VISUAL P RINCIPLES

1. VISUAL PRINCIPLES CHAPTER 4

2. Roles of Visuals in Instruction • Visuals provide a concrete referent for ideas ( Iconic) • A more easily remembered link to the original idea • Visuals motivate students, attract and maintain their attention • Visuals simplify information Diagrams (easy to store and retrieve) Flowcharts (illustrate relationships) • Visuals give a change to some learners to comprehend what they might miss verbally (activates intelligence)

3. VISUAL LITERACY • Refers to the learned ability to interpret visual messages and to create such messages. • John Dewey (1897) recognized the critical role at visuals in education.

4. Two major approaches in developing visuals 1) Input strategies: Helping learners to decode or “read” visuals 2) Output strategies: Helping learners to encode or “ write” visuals

5. Decoding: Interpreting visuals • Correct decoding of visuals is necessary for learning from them. Many variables affect how a learner decode a visual: 1)Developmental Effects Prior to age 12 Older than age 12 Visuals are interpreted section by section rather than as a whole Whole scene is summarized and a conclusion can be reported

6. 2) Cultural Effects • Students from different cultural backgrounds may interpret(decode) the same visual differently. 3)Visual Preferences Most preferred visuals by students and most effective visuals must be selected.

7. Simpler visuals are more effective whatever the age group is Younger children prefer simple illustrations Older children prefer moderately complex illustrations whereas but Most learners prefer colored visuals over black and white visuals There is no significant difference in the amount of learning. but Except when color is related to the content to be learned

8. But Drawings can eliminate distracting pictorial elements and highlight the important details Most learners prefer photographs over drawings Very realistic visuals are preferredover abstract representationsby most learners Teachers must balance between the two to attain the instructional purpose But • Visual abilities are developed by using them

9. Encoding: Creating visuals Producing visuals is a highly effective way of understanding visuals Students can prepare presentations by using: • Cameras • Video camcorders • Scanner • PowerPoint software, etc… Students need practice in arranging visuals into a logical sequence

10. Goals of Visual Design Ensure legibility (viewers should be able to see the words and images) Reduce effort (viewers will make sense with little effort) Increase actively engagement(viewers will pay attention, will be actively engaged with the message) Focus attention (directing attention to the most important parts of the message)

11. Process of Visual Design • Desion decisions are grouped into three sets: • Elements: Selecting and assembling the verbal/ visual elements. • Pattern: Choosing an underlying pattern for the elements of the display • Arrangement: Arranging the individual elements within the underlying patter.

12. Visual Design Elements Visual Elemets Verbal Elements Elements That Add Appeal Realistic Letter Style Surprise Analogic Number Of Style Texture Interaction Organizational Capitals Color Size Spacing

13. Visual Elements • Realistic Visuals ( Show the actual object study) too much or too little realism may effect achievement adversely. • Analogical Visuals (Convey a concept or topic by showing something else and implying a similarity) Teaching about electricity flow Show water flowing in series and parallel pipes

14. 3) Organizational Visuals ( flowcharts, graphs, maps, schematics, classification charts, etc…) This type of visual helps communicate the organization of the content.

15. Verbal Elements • Letter Style:(Must be consistent and must harmonize with other elements of the visual) Straightforward informational or instructional purposes Plain, not decorative Lettering style is not recommended

16. 2) Number lettering style A series related visuals No more than two different type style and these should harmonize with each other A maximum of four variations of A typeface may be used e.g 2 different type sizes+italics+underlining e.g 3 different type sizes+bold for emphasis

17. 3) Capitals (Add capitals only where normally required, use lowercase letter) 4) Color lettering ( should contrast with the background color) 5) Size of lettering

18. 6) Spacing Between Letters • Optical scanning means estimating approximately equal amounts of white space between letters

19. 7) Spacing Between Lines Lines are too close together Tend blur at a distance, difficult to read Lines are too separated Text seems disconnected Separate baselines by about 1 ½ times the height of the lowercase letters Correct spacing

20. Elements That Add Appeal • Three devices for making displays more appealing. 1) Surprise 2) Texture 3) Interaction

21. 1) Surprise (unexpected) • Unusual metaphor • Incongruous combination of word and picture • Abrupt infusion of color • Dramatic change of size Monotonous message Learners are tuned out Novel stimuli Learners pay attention

22. 2) Texture(a characteristic of 3-D objects and materials) • e.g – using cotton balls to represent clouds - sharing book jackets to entice students to read a new book - components of equipment can be shown with drawings and captions