Graphics for Learning

Ruth C. Clark 지음

Pfeiffer 2010년 10월 12일 출간

작품소개

책소개

This second edition of the bestselling book summarizes guidelines for best use of graphics for instructional materials, including multimedia, texts, classroom aids, and slides used for briefings. These guidelines are based on updated scientific research and contain illustrative examples including examples for readers without a background in psychology. The authors help trainers tie graphics into their lesson topics and include facts, concepts, processes, procedures, and principles. The book discusses technical and environmental issues (such as bandwidth or screen size) that will influence how instructional professionals can apply the guidelines.

목차

On the Web.Acknowledgments.Foreword to the Second Edition.Introduction: Getting the Most from This Resource.Section One: The Foundation.Chapter 1. The Power of Visuals.The Unrealized Potential of Visuals.What Is a Graphic?Which Visuals Are Best? No Yellow Brick Road.Graphics in the Instructional Landscape.Chapter 2. Three Views of Instructional Visuals.Three Views of Visuals.Communication Functions of Graphics.Graphics to Support Psychological Events of Learning.Our Guiding Principles.Chapter 3. A Visual Design Model for Planning Graphics Systematically.Three Facets of Graphics.What Can Happen Without a Systematic Approach.What Happens When Instructional Designers Follow a Systematic Process.A Visual Design Model.Section Two. How to Use Visuals to Support Psychological Learning Processes.Chapter 4. Graphics and Learning.Not All Graphics Are Equal.Graphics and Learning.A Tale of Two Memories.Unique Brain Storage for Visual Information.How Learning Happens.How Graphics Promote Learning.Chapter 5. Plan Graphics That Direct Attention.Attention, Learning, and Graphics.Guideline 1: Use Signals to Focus Attention.Guideline 2: Use Color and Contrast to Focus Attention.Guideline 3: Use Motion Cues in Animation.Guideline 4: Use Color to Improve Job Performance.Graphics and Divided Attention.Guideline 5: Place Text Close to the Visuals It Describes.Guideline 6: Avoid Distracting Visuals.Chapter 6. Plan Visuals That Leverage Prior Knowledge.Prior Knowledge, Learning, and Graphics.Guideline 1: Use Comparative Advance Organizers.Guideline 2: Use Expository Advance Organizers.Guideline 3: Avoid Seductive Details in Lesson Introductions.Chapter 7. Plan Graphics That Minimize Irrelevant Mental Load.What Is Mental Load?Guideline 1: Use Graphics Rather Than Text for Special Content.Guidelin

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저자(글) Ruth C. Clark

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Dr. Ruth Colvin Clark is an instructional psychologist with a specialty in design and development of effective workforce learning. She is the author of e-Learning and the Science of Instruction and her book, Building Expertise, was awarded Outstanding Instructional Communication from the International Society of Performance Improvement.Chopeta Lyons has created award-winning print and online learning products during her twenty-five years of developing training solutions. She has directed teams of designers, writers, programmers, audio talent, graphic designers, and artists to create custom solutions for the training needs of numerous corporations and organizations. She is the author of several articles on e-learning and a college textbook, Discover Writing.