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Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
Visual Design for Classroom Materials
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Visual Design for Classroom Materials

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  • 1. Visual design forclassroom materials Cameron Romney Center for Foreign Language Education Momoyama Gakuin University (St. Andrew‟s University) February 24, 2013
  • 2. Agenda• Introduction • Page Layout• Typography • Graphics
  • 3. ConnectTheory and Practice with „Best Practices‟
  • 4. Visual design effects on readers• Motivation Smiley (2004); Misanchuk (1992); Bell & Sullivan (1981)• Comprehension Gasser, Boeke, Haffernan, & Tan (2005); Romney (2004); Smiley (2004); Walker (2001), Hoener, Salend & Kay (1997);Garofalo (1988), Lewis & Walker (1989)• Recall Gasser, Boeke, Haffernan, & Tan (2005); Smiley (2004); Lewis & Walker (1989)• Efficiency/Speed Smiley (2004); Hoener, Salend & Kay (1997)
  • 5. “...more easily perceiving ... text on apage ... less attentional resources arerequired for the process of reading.More attentional resources can thenbe devoted to attending to themessage in the text, which results indeeper processing and an easierrecall of the information presented.” (p.185) Gasser, Boek, Haffernan & Tan (2005)
  • 6. “Unfortunately, most of the materials made at home, no matter how good in content, are atrocious in terms of layout. In my experiences with both publishers andstudents, I have come to the conclusion that layout is just as important as...no, even more important than...content” Curtis Kelly, 1998
  • 7. Typefacei.e. font
  • 8. Common Problems for L2 Learners
  • 9. Lowercase l and Uppercase I
  • 10. Lowercase d, b, q and p
  • 11. Lowercase i and j
  • 12. Lowercase f and t
  • 13. Lowercase c and o
  • 14. Double storyminuscules
  • 15. Best Practice #1Use the font withgood LEGIBILITY
  • 16. Recommended TypefacesGeorgia Verdana
  • 17. Recommended TypefacesBembo Schoolbook Plantin Schoolbook
  • 18. Best Practice #2set the typeface at a LARGER size
  • 19. Less skilled readers benefit from largertext Carter, Day & Meggs (2006); Petterson (1989)9-12 pt is standard for adults Carter, Day & Meggs (2006)18 pt for 1st grade, 14 pt for 3rd grade Hoener, Salend & Kay (1997)
  • 20. Page Layout
  • 21. Best Practice #3Use INCREASED line spacing and white space
  • 22. Theory“...the reader has an effortlessreturn path to the left edge ...for the next line.” (p. 115) White (2002)
  • 23. Theory“Space attracts readers bymaking the page lookaccessible, unthreatening, andmanageable” (p. 7) White (2002)
  • 24. Best Practice #4Use lines & shapes toORGANIZE the page
  • 25. Theory“...directing the readers eyearound the page, drawingattention to specific parts...breaking copy into sections” (p.86) Dabner (2004)
  • 26. Graphics
  • 27. Only use graphics Best Practice #5 withINSTRUCTIONAL purpose
  • 28. “If instructional facilitation is nothighly probable, then ...graphics should not be used ininstructional material.” (p. 239) Misanchuk (1992)
  • 29. Theory Graphics can be a distractionEvans, Watson and Willows (1987); Peeck (1987) Clark & Lyons (2011); Romney & Bell (2012)
  • 30. Putting it all together A Before and After
  • 31. Thank You E-mail:romney.cameron@gmail.com Twitter: @CameronRomney Website: CameronRomney.com

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