Graphics for Learning

Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials

By: Ruth C. Clark, Chopeta Lyons

Write A Review

eText | 12 October 2010 | Edition Number 2

At a Glance

Format
ePUB

New Edition

Published: 14th October 2010

eText

$123.75

or 4 interest-free payments of $30.94 with

Instant online reading in your Booktopia eTextbook Library *

Why choose an eTextbook?

Instant Access *

Purchase and read your book immediately

Read Aloud

Listen and follow along as Bookshelf reads to you

Study Tools

Built-in study tools like highlights and more

* eTextbooks are not downloadable to your eReader or an app and can be accessed via web browsers only. You must be connected to the internet and have no technical issues with your device or browser that could prevent the eTextbook from operating.

Graphics for Learning summarizes guidelines for best use of graphics for instructional materials, including multimedia, texts, classroom aids, and slides used for briefings. These guidelines are based on updated scientific research and will be illustrated with relevant examples and examples for readers without a background in psychology. The authors also help trainers tie graphics into their lesson topics by specifying guidelines useful for planning illustrations for various types of content, including facts, concepts, processes, procedures, and principles. Finally, the book discusses technical and environmental issues (such as bandwidth or screen size) that will influence how instructional professionals can apply our guidelines to their training projects. Key topics in the book include: the functions of graphics in learning products, a systematic visual design process to use when planning your instructional graphics, using graphics to activate learning, and using appropriate graphic strategies to support specific information types. Each section contains practical guidelines, which are clearly explained and supported by research. The robust revision plan includes a thorough updating of the research. In the past six years there have been approximately 30 new relevant research studies. The majority of these have focused on understanding when is an animation more effective than a series of stills; how to reduce cognitive load in animations; and what are the tradeoffs between computer-generated animations and video. Importantly, the new edition will also update discussions and examples based on new technology. For example, since the first edition, authoring software has made video captures more common than screen shots and has made simulations and computer animations easier. Also, the new edition add interactive elements, including new short multiple choice or which is better? exercises as lead ins for each chapter and data summaries followed by what does this mean? types of questions to encourage engagement with the content.