define Context
Learner Profile
Culture
Age
Group
Education
Learner landscape
Where is the information going to be taught. Just-in-time or on-the-job
Office
breakroom
manufacturing plant
classroom
Delivery media
book
computer
overhead projector... not sure if anybody has seen one in years
caulk or whiteboard
Pragmatic issues
problems that can happen for example
small budet
immovable deadlines
company templates that must be used
5. Apply Principles of Psychological Instructional Events
If complex content, novice audience, or runs outside learner control, then apply attention and cognitive load principles
videos can work better that static photos
If building far-transfer skills, then apply mental model principles
Example mental models can apply to their own financial decisions
If building near-transfer skills, then apply transfer principles
transfer requires new skills to be learned in exactly the dame context in which they will be applied.
If learners low in personal motivation, then apply motivational visual principles
something to spark interest
1. Define Goals
To inform or motivate
Motivate
Inform
To build near-transfer (procedural) skills & associated knowledge
Skill building courses focus on building procedural knowledge - Most software training falls into this category.
To build far-transfer (problem-solving) skills & associated knowledge
Requires problem Solving and or judgment
example: Funding loan applicant
example: Sell a new product
3. Design Visual Approach
Determine the image
Make sure the image portrays the nature of the content
For example: cartoon for fun
War photos for seriousness
Assess general graphic requirements of content
Design treatment
Instructional strategy
Text dominant or visual dominant
Layout or interface for media
Navigation and functionality
Surface features that align with context and goals
BUILDING AWARENESS
Cited Work: Clark, R. C., & Lyons, C. C. (2011).
Graphics for Learning: proven guidelines for planning, designing, and evaluating visuals in training materials (2nd ed.).
San Francisco, CA, CA: Pfeiffer.
Evaluate your content to ensure individual graphics will illustrate key points
