This week’s assignment was to practice using contrast, alignment, repetition and proximity to improve readability and comprehension of the instructional visual. Here is my image:
Assumptions: This visual will be used by 7th grade students in ELA classes. Seventh grade students, and most readers in general, do not want to read through a dense page of definitions. This visual will partially replace a literary concepts sheet that has .5-inch margins and 10 pt. Times New Roman Font. The previous sheet has been difficult for students to use not only because of its density, but because of its lack of organization. The terms were not chunked, nor in alphabetical order, so it was difficult for students to find the term when they needed to refer to it.
Solution: This sheet chunks the information by putting similar terms in the same proximity. According to Chandler and Sweller (1991), as cited by Lohr (2008), “Students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen” (p. 199). I have not included all of the terms on the original sheet, I plan to make three separate sheets to replace the original. This sheet includes tools the author uses that create his or her voice, including figurative language. The figurative language terms are on the right side of the page to further subdivide the material.
User-Test: My user test on the initial image showed that the information was well-chunked, but bland. I added the images, some from other visuals, to add an associative image. I chose to add the reader/writer image in the bottom right corner to help make the associations for figurative language. I may also find, or create, a writer image to balance out the left side of the image.
Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.). Upper Saddle River, NJ: Pearson Education.