Your SlideShare is downloading. ×
Visual design principals and l2 learners
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Visual design principals and l2 learners

374
views

Published on

Published in: Education, Technology

0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
374
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Transcript

    • 1. Visual design principles and L2 learners: What teachers need to know Cameron Romney Center for Foreign Language Education Momoyama Gakuin University Asian Conference on Language Learning June 11, 2011
    • 2. ConnectingTheory and Practice
    • 3. Why should you care?
    • 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. Moreattentional resources can then bedevoted to attending to the message inthe text, which results in deeperprocessing and an easier recall of theinformation presented.” (p. 185) Gasser, Boek, Haffernan & Tan (2005)
    • 6. Agenda• Typefaces, i.e. fonts • Line Length & Spacing • White Space • Lines & Shapes • Graphics, i.e. clip art and photographs
    • 7. Typefaces
    • 8. Theory“people most easily read materialprinted in the typefaces withwhich they are most familiar.” (p. 32) Hoener, Salend & Kay (1997)
    • 9. Copyright page
    • 10. Identifont & WhatTheFont www.identifont.com http://new.myfonts.com/WhatTheFont (includes an iPhone app)
    • 11. Theory“...serifed typefaces are easier toread than san serif” (p. 68) Felici (2003)
    • 12. EM EM
    • 13. Line Length & Spacing
    • 14. Theory“When long lines are set...thereis a tendency of the reader toread the same line twice” (p. 86) Craig (1990)
    • 15. Line Length Guides• 50 - 60 characters (White 2002)• 2 times the alphabet (Craig 1990)• 27 characters minimum, 40 optimum, 70 maximum (Felici 2003)
    • 16. Theory“...the reader has an effortlessreturn path to the left edge ... forthe next line.” (p. 115) White (2002)
    • 17. White Space
    • 18. Theory“Space attracts readers bymaking the page look accessible,unthreatening, and manageable” White (2002)
    • 19. Lines & Shapes
    • 20. Theory“...directing the readers eyearound the page, drawing attentionto specific parts... breaking copyinto sections” (p.86) Dabner (2004)
    • 21. Graphics
    • 22. Theory“The fear of ‘wasted space’ drivesdesign novices to fill in any emptyspace with unnecessary clipart.” (p. 37) White (2002)
    • 23. Theory“If instructional facilitation is nothighly probable, then ... graphicsshould not be used in instructionalmaterial.” (p. 239) Misanchuk (1992)
    • 24. Visual design principles and L2 learners: What teachers need to know Cameron Romney romney.cameron@gmail.com http://cameronromney.com www.updatesfromosaka.com Twitter: @cameronromney SlideShare.net: C-Romney