Graphics for Education
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Transcript of Graphics for Education
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Graphics for Learning
-Theories of graphics in learning
-Types of graphics for learning
-Graphics development process
Image: felixph
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In Graphics We Trust
Is a picture worth a thousand words?
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Graphics in Learning Theory
• Cognitive Load Theory
• Information ProcessingTheory
• Dual Coding Theory
• Episodic Buffer Theory
• Mayer’s Cognitive Theory of Multimedia
image: apc33
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Types of Graphics for Learning
• Decorative
• Representative
• Organizational
• Interpretive
• Transformative
imag
e: c
w-H
anna
h
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Decorative Graphics image: Leo Reynolds
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Representative Graphics
imag
e: D
ave
Lina
bury
image: M
ark Stosb
erg
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Organizational GraphicsTypes of Graphics for Learning
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Interpretive Graphics
image: Mike Atherton
image: Colin Purrington
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Transformative Graphics
image: Margo C image: Rob Williams
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One Process for Creating Graphics for Learning
• Analyzethe context for the graphic,
• Createthe graphic, guided by
– Principles such as
(selection, organization, and integration) and using
– Actions like
(contrasting, aligning, repeating, and proximity) as well as
– Tools like
(type, color, shape, depth and space), then
• Evaluatefor effectiveness, efficiency and appeal.
image: Joss Rogers
Really, it’s easy!
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One Process for Creating Graphics for Learning
• Analyzethe context for the graphic,
• Createthe graphic, guided by
– Principles such as
(selection, organization, and integration) and using
– Actions like
(contrasting, aligning, repeating, and proximity) as well as
– Tools like
(type, color, shape, depth and space), then
• Evaluatefor effectiveness, efficiency and appeal.
![Page 12: Graphics for Education](https://reader035.fdocuments.us/reader035/viewer/2022062615/54809f37b4795955578b46ea/html5/thumbnails/12.jpg)
One Process for Creating Graphics for Learning
• Analyzethe context for the graphic,
• Createthe graphic, guided by
– Principles such as
(selection, organization, and integration) and using
– Actions like
(contrasting, aligning, repeating, and proximity) as well as
– Tools like
(type, color, shape, depth and space), then
• Evaluatefor effectiveness, efficiency and appeal.
Raptors
Owls•Barn Owl
•Great Horned Owl
Geese
Ducks
![Page 13: Graphics for Education](https://reader035.fdocuments.us/reader035/viewer/2022062615/54809f37b4795955578b46ea/html5/thumbnails/13.jpg)
One Process for Creating Graphics for Learning
• Analyzethe context for the graphic,
• Createthe graphic, guided by
– Principles such as
(selection, organization, and integration) and using
– Actions like
(contrasting, aligning, repeating, and proximity) as well as
– Tools like
(type, color, shape, depth and space), then
• Evaluatefor effectiveness, efficiency and appeal.
Read Richard E. Mayer. “Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction.” American Psychologist, November 2008, pp. 760-769.
How could these principles be applied in using a chalkboard or overhead projector?
Read Linda L. Lohr. “Visual Literacy for Educators and Performance Specialists.” in Creating Graphics for Learning and Performance. Columbus, OH: Pearson, 2008, pp. 3-27.
How can visual literacy improve your teaching?
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One Process for Creating Graphics for Learning
• Analyzethe context for the graphic,
• Createthe graphic, guided by
– Principles such as
(selection, organization, and integration) and using
– Actions like
(contrasting, aligning, repeating, and proximity) as well as
– Tools like
(type, color, shape, depth and space), then
• Evaluatefor effectiveness, efficiency and appeal.
Teamwork
Independence
![Page 15: Graphics for Education](https://reader035.fdocuments.us/reader035/viewer/2022062615/54809f37b4795955578b46ea/html5/thumbnails/15.jpg)
One Process for Creating Graphics for Learning
• Analyzethe context for the graphic,
• Createthe graphic, guided by
– Principles such as
(selection, organization, and integration) and using
– Actions like
(contrasting, aligning, repeating, and proximity) as well as
– Tools like
(type, color, shape, depth and space), then
• Evaluatefor effectiveness, efficiency and appeal.
Ducks Strictly ForbiddenDucks Strictly Forbidden
Certificate of AuthenticityCertificate of Authenticity
![Page 16: Graphics for Education](https://reader035.fdocuments.us/reader035/viewer/2022062615/54809f37b4795955578b46ea/html5/thumbnails/16.jpg)
One Process for Creating Graphics for Learning
• Analyzethe context for the graphic,
• Createthe graphic, guided by
– Principles such as
(selection, organization, and integration) and using
– Actions like
(contrasting, aligning, repeating, and proximity) as well as
– Tools like
(type, color, shape, depth and space), then
• Evaluatefor effectiveness, efficiency and appeal.
010
20
3040
50
6070
80
90
Humanities SocialSciences
Sciences Education
Face-to-faceBlendedOnline
Percentage of Delivery Mode by Faculty
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One Process for Creating Graphics for Learning
• Analyzethe context for the graphic,
• Createthe graphic, guided by
– Principles such as
(selection, organization, and integration) and using
– Actions like
(contrasting, aligning, repeating, and proximity) as well as
– Tools like
(type, color, shape, depth and space), then
• Evaluatefor effectiveness, efficiency and appeal.
Needs Analysis Course Design
Course DeliveryEvaluation
![Page 18: Graphics for Education](https://reader035.fdocuments.us/reader035/viewer/2022062615/54809f37b4795955578b46ea/html5/thumbnails/18.jpg)
One Process for Creating Graphics for Learning
• Analyzethe context for the graphic,
• Createthe graphic, guided by
– Principles such as
(selection, organization, and integration) and using
– Actions like
(contrasting, aligning, repeating, and proximity) as well as
– Tools like
(type, color, shape, depth and space), then
• Evaluatefor effectiveness, efficiency and appeal.
Media is transforming online learning - will you be left behind?
![Page 19: Graphics for Education](https://reader035.fdocuments.us/reader035/viewer/2022062615/54809f37b4795955578b46ea/html5/thumbnails/19.jpg)
One Process for Creating Graphics for Learning
• Analyzethe context for the graphic,
• Createthe graphic, guided by
– Principles such as
(selection, organization, and integration) and using
– Actions like
(contrasting, aligning, repeating, and proximity) as well as
– Tools like
(type, color, shape, depth and space), then
• Evaluatefor effectiveness, efficiency and appeal.
How will you use these tools?