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Visual Design Model, TEXT DONIMANT, GRAPHIC DOMINANT, define It's…

- - - - Loud, messy environment such as assembly lines or garage
        
        Laminated wall chart. Large bold graphics
        
        Simple but bulky.
      - HOW is the learning taking place?
        
        SELF PACED Computer based learning (CBT)
        
        COMPUTER OR SMARTPHONE
        
        High resolution graphics
        
        Complex configurations and connectivity may be required.
        
        Typically asyncronous.
        
        Traditional Classroom Typically syncrhonous.
        
        Lead by instructor.
        
        Uses books, chalkboards, and projectors
    - - TIME
      - MONEY
- - - - Multiple
        
        Uses organizational visuals that data-driven (accounting, tables, and statistics).
        
        EXAMPLES: Showing correlation between data sets. "Birds-eye view" of data.
      - Procedural
        
        Teaches step-by-step, task based
        
        EXAMPLES: Fixing a car, set-up and tear downs, software processes. Filling out of fields of a form.
      - Conceptual
        
        Teaches learners how to think deeper and solve problems not epressedly stated in the lesson.
        
        EXAMPLE: Situational application of knowledge. Judgements based on qualifying criteria.
      - Fact Based
        
        Teaches specific, unique pieces of information.
        
        EXAMPLES: Information on a laminated card to carry at work. Codes listed near a machine where the codes are entered.
      - Process
        
        Teaches change over a perior of time, can in corporate transformational items such as animation or film.
        
        EXAMPLES: Showing the stages of life or how the weather changes seasonally.
      - Principle Based
        
        Teaches guidelines for judgement skills
        
        EXAMPES: Learning a set of criteria that will determine a decision.
    - - Text-based
        
        Chapter indicators, tabs, page numbers, glossary, table of contents
      - Computer-based
        
        Home buttons, links, forward/backward arrows, digital bookmarks, jump-to links, drop-menu
    - - Decorative
        
        Enhance the overall presentation with some style or comedy.
      - Represntational
        
        Exhibit a high level of realism in your depiction of a subject.
      - Mnemonic
        
        Retrieval cues regarding informational content.
      - Organizational
        
        Exhibit qualitative associations between topics.
      - Relational
        
        Indicate numerically the associations between two or more variables.
      - Transformational
        
        Demonstrate how things have evolved through time or distance.
      - Interpretive
        
        Visuals to demonstrate a theory or cause-and-effect relationships.
- - - - Invite the project manager or director if possible. But even if you are a team of just one, hold a session for yourself anyway and perhaps invite a few trusted advisors (Clark, R. C., & Lyons, C. C., p 290)
        
        Clark, R. C., & Lyons, C. C. (2011). Chapter 18. In Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training material (pp. 290. essay, Pfeiffer.
- - - - Support Attention Illustrations and layout that emphasize key information on a teaching display while reducing visual clutter.
        
        EXAMPLE: Elements such as text, circles, arrows that target essential parts of the graphic in the lesson.
      - Activate of Build Prior Knowledge Images that either stimulate the viewer's preexisting mental models or give overarching models to aid in the learning of new material.
        
        EXAMPLES: Visuals that give a synopsis of fresh lessons. Connecting new and old information using visuals.
      - Minimize Cognitive Load Visuals and layouts that help students learn with as little distraction as possible.
        
        EXAMPLE: Any graphic that utilizes the simplest approach possible. Simple line art drawing or avoiding use of any ornamentary decorations.
      - Build Mental Models Visuals that aid in the formation of new long-term memories with the purpose of supporting understanding and recall.
        
        EXAMPLE: Development of mental models of cause and effect are facilitated by simulations and conceptual models of how things work.
      - Support Transfer of
        Learning Visuals that take into account important aspects of the workplace; visuals that aid in comprehension.
        
        EXAMPLE: Simulations showing cause and effects are practiced.
      - Support Motivation Visuals that pique students' interests without dampening their motivation to learn.
        
        EXAMPLE: Graphic organization provides clarity and visuals emphasize certain abilities essential for the job.
    - - Graphics for cueing.
      - White space to eliminate distraction.
      - Grouping to relay a relationship and provide contiguity.
      - Sequencing audio with video.
- - - - 2D art: drawings, watercolor
      - Pen and Ink
      - Charts and diagrams
    - - Screen capture from a video
      - Photo of a person doing an activity
    - - Static view of 3D object
      - 3D view of complex machine.
  - - - Frame by frame simulated motion.
      - Demonstration of steps.
    - - Series of images caortured on film or digital device.
    - - Computer created environment.
- - - - The goal is to help learners perform step - by - step tasks in a consistent manner (Clark, R.C. & Lyons C.C., p 35).
        
        Clark, R. C., & Lyons, C. C. (2011). Chapter 3. In Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training material (pp. 35). essay, Pfeiffer.