Graphics for Education
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Graphics for Education

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An introduction to

An introduction to

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  • 1. Graphics for Learning
    • Theories of graphics in learning
    • Types of graphics for learning
    • Graphics development process
    Image: felixph
  • 2. In Graphics We Trust
    • Is a picture worth a thousand words?
  • 3. Graphics in Learning Theory
    • Cognitive Load Theory
    • Information Processing Theory
    • Dual Coding Theory
    • Episodic Buffer Theory
    • Mayer’s Cognitive Theory of Multimedia
    image: apc33
  • 4. Types of Graphics for Learning
    • Decorative
    • Representative
    • Organizational
    • Interpretive
    • Transformative
    image: cw-Hannah
  • 5. Decorative Graphics image: Leo Reynolds
  • 6. Representative Graphics image: Dave Linabury image: Mark Stosberg
  • 7. Organizational Graphics Types of Graphics for Learning
  • 8. Interpretive Graphics image: Mike Atherton image: Colin Purrington
  • 9. Transformative Graphics image: Margo C image: Rob Williams
  • 10. One Process for Creating Graphics for Learning
    • Analyze the context for the graphic,
    • Create the 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
    • Evaluate for effectiveness, efficiency and appeal.
    image: Joss Rogers Really, it’s easy!
  • 11. One Process for Creating Graphics for Learning
    • Analyze the context for the graphic,
    • Create the 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
    • Evaluate for effectiveness, efficiency and appeal.
  • 12. One Process for Creating Graphics for Learning
    • Analyze the context for the graphic,
    • Create the 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
    • Evaluate for effectiveness, efficiency and appeal.
    • Raptors
    • Owls
      • Barn Owl
      • Great Horned Owl
    • Geese
    • Ducks
  • 13. One Process for Creating Graphics for Learning
    • Analyze the context for the graphic,
    • Create the 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
    • Evaluate for 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?
  • 14. One Process for Creating Graphics for Learning
    • Analyze the context for the graphic,
    • Create the 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
    • Evaluate for effectiveness, efficiency and appeal.
    Teamwork Independence
  • 15. One Process for Creating Graphics for Learning
    • Analyze the context for the graphic,
    • Create the 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
    • Evaluate for effectiveness, efficiency and appeal.
    Ducks Strictly Forbidden Ducks Strictly Forbidden Certificate of Authenticity Certificate of Authenticity
  • 16. One Process for Creating Graphics for Learning
    • Analyze the context for the graphic,
    • Create the 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
    • Evaluate for effectiveness, efficiency and appeal.
    Percentage of Delivery Mode by Faculty
  • 17. One Process for Creating Graphics for Learning
    • Analyze the context for the graphic,
    • Create the 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
    • Evaluate for effectiveness, efficiency and appeal.
    Needs Analysis Course Design Course Delivery Evaluation
  • 18. One Process for Creating Graphics for Learning
    • Analyze the context for the graphic,
    • Create the 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
    • Evaluate for effectiveness, efficiency and appeal.
    Media is transforming online learning - will you be left behind?
  • 19. One Process for Creating Graphics for Learning
    • Analyze the context for the graphic,
    • Create the 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
    • Evaluate for effectiveness, efficiency and appeal.
    How will you use these tools?