Principles+of+Text+and+Graphics

TEAM B Discussion: Text and Graphics

In design, big and small elements, black and white text, squares and circles, can all create contrast in design. Contrast helps different design elements stand out. Is there enough contrast between your text (size and color) and background (color and pattern) to keep text readable? Is everthing all the same size even when some elements are more important than others? 

Repeating design elements and consistent use of type and graphics styles within a document shows a reader where to go and helps them navigate your designs and layouts safely. Insure that your document utilizes the principles of repetition, consistency, and unity in page design. Do page numbers appear in the same location from page to page? Are major and minor headlines consistent in size, style, or placement? Have you used a consistent graphic or illustration style throughout? 

Visual balance comes from arranging elements on the page so that no one section is heavier than the other. Or, a designer may intentionally throw elements out of balance to create tension or a certain mood. Are your page elements all over the place are does each portion of the page balance out the rest? If out of balance, is it done purposely and with a specific intention in mind? 

Alignment brings order to chaos. How you align type and graphics on a page and in relation to each other can make your layout easier or more difficult to read, foster familiarity, or bring excitement to a stale design. Have you used a grid? Is there a common alignment -- top, bottom, left, right, or centered -- between blocks of text and graphics on the page? Does your text alignment aid or hinder readability? If certain elements are out of alignment, was it done purposefully with a specific design goal in mind? 


 * Christal Sanders Response 05/28/2012**
 * **I agree with you when you say the text, audio and graphics need to align with one another. For example, when we create power point presentations and these wiki's we are always seeking the best font, text size and design of the over all presentation. We want the material to be informative and at the same time interesting to the eye. This is an important component of e-learning because no matter what the assignment or project is, we need to make sure there is a good format that is followed and stays consistent throughout the assignment or project. When written material, audio and graphics are not consistent it may cause the learner to be distracted and confused and this will interfere with their learning process. Interference with the learning process will make the student less likely to remember the important information or they may not read the material all together.**

__**From Brooke**__ The "principles of multimedia learning" advocated by Richard Mayer & Ruth Clark are explained in detail in the following sources: Multimedia Principles Affect on Learning Based primarily on Mayer's research (2001), Clark and Mayer (2003) provide the following overview of multimedia principles and their effect on learning: best use of words & pictures || Adding graphics to words can improve learning. Students learn better from words and pictures, rather than from words alone. || best sequencing of words & pictures || Students learn better when corresponding words and pictures are presented simultaneously rather than successively. || Visual: Student learning is hurt when interesting but irrelevant words and pictures are added to a multimedia presentation. Sound: Student learning is hurt when interesting but irrelevant sounds and music are added to a multimedia presentation. Words: Student learning is improved when unneeded words are eliminated from a multimedia presentation. || best use of visual and auditory channels || Explaining graphics with audio improves learning. Students learn better from animation and narration, than from animation and on-screen text. || best use of text and audio || Explaining graphics with audio and redundant text can hurt learning. Avoid reading on-screen text. Students learn better from animation and narration, than from animation, narration, and on-screen text. || best use of prior knowledge || Design effects are stronger for low-knowledge learners than for high-knowledge learners and for high-spatial learner than than for low-spatial learners. These learners are equipped to use cognitive strategy to work around cognitive overload, distraction, or other effects of poor design. || best interactions for learning || Frequent, distributed, problem-solving, job-context practice improves learning and transfer. || Program Control best navigation scheme || Most students learn more under program control. Adult learners require a sense of control to be able to establish a self-paced learning process. || engaging the learner || Use of conversational tone and pedagogical agents can increase learning ||
 * Clark, Ruth (1999). Developing Technical Training: A Structured Approach for Developing Classroom and Computer-based Instructional Materials. ISPI
 * Richard Mayer (2001). Multi-Media Learning. Cambridge University Press
 * Clark, Ruth and Richard Mayer (2002). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Jossey-Bass Pfeiffer
 * Clark, Ruth and Chopeta Lyons (2004). Graphics for Learning: Proven Guidelines for Planning, Designing and Evaluating Visuals in Training Materials . Jossey-Bass Pfeiffer
 * Multimedia Principles || Effect on Learning ||
 * Multimedia
 * Spatial Contiguity [[image:http://www.cognitivedesignsolutions.com/images/tiny_gold_sq_bullet2.gif width="5" height="6"]] best placement of words & pictures || Placing text near graphics improves learning. Students learn better when corresponding words and pictures are presented near rather than far from each other. ||
 * Temporal Contiguity
 * Coherence [[image:http://www.cognitivedesignsolutions.com/images/tiny_gold_sq_bullet2.gif width="5" height="6"]] "less is more" || Using gratuitous visuals, text, and sounds can hurt learning. Students learn better when extraneous words, pictures and sounds are excluded rather than included. Less is more: eye or ear "candy" can distract and actually hurt instruction by causing cognitive overload.
 * Modality
 * Redundancy
 * Individual Differences
 * Practice
 * Learner Control vs.
 * Personalization

Wiki Peer Review- May 28, 2012 Melanie Kempf

The table reflecting multimedia principles and their effect on learning is especially useful to me. It serves as a useful reference tool to assist facilitators when creating and revising materials to be presented to learners. Showing these principles and their effect on learning is important for an e-learning environment because for instruction to be meaningful, it must follow the principles to gain learners’ attention and help them retain information. The coherence principle is based on incorporating only words, graphics, and audio that are central to the lesson being taught (Clark & Mayer, 2011). It supports that facilitators should not add any information to a lesson that does not add to the instructional goal (Clark & Mayer, 2011). Many of the multimedia principles mentioned in the table can be traced back to the coherence principle and whether or not the graphics, text, and audio should be used to help relay the instructional message to students. When instructors adhere to the principles outlined, students benefit. The multimedia effect is based on the thought that people learn more when text and graphics are used together in teaching (Clark & Mayer, 2011). The table presented also shows that individual differences regarding previous knowledge must be taken into account, and that low knowledge learners benefit more from multimedia than learners who already know the subject matter well. Experts already have a plethora of knowledge, and it is shown they can learn from text just as much as they can from visuals and multimedia (Clark & Mayer, 2011). I would like to see this table at the top of Learning Team B’s Wiki page because it is visually appealing and delivers useful information for facilitators in an easily read format. It can benefit facilitators, and in turn, benefit learners.

Reference:

Clark, R. C., & Mayer, R. E. (2011). //E-Learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning// (3rd ed.) San Francisco, CA: Pfeiffer. Content Presentation & Use of Graphics Ruth Clark has emphasized that graphic technique can be used to specifically support learning of different types of content presentation. Clark and Mayer (2003) offer the following recommendations for graphic support: Use of Text & Graphics
 * Content Type || Graphic Support || Examples ||
 * Fact || Realistic illustrations of specific forms, screens, and equipment || Illustration of a software screen ||
 * Concept || Realistic illustrations of multiple examples of a concept || Pictures of excellent web pages to illustrate the concept of what makes an effective web page ||
 * Process || Animated diagrams illustrating stages of process || Activities in a computer network ||
 * Procedure || Video or animated demonstrations of near-transfer task being performed || Animation of how to use a software application ||
 * Principle || Video or diagrams of far-transfer tasks being performed || Video of effective sales closing techniques ||
 * **Knowledge Structures & Graphic Support** ||
 * **Type of Cognitive Structure** || **Description** || **GraphicRepresentation** || **Example** ||
 * **Process** || Explain a cause-and-effect chain || Flow chart || Explanation of how the human ear works ||
 * **Comparison** || Compare and contrast two or more elements along several dimensions || Matrix || Comparison of two theories of learning with respect to nature of the learner, teacher, and instructional methods ||
 * **Generalization** || Describe main idea and supporting details || Branching tree || Presentation of thesis for the major causes of the American Civil War along with evidence ||
 * **Enumeration** || Present a list of items || List || List of the names of seven principles of multimedia design ||
 * **Classification** || Analyze a domain into sets and subsets || Hierarchy || Description of a biological classification system for sea animals ||
 * ==General Multimedia Design Principles==

for Text and Illustrations
||
 * **Concentrated** || The key ideas are highlighted in the illustrations and in the text ||
 * **Concise** || Extraneous descriptions are minimized in the text and extraneous visual features are minimized in the illustrations ||
 * **Correspondent** || Corresponding illustrations and text segments are presented near each other on the page ||
 * **Concrete** || The text and illustrations are presented in ways that allow for easy visualization ||
 * **Coherent** || The presented material has a clear structure (e.g., a cause-and-effect chain) ||
 * **Comprehensible** || The text and illustrations are presented in ways that are familiar and allow the learner to apply relevant past experience ||
 * **Codable** || Key terms used in the text and key features of the illustration are used consistently and in ways that make them more memorable ||


 * Deb Maupin**

__Multimedia principle__ - both text and graphics should be used to foster effective an effective learning environment. Text and graphics should complement each other and be consistent. __Personalization principle__ - learners understand and retain more information from lessons that are more converstational in tone. By creating a comfortable learning environment learners feel engaged and included. __Segmenting principle__ - instruction should be broken into manageable pieces that prevent the learner from becoming overloaded and frustrated. This also helps to ensure a positive environment by preventing frustration. __Pre-training principle__ - students must have a foundation to build upon in order to be successful. Instruction that prepares the students for further instruction is imperitive to achieve the desired outcome.