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5 Visual Design Model Stages (Identify Communication Function Needed to…
5 Visual Design Model Stages
Identify Communication Function Needed to Match Content Types
Concept
Use diverse representational or interpretive visuals
Facts
Sue representational and mnemonic visuals
Procedures
Use representational, transformational visuals
Process
Use transformational visuals
Multiple Content
Use organizational visuals
Principles
Use explanatory visuals, such as relational, interpretive, or transformational
Define Goals
Inform or motivate
Build far-transfer (problem-solving) skills and associated knowledge
Build near-transfer (procedural) skills and associated knowledge
Determine Context
Learning Landscape
- Where is the learning taking place
Classroom, self-study computer
Breakroom
Home
Office
Delivery Media
- The way in which the material will be displayed
Book
Computer
Graphic size
Bandwidth
Flip chart
Smart phone
Display size
Touch interface
Learner Profile
- Who is doing the learning
Novice, Advanced, Mixed
Novices usually require more graphics
Experts or advanced learners find that graphics depress learning
Male vs Female
There are statistically more colorblind males so graphics for males should not rely solely on red = wrong and green = right.
Older vs Younger
Pragmatic Issues
- Define the limiting factors (LIMFACs)
Style Guides
Time Tables
Accessibility requirements
Budget
Templates
Design Visual Approach
Determine the image
- colors and fonts should reflect content, desired impact on the audience, and credibility
Assess general graphic requirements of content
Page Orientation
Colors
Real Estate
Functionality needs
Design Treatment
Text dominant or visual dominant
Instructional Strategy
Navigation and functionality (for online learning)
Surface features that align with context and goals
Layout or interface for media (style, orientation, real estate)
Apply Principles of Psychological Instructional Events
For all instructional goals, apply principles to awaken prior knowledge and support transfer
If building near-transfer skills then apply transfer principles
If building far-transfer skills then apply mental model principles
If learners low in personal motivation, then apply motivational visual principles
If complex content, novice audience, or runs outside learner control, then apply attention and cognitive load principles