Visual learning is a major part of instruction, but unfortunately it is frequently ignored. Most learners, especially learners who are at-risk for dropping out of school, are visual learners. On the contrary, most teachers are auditory learners. To accommodate for these differences, it is important that teachers learn to focus on the visual side of instruction and thus design tools to help visual learners perform well in the classroom. The stereotypical teacher focuses on teaching through lecture and other auditory formats. These methodologies can be greatly enhanced by supporting instruction with graphics, videos, handouts, bulletin boards, multimedia presentations, and other visual aids. These tools can help capture a student's attention and get them involved in the learning process.
We've all had the professor or teacher who drones on and on in a monotone voice and our mind wanders - rather than focusing on the lecture. Or, do you remember the instructor who placed an overhead transparency on the projector that no one could read? So many times when we teach we assume that, of course, our message is so important that our students will listen to it no matter what. Don't ever assume anything. The one thing that must be remembered is that your message doesn’t stand a chance unless people listen to it! The use of well designed visuals will enhance the probability that your message will be heard.
Visual images can serve a variety of purposes. Visuals can be used as concrete referents when teaching abstract concepts. For example, when we speak of love, a variety of images come to mind depending on our environment and experience. Some may picture puppy love as two young people holding hands. Others may actually picture a puppy and its owner. Still others may have an entirely different picture in their minds. Another, more serious example, might involve teaching students about the consequence of war. Which do you think would be more effective, showing students a short clip from the film "Saving Private Ryan" or presenting a lecture on the topic? The film clip would have dramatic impact and grab the student's attention and could possibly lead into a lively discussion.
Clips and other visuals, such as the one previously mentioned, could also be used to motivate learners. If we can get our students to attend to the information we are trying teach then learning will be greatly enhanced. Unfortunately, some subjects are inherently more motivating than others. Diagramming a sentence was never my idea of fun, how about you? But, we can use visuals to help relate the content to real life, interesting situations, or problems that involve the student. Visual images can be used to introduce students to concepts they would not ordinarily find interesting. What if we taught the formula rate x time = distance, by timing NASCAR racing?
Visuals can also be used to simplify and organize information. Diagrams and charts can be used to simplify procedures, streamline complex information, and show conceptual relationships. Consider using a photograph of the back of a computer as your only tool for assemblying your computer system. Most of us would find a diagram to be more helpful.
Diagrams, pictures, and other graphics can be used to improve the retrieval of information from long term memory. As we are constantly exposed to new stimuli and experiences, the information that is collected in our short-term memory is moved along and stored in our long-term memory. The problem arises when we try to retrieve what is stored in long-term memory back to short-term memory. The more connections that are available to the learner, the more easily information is retrieved. Visuals provide one more connection to that information. In essence, the use of visuals serve as a redundant channel for information storage. In the stereotypical classroom, information is stored using only our auditory senses. If we can add visual and even tactile cues, the other senses can be used to help students recall the information they've learned.
Visual literacy can be defined as, “The learned ability to interpret visual messages accurately and to create such messages.” (Instructional Media and Technologies for Learning, p.64) So, being visually literate is not necessarily an innate ability; it is something that can be learned. Our ability to create and interpret visual messages can be enhanced by learning the techniques that can be used to communicate visually. Research has focused on how visual processing influences the acquisition of knowledge, skills, and attitudes. This research can help us design messages that can enhance learning. "Seeing a visual does not automatically ensure that one will learn from it.” (Instructional Media and Technologies for Learning, p.65)
Children that are younger than twelve interpret visuals section by section, piece by piece. They single out specific elements within a picture or scene. Perhaps this is why younger children enjoy games like "Where's Waldo?" This is in contrast to older adolescents and adults who tend to summarize the whole picture or scene. This indicates that abstract symbols or a series of pictures whose relationship are not explained may be difficult for elementary-aged children to understand. Highly realistic visuals may distract younger children. When creating visuals for younger children, then, we want to keep the graphics fairly simple and highly differentiated. Bold, contrasting colors work well with young children. And generally, simpler visuals are more effective or more easily understood no matter what the age group.
We need to also be aware of the cultural interpretations of our messages. Be aware of the cultural differences that exist in any classroom. Body language, common phrases, and symbols may have different meanings in other cultures. Our cultural background may also impact our interpretation of different images. For example, what do you think is happening in this picture?
Was your initial impression that this was a black man who had been arrested and was being escorted away by plain-clothed officials? Actually, this is a civil rights victory. In September 1962, a federal court ordered the University of Mississippi to accept James Meredith, a twenty-eight-year-old Air Force Veteran. Governor Ross Barnett said he would never allow "Ole Miss" to be integrated. After days of violence and rioting by white segregationists, Meredith, accompanied by FBI agents and federal officials, enrolled on October 1, 1962. So actually, the officials in the photo are there to escort Meredith for his protection and to assure that he is able to carry out his federal rights. Because Meredith had earned college credits elsewhere, he graduated the following August without incident. In 1966 Meredith began a 220-mile "March Against Fear" from Memphis, Tennessee, to Jackson, Mississippi. He hoped to demonstrate a positive change in the racial climate, but he was shot soon after he commenced the march. Civil rights leaders rallied to the cause and continued the march from the point at which Meredith fell.
Just as writing can spur reading, producing visuals can be an effective way to teach students to understand visuals and to help them to learn new concepts. Whether creating visuals to present to students or teaching students how to create visuals, we need to be aware of the underlying goals of visual design. The primary goal is to ensure legibility - to make sure the message is easy to read. This goal focuses on reducing the amount of effort required to interpret the message. If a message is difficult to read or interpret, the intended audience will probably not bother to try and read or interpret the message. In creating visuals our goal is to increase active engagement in the learning process and the intended message. Focus attention on the most important parts of the message. The picture below illustrates an effective arrangement of the visual elements to form a pattern which fosters legibility - legibility in the sense that the layout requires less effort on the part of the viewer to figure out what is being presented. Imagine if the elements were just scattered across the page. The viewer would spend more effort and time in trying to figure out what was trying to be communicated.
The elements, pattern, and arrangement of the elements determine, to a great extent, how the message is interpreted. Visual elements include realistic, analogic and organizational images. Highly realistic images may interfere with communication and learning. With highly realistic pictures, there is an increased chance for distraction, especially for young learners. On the other hand, highly abstract pictures also interfere with the learning process. There seems to be a curvilinear relationship to learning. Consider this alternative view of Dale's Cone of Experience (remember Dale's Cone from your reading of designing instruction?):
Metaphors and similes can be used to help portray messages, relying more on graphic symbols rather than pictorial or verbal symbols. The use of story and metaphor can frequently be used to draw learners into a problem or a concept and gain their attention. Organizational images such as flowcharts, graphs, maps, schematics, and classification charts can often be used to help students understand the interrelationships of different concepts or classifications.
The text elements of visual images include font style, the number of styles, capital letters, color, size, and spacing. To enhance readability, use a sans serif or simple serif style font. The font you are reading is Times New Roman which is a serif style. There is a little tail off of each letter. Sans serif is a block letter font style, such as this. No more than two different type styles should be used in a single graphic, helping to maintain consistency. Use CAPITAL letter spelling sparingly as it is more difficult to read than mixed case. Always maintain a high contrast between the text and background. On bulletin boards and projected images, letters should be 1/2 inch in height for every 10 ft. of viewing distance. With computer generated images, such as in PowerPoint presentations, this means that fonts should not be smaller than 24 point.
In designing visuals, consider the following::
Above all remember, “There is nothing in the mind which was not first in the
senses.” -Aristotle
Copyright © 2000-2004 Dr. Wes Leggett
Last updated 08.14.04