The document discusses factors to consider when selecting instructional graphics, including surface features, communication functions, and psychological functions. Surface features include static art like illustrations and photographs as well as dynamic art like animations and videos. The communication functions of graphics include decorative, representational, mnemonic, organizational, relational, transformational, and interpretive purposes. Psychological functions influence how graphics interact with learning, such as gaining attention, activating prior knowledge, minimizing cognitive load, and building mental models. A visual design model is presented that involves defining goals, determining context, designing visual approaches, and identifying needed communication functions to match content.

1. MODULE1
Foundations
EDT 630: Multimedia Design & Development

2. Instructional
Graphics
Iconic expressions of content that are designed to
optimize learning and performance in ways that
improve the bottom-line performance of
organizations

3. Factors of Graphic Selection
Graphic Features
•Surface
•Communication
•Psychological
Instructional Goals
•Provide Memory
Support
•Build Mental Models
•Teach Specific Content
Learner
Differences
•Prior Knowledge
The selection of the
most effective
graphics depends on
the three major
factors:

4. Surface
Features:
Salient
features of
the visual
Static Art
• Illustration: Visual
elements.
• Photographic: Captured
images.
• Modeled: Computer
generated.
Dynamic Art
• Animation
• Video
• Augmented Reality
(AR)
• Virtual Reality (VR)

5. The
Communication
& Function of
graphics:
The key communication
functions of graphics are
decorative, representational,
mnemonic, organizational,
relational, transformational,
and interpretive. As a result
they are especially useful to
build deeper levels of
understanding.
• (Clark, Lyons, 2010)

6. Communication Functions:
The purpose of the visual
Decorative Explanatory
Organizational Relational Tranformational Interpretive
Representational Mnemonic

7. Decorative:
Aesthetic,
humor, or
motivational
purposes

8. Representational:
A realistic depiction
Mnemonic:
Retrieval cues
•D-ecorative
•E-xplanatory
•R-epresentational
•M-nemonic
•O-rganizational
•R-elational
•T-ransformational
•I-interpretive

9. Organizational:
Depicts qualitative
relationships
Relational:
Depicts quantitative
relationships

10. Transformational:
Shows changes over time
Transformational
Interpretative:
Illustrates theory, cause and
effect, and animated chemical
reactions.

11. Psychological Functions:
How, when, and where the visuals interact with the
process of learning.
1. Attention Support: Visuals
that draw attention to
important elements.
2. Activate / Leverage Prior
Knowledge: Visuals that
link new and existing
knowledge.
3. Minimize Cognitive Load:
Minimal graphics that are
direct and to the point.
4. Build Mental Models:
Visuals that aid in storing of
new information.
5. Support Transfer of
Learning: Visuals that
provide a deeper
understanding and
supports authentic
activities.
6. Support Motivation:
Visuals that increase appeal
and pique interest.

12. Instructional Goals:
• Content drives graphic
selection
• Content and graphics support
goals
This illustration would be appropriate to use when teaching
5th grade students about the water cycle, but not dental
students learning how to fill cavities.

13. Visual Design Model:
Define Goals Determine Context
Design Visual
Approach
Identify
Communication
Function Needed to
Match Content Types
Apply Principles of
Psychological
Instructional Events
The five-phase iterative design process weds up-front decisions regarding the
goals, delivery media, and audience to subsequent decisions regarding the instructional and
psychological needs of individual content - specific visuals. This design model provides a
structure to help you:
(Clark, Lyons, 2010)

14. 3 Facets of Graphics:
Treatment
Layout
Individual
Graphic(s)
• The standardized
look and feel
• Integration of
content into the
Treatment
• Graphic assets and
instructional
objects
In any media project, there are basically three facets of graphic design to consider.
Although often developed separately and by different people, these
facets are interrelated:
(Clark, Lyons, 2010)

15. Useful Tools:
Multimedia design and development is used to enhance
learning in the instructional technology field.
•Microsoft Word: Word
processing application
•Microsoft Excel:
Creating & formatting
spreadsheets
•Microsoft PowerPoint:
Dynamic & graphical
presentations
•GIMP: GNU Image
Manipulation Program
•Audacity: Sound Editor
•Windows Movie Maker:
Video editing & creating
application

16. References
• Clark, R. C. C., & Lyons, C. (2010). Graphics for learning: Proven
guidelines for planning, designing, and evaluating visuals in training
materials - (2nd ed.). San Francisco, CA:
Wiley, John & Sons.