Wednesday, April 07, 2004
Personal Opinions - Visual Design and Learning Materials
1. Visual design serves the purpose of maintaining interest and involvement of students, to act as a stimulant to receptors rather than having a 'direct determining' affect on learning outcomes. (reading Siragusa's paper on Instructional design meets online learning in higher education)
2. But I think more than that, visual design affects affordances, perhaps technological affordances rather social in the case of static web pages environment. The layout allow more greater saliency for certain tools that students may accomplish their educational intentions to accomplish their learning activities - perhaps this is also related to usability (in the context of the paper on social affordances.)
Finally the link or the deciding factor on the role of visual design on learning and the relationship between visual design and learning tasks.
Visual design serves to keep the involvement of students in the learning materials and tasks whereas the design of learning tasks provide the context for learning processes to happen and how learning materials are to be utilized to support the learning tasks for educational goals. The visual design of learning materials, apart from keeping students involvement through heightened interest via stimulated receptors, it also provide affordances for students to achieve their learning activities by making salient tools needed in the online environment to accomplish such tasks.
[Apart from concept maps and mind maps, visualized information like charts and graphs or representative images, visual design will have little directive determinant effect on learning outcomes as often stated in an information processing model of learning. In this model, images of representative type or attractions do not convey any instructions and information worthy of learning. Clark?]
If visual design is to maintain interest as mentioned in my musings before, than certain types of visuals like interactive (e.g. demand visuals, high modality, close social proximity) and representative visuals (e.g. narrative images, symbolic imagery etc.) will have a greater affect on keeping students' involvement with the learning materials and possibly tasks as well. This is the relationship between different visual structure and visual design, and finally the design of learning tasks? This is how visual design of learning materials supports learning tasks? This factor on maintaining interests matches students expectations from surveys conducted by EMSD. Is this significant to learning outcomes that their expectations are matched? What types of visuals are they expecting to maintain their interests?
2. But I think more than that, visual design affects affordances, perhaps technological affordances rather social in the case of static web pages environment. The layout allow more greater saliency for certain tools that students may accomplish their educational intentions to accomplish their learning activities - perhaps this is also related to usability (in the context of the paper on social affordances.)
Finally the link or the deciding factor on the role of visual design on learning and the relationship between visual design and learning tasks.
Visual design serves to keep the involvement of students in the learning materials and tasks whereas the design of learning tasks provide the context for learning processes to happen and how learning materials are to be utilized to support the learning tasks for educational goals. The visual design of learning materials, apart from keeping students involvement through heightened interest via stimulated receptors, it also provide affordances for students to achieve their learning activities by making salient tools needed in the online environment to accomplish such tasks.
[Apart from concept maps and mind maps, visualized information like charts and graphs or representative images, visual design will have little directive determinant effect on learning outcomes as often stated in an information processing model of learning. In this model, images of representative type or attractions do not convey any instructions and information worthy of learning. Clark?]
If visual design is to maintain interest as mentioned in my musings before, than certain types of visuals like interactive (e.g. demand visuals, high modality, close social proximity) and representative visuals (e.g. narrative images, symbolic imagery etc.) will have a greater affect on keeping students' involvement with the learning materials and possibly tasks as well. This is the relationship between different visual structure and visual design, and finally the design of learning tasks? This is how visual design of learning materials supports learning tasks? This factor on maintaining interests matches students expectations from surveys conducted by EMSD. Is this significant to learning outcomes that their expectations are matched? What types of visuals are they expecting to maintain their interests?
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