Visual principles edu711

VISUAL PRINCIPLES

EDU 711

VISUAL LITERACY

• The ability to interpret visual messages accurately and to create such messages

• Two routes to visual literacy:o Input Strategies / Decode

• Read visuals / visual analysis skills

oOutput Strategies / Encode • Write visuals / expressions and communications

If you can read maps, draw a diagram or interpret these symbols, then you are visually literate.

EXAMPLE

Why use cutaway diagrams in the classroom?To show the key features of animals, which are often hidden.To show how engines, machines, or equipment work.To provide a vocabulary list of key terms needed in an explanation (such as "How a ... works")To write a report (such as "What are the differences between birds, mammals and dinosaurs?")

EDUCATIONAL PURPOSES

CRITICAL THINKING• Heightened awareness

of hyper-mediated visual culture (media literacy)

COMMUNICATION• Support effective

teaching and learning

LEARNING & INSTRUCTION

• Connection between visual imagery, sound, memory & perceptiono mind - cognition & senses – affective domain

• Theories about how memory workso Information processing theoryo Dual-coding theory

INFORMATION PROCESSING THEORY – George A Miller

Visual & AuditoryShort Term Memory

Long Term Memory

Sensory &Working

SelectingOrganizing

Visual & Language

Integration

INFORMATION PROCESSING THEORY – George A Miller

DUAL-CODING THEORY - Paivio

• Separate memory systems for different types of informationo Verbal: language systems (auditory/speech)o Imaginal: (picture, sound, taste, nonverbal

thoughts & imagination)oConcrete (cat) vs. Abstract ideas/emotions

(fickle) – which is easiest to remember?

DUAL-CODING THEORY

ROLES OF VISUAL IN INSTRUCTION

1. Provide a concrete referent for ideas iconic i.e. more easily to be

remembered as compared to words

This visual image of an apple (elma in Turkish) is the referent of the word ‘elma’

MALUNGKOT

2. Motivate learners by attracting learners’ attention and

generating emotional responses

3. Simplify information that is difficult to understand

Imagine if there are no pictures but just text

First….then….swing…..

4. Provide redundant channel comprehend spoken and written information

EXAMPLE

Why use flow charts in the classroom?To plan an explanation, a procedure (instructions), a recount (such as a news story), a narrative, or an argument. (More about visual planning can be found here.)To summarize an explanation, a procedure, a recount, a narrative, or an argument. (More about visual summaries can be found here.) Examples of topics that suit flow charts include the water cycle, life cycles, how products are made, where a certain food comes from, preparation for a debate, how machines work, and so on. Flow charts are in fact one of the most useful and adaptable visual texts in the

Why use exploded diagrams in the classroom?To show details that are otherwise hidden or hard to see in a normal (integrated) diagram. Topics might include how toys are made, how engines work, parts of a flower, etc.To name those parts (as a pictorial vocabulary list).To prepare a report or descriptive text about a topic that has many hidden (or partly hidden) details.To follow instructions to assemble equipment (such as a tent, a model plane, etc.).To follow instructions in order to build or make something from separate pieces (as in a craft activity, carpentry, dressmaking).To illustrate instructions ("How to make a model windmill") or explanations ("How insects pollinate a flower")

DEVELOPING VISUAL LITERACY

1. Input strategies Help learners to decode (read) visuals

proficiently

2. Output strategies Help learners to encode (write) visuals to

express themselves and communicate with others

VISUAL LITERACY: INPUT STRATEGIES

1. Developmental effect How learners decode visual / information

depends on the age of development

• Younger Literal interpretation Parts instead of whole

• Older Summarize whole scene

2. Cultural effect

Usually thumbs up gesture means positive or okay

But, for Balinese the thumbs-up is part of a ritual way of showingrespect to someone of a higher caste

3. Visual preferences Teacher should select between the preferred

visual and effective visual Learner will not necessarily learn best from

the visual they preferred Eg colors, photos or line drawing, simple or

complex

VISUAL LITERACY: OUTPUT STRATEGIES

• Learners create their own visual presentation which help understanding using camera / camcorder etc. sequencing – ability to arrange visuals in

logical order

TYPES OF VISUALS FOR CLASSROOMS USE

• Pictureso Photographic or photograph-likeoRepresent people, places and thingso Two dimensionaloCan be 3D by providing different angleso Sequential pictures suggest motion

• Drawingso Includes sketches and diagramso Arrangements of lines can represent person,

places, things and concepto Photoshop, Adobe Illustrator, Smart Art

• ChartsoRepresentations of abstract relationshipsoChronologies, quantities, hierarchieso Should express one major concept or concept

relationship

• GraphsoRepresentation of numerical datao Illustrate relationships among units of data

and trends over timeoMajor types – bar, pictorial, circle and line

• Posterso Images, lines, colors, wordso Intended to capture and hold the viewer’s

attention long enough to communicate a brief message, usually persuasive appeal

oMust grab attention and communicate messages briefly

o Purpose – stimulate interest, announcement, promote social skills

• Cartoonso Appeal to all agesoCan be used to make or reinforce a point of

instructionoMake sure the cartoons used are within the

experiential and intellectual range of the students

o TooDoo

PURPOSE OF VISUALS

• Provide concrete referent for ideas• Visuals are iconic

o They have some resemblance to what they represent

o An easily remembered link to an idea

PURPOSE OF VISUALS

• Make abstract ideas concrete• Motivate learners• Direct attention (visual pointers)• Repeat information• Recall prior learning• Reduce learning effort

DESIGN DECISIONS

SERIES OF DESIGN DECISION

Visual Design Element Visual Design Pattern Visual Design Arrangement

Visual Element Verbal Element

Realistic

Analogic

Organization

Letter style

Colour

Capitals

Number of style

Spacing

Alignment

Balance

Colour scheme

Colour appeal

Add Appeals

Surprise

Texture

Interaction

Proximity

Directionals

Figure-ground contrast

Consistency

PROCESS OF VISUAL DESIGN

1. Elements – selecting the verbal/visual elements to be incorporated into display

2. Pattern – choosing an underlying pattern for the elements of the display

3. Arrangement – arranging the individual element within the underlying pattern

PROCESS OF VISUAL DESIGN : ELEMENTS

• Visual elements / categoriesoRealistico AnalogicaloOrganizationaloRelationalo Transformationalo Interpretive

ELEMENTS : VISUAL ELEMENTS

1. Realistic Visualso Show the actual object under study

ABSTRACT REALISTIC

• Realistic visualso The more realistic a visual is, the closer it is to

the original

• Analogical visualsoConvey topic by showing something else and

implying a similarityo E.g. white blood cells fighting off infection with

an army attacking a stronghold

• Organizational visualso Such as flowcharts, graphs, maps,

classification chartso Show qualitative relationship among elements

• Relational visualsoCommunicates quantitative relationshipso Bar and pie charts, line or pictorial graphs

• Transformational visualso Illustrates movement or change in time and

spaceo E.g animated diagram to show a procedure

• Interpretive visualso Illustrates theoretical or abstract relationshipso E.g. the food pyramidoHelp build mental models of events or

processes that are invisible, abstract or both

ELEMENTS : VERBAL ELEMENTS

• CapitalsoUse lowercase letterso Adding capitals when it is necessaryoHeadlines can be in capitals but not more

than 3 words

• Number of lettering stylesoNot more than 2 different type styleso Limit variations (bold, italic, underline, size

changes) to four

Two roads diverge in a yellow woodAnd sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I could

• Colour of letteringo The lettering color should contrast with the

background coloro Think about your audience..

4) Colour of lettering The lettering color should contrast with the

background color Think about your audience..

LEGIBLE LEGIBLE

LEGIBLE

• Spacing between lineso Letters should be not too cramped or too

widely separateo Text is most legible when separation is 1 1/2

times average letter height

• Spacing between lettersoConsider ‘optical spacing’o Estimating approximately equal amounts of

with space between letters

L A B W O R K

• Size of letteringoRule of thumb: make lower case letters ½ inch

high for each 10 feet of viewer distance

• Letter styleo It should be consistent and harmonize with

the other visual elements o Straightforward and plain style

Typeface as an Expressive Form

ELEMENTS : ELEMENTS THAT ADD APPEALS

• Surpriseo Think unusual metaphor, a dramatic change

of size

• TextureoUse 3 dimensional visuals (if possible)o It can convey clearer idea

ELEMENTS : ELEMENTS ADD APPEAL

• No effect if you visual does not capture and hold viewers attention

• Techniques to provide appeal:o Styleo Surpriseo Textureo Interaction

ELEMENTS : ELEMENTS THAT ADD APPEALS

• Interaction• R of the ASSURE MODEL• Analyze learners

State objectives Select instructional methods, media, and materials Utilize media and materials Require learner participation Evaluate and revise

• Ask learners to respond visual displays by manipulating materials on the display

A noun names a person, place or thing.

Take a star and write your noun on it and put it near the moon

PROCESS OF VISUAL DESIGN : PATTERN

Alignment Shape

Balance Style

Color Scheme

Color appeal

• Alignmento Balance alignmento Same imaginary horizontal and vertical lineo Viewer expend little effort making sense out of

what they are seeing

• Shapeo Put and arrange visual into shape that familiar

to learnero Simple geometric figure – circle, rectangleoConsider of the ‘Rule Of Thirds’

Rule of Thirds

Place your important elements where these lines intersect

Good places to put things; third of the way up, third of the way in from the left

Duff places to put things; right in the middle, right at the top, right at the bottom, away in the corner

• Balanceo The ‘weight’ of the elements in a display is

equally distributed either horizontally or vertically

BALANCE

• A psychological sense of equilibrium• Achieved when the ‘weight’ of the

elements in a visual is equally distributed on each side of the axis, horizontally or vertically or both

Approximatehorizontal symmetry

Radialsymmetry

AsymmetryHorizontalsymmetry

THREE TYPES OF BALANCE

Balance is repeated on each side – highly symmetrical – can be boring

Jarring, dynamic, but can be distracting – best to avoid

Preferred – surprising but not distracting or jarring – rough equivalence of weight but use of different elements adds surprise

BALANCE

• E-Learning

TEXT Graphic1.

Graphic

TEXTGraphic3.

Graphic

• Styleo Simple, unclutteredo Primary color for childrenoRealistic color for adult

• Color schemeoConsider the harmoniousness of the color –

color wheel

• Color appeal oConsider ‘warm’ and ‘cool’ coloroWarm color – active learner, childrenoCool color – thoughtful learner, adultoConsider cultural basis

Complimentary colors: any two colorsthat lie directly opposite each other

Analogous colors: colors that lie next to each other

Complimentary and Analogous colors may form pleasing combinations when used together in a display

The Color Wheel

Complementary Analogous Triadic

• Colored words or images in a monochrome display will draw eye.

Background Foreground Images and Text

Highlights

white dark blue red, orange

light gray blue, green, black red

blue light yellow, white yellow, red

light blue dark blue, dark green red-orange

light yellow violet, brown red

Effective combinations for background and images for PP slides and computer screens

• Consider the harmoniousness of the colors you choose

• Look at the color wheel

How to choose colors• Be inspired by art and nature• Explore color palettes of templates• Use psychological associations (color and

mood/meaning)oRed: passion, bloodshed, power, zealo Blue: serenity, tranquilityoGreen: growth, hope, disease, terror

• Use cool color for background• Highlight important cues in

warm color such as red and orange

PROCESS OF VISUAL DESIGN : ARRANGEMENT

• Is equal to overall “look”.• The ideas of establishing an underlying pattern• To determine how the viewer’s eye will flow

across your display• For PP, multipage handouts – consistent in

arrangement of elements• Viewers will form unconsciously a set of rules

about where information will appear

• Proximityo Element that close to each other are related

and vice versa

• DirectionalsoCan be used to direct attentiono Eye movement patterno E.g. arrow, bold, ‘bullet’

• Figure-ground contrastoWording should contrast to the background

• ConsistencyoConsistent in the arrangement of the

elementso Place similar element in similar locationoUse same text for headlines

VISUAL DESIGN GUIDELINES

• Visuals selection or production is carried out after you have determined students’ need, interests regarding the topic and decided what objective(s) you hope to achieve through the visuals

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