Five Stages of Visual Design Model
- Define goal. (Decide the purpose of the training and what goals will be met.)
Inform or Motivate
Develop procedural skills.
Develop problem-solving or principle-based skills.
- Determine context of graphics. (Decide how graphics will be used in relation to content.)
Know your learners.
Determine the learning environment.
Accurate instructional content
Effective instructional strategies
Attractive, eye-catching graphics
Step-by-step tasks
Novices
Benefit from visuals more than advanced learners.
Advanced
Because of prior knowledge, they do not need as many graphics as novice learners.
Traditional classroom
On-site training
Computer/E-Learning
Choose a delivery medium, (a way to present visuals to audience).
Book
Computer
Flip Chart
Smart Phone
Smart Board
Wall Chart
Consider screen sizes of laptops, tablets, etc.
Consider size of phones when designing graphics.
- Apply principles of psychological instructional events to visual design decisions. (Design visuals that cause little or no psychological stress to the learner. Visuals should awaken prior knowledge while transferring prior knowledge and new skills into the long term memory.)
White space
Cueing
Grouping or Proximity
Visually connects ideas
Minimizes distraction
Used to emphasize information
Guides learner
Keeps learner focused on topic
- Identify communication function of visuals to match content types. (Determine the message that you would like the visuals to convey.)
Fact
Concept
Process
Procedure
Principle
- Design the visual approach. (Determine the overall mood that you would like the graphics to convey. Choose graphics that convey this feeling.)
Formal
Serious
Light-hearted
Devote more time and energy to creating graphics when teaching people who are unfamiliar with material.
Learner may control speed of videos.
Videos may be replayed.
Animations
Photographs
Line Drawings
Step-by-Step Videos
Black & White Photographs
Line Drawings
Organizes thoughts to avoid mental overload
Keeps brain from being overloaded with too much information
Young Adults or Older Adults
Older adults may need more technological assistance.
Special Needs
Seating
Size of graphics
click to edit
Good for traditional classroom setting where participants sit at desks.
Consider size of audience and proximity to chart.
Good choice for videos, or other visuals that may normally be seen on a computer screen.
Can easily be displayed in a work setting to reinforce learning after training is completed.
Step-by-Step Videos or Drawings
Informational Graphics
Step-by-Step Visuals
Informational Charts
Informational Graphics
References
Clark, R.C. & Lyons, C. (2011). Graphics for Learning: Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials, 2nd ed. San Francisco, CA: Pfeiffer
Special accommodations
Seating arrangement
Equipment for displaying visuals
May have limited space for visuals
click to edit
Professional and polished visuals
Visuals may need to be presented in a non-traditional manner.
Narration
Prevents mental overload that may be caused by reading text while simultaneously trying to focus on visuals.