Representation and Design

In developing any informational or instructional product, whether a simple infographic or a complex, week-long course on rescue and survival equipment, designers will be representing information in some way, shape or form.  As such, it is essential to take into account a few principles that will make the product more effective (conveys the right message) and efficient (easy for the learners to learn that message). 

In most cases that I have encountered in my own learning experiences, rarely is straight text or lecture sufficient.  If used correctly, graphic representations of the information can make learning experiences more meaningful.  Three of the most critical factors to take into account are Accuracy, Clarity, and Learner Involvement (ACL), according to Dr. Glazewski’s video-lecture this week.  But it is not correct to say that representations must be accurate, clear and have high learner involvement.  Rather, these three factors exist on a continuum, and must be tailored to the appropriate level.  For example, in some instances, it may be best to have an extremely detailed representation of the subject, but in others, it may be best to have the learners “fill in the gaps” on their own. 

Dr. Glazewski’s point is reinforced and advanced by the NCAC (2003) article, especially in their proffering of the Universal Design for Learning (UDL) framework.  The UDL provides guidance beyond graphic representations, and on to the best methods to learning at different levels.  NCAC provides these three principles, which help designers meet their audiences’ needs, directly from the text:

1.   To support recognition learning, provide multiple, flexible methods or presentation

2.   To support strategic learning, provide multiple, flexible methods of expression and apprenticeship

3.   To support affective learning, provide multiple, flexible options for engagement.

These principles will assist

Many times, learners are presented with text alone, and Jones et al. (1988) lay out useful steps for guiding students in constructing their own graphic representations to “help the learner to comprehend, summarize, and synthesize complex ideas.”  There are very specific techniques they offer to guide students through the information processing and display creation steps. 

For professional renderings, NCAC (2003) offers a number of critical considerations in tailoring graphic representations as well, including disability, grade level, point of implementation, and instructional context.  These will help guide how detailed designers should make the graphical representations of materials. 

But, as I stated in an early blog, I am prone to over-generalization.  For this week’s materials on representation, many techniques and processes have been offered.  But from my perspective, they are all underlined by the unwavering importance of two very basic principles:

1.  Know your audience
2. Know the learning/instructional goal

With these two principles in mind, designers and developer can then select the appropriate design principles for not only graphic representations, but for the overarching product.  

Infographic Subjects

For my infographic project, I am considering the following topics:

1. NHL, NBA, MLB pre & post lockout: 
• Attendance 
• Revenue 
• Souvenir Sales 
• Twitter Trends  & Website hits 
2. Homebrewer perceived success by type of beer brewed

I am leaning heavily towards topic #1, as it will be easier to research, as well as of strong interest to me.

I look forward to your feedback!

Design Principles - Conveying the Message

What is the principle purpose of designing instruction?  A lot of people may provide a lengthy explanation stating that it is to provide enable learning or training through learning theory, and so on.  I would say that the purpose is to convey information.  I have always been prone to being perhaps overly terse. In this case, perhaps it is caused by my relative lack of experience in the field of IST.

The who, what, where, when and why are all key components of the various steps contained in ADDIE or other IST methods widely subscribed to by IST professionals.  But my impression at this point of my degree pursuit is that the design aspect focuses on the how. How does one convey the information selected in the preferred format?  There is no single answer, in fact there are many correct approaches dictated by the experience of the designer, the context of the instruction, the content of the instruction, the learner, etc.  Many of the leading minds of the IST field have offered processes and best practices that will enable instructional designers to be successful in their approach.  In Morrison et al. (2011), I noticed a few basic terms or guidelines repeated throughout Chapter 10, which specifically focuses on “technology-based instruction”:

1. Efficient
2. Intuitive interface
3. Consistency
4. Feedback to learner
5. Consider learner characteristics
6. Minimize cognitive load

These are just a few of the terms that I noted in Chapter 10 of Morrison et al.’s text.  Further, the authors summarized Mayer’s (2008) 10 principles for multimedia design.  These steps strive to maximize the effectiveness of such instruction by providing very specific guidance on effective ways to tailor the instruction module through both practical and theoretical approaches.

Hai-Jew (2010) offered a more tactical look at the specifics for using imagery in E-Learning or technology-based instruction.  Many of the six guidelines (listed above) I garnered from Morrison are evident, if not directly mentioned at this tactical level as well.  In addition to reinforcing these guidelines, I found Hai-Jew’s article very informative, as I admittedly have little experience in the action production of E-learning or even professional photography.  Frankly, I am primarily an iPhone photographer, and if I’ve needed to make any changes to a photo, I used Powerpoint.  To that end, Hai-Jew’s article also left me thirsty for more information on the field, and I had to look up the definitions of many of the common terms used in the article (not an indictment of the article- rather of my novice).  This will be an area that I will have to apply extra effort to overcome my lack of experience, both in this class and as I begin the IST/HPT aspect of my career.  But Hai-Jew's article did offer many steps (aside from technical photography steps) that will assist in ensuring the imagery used supports the instructional module.  These include ensuring the imagery meets field-specific standards (the field which the instruction will apply), as well as IST and learning theory principles.  The chapter also included many solid management and attention-to-detail related suggestions.

While reading these articles, I kept in mind the overarching purpose of this course (development and production), as well as the focus of this week’s lesson (message design & infographics).  At a basic level, most of the guidelines I listed above also can be found in effective infographics as well.  Dr. Appelman’s lecture this week did an excellent job in capturing how ubiquitous solid message and visual design should be.  These principles can be incorporated from the most complex instructional module down to the most basic infographic.

References

Hai-Jew, S. (2010). Procedures for Creating Quality Imagery for

E-Learning. In S. Hai-Jew (Ed.), Digital Imagery and Informational Graphics in E-Learning: Maximizing Visual Technologies (pp. 142-168). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-972-4.ch007

Morrison, G. R., Ross, S.M., Kemp, J.E., & Kalman, H.  (2011). Designing Effective

Instruction (6th Ed.).   John Wiley & Sons Inc.

Hello!

My name is Bryan Burkhalter, and I am an IST Master's student at Indiana U.  I am also on active duty in the U.S. Coast Guard, which is sending me to IU for a year to get this degree.  I am married to my wife, Beth, and we have two little ones- a 6yr. old daughter and 3yr. old son.  We love living in Bloomington, and are trying to maximize our time here before we move to Mobile, AL this summer for my new assignment.

I typically tell folks that I'm from Virginia, but I was born in Switzerland, then moved to California where I lived until I was 11.  At that point, I moved to Virginia.  I went to college in Connecticut at a small school (John, shhhhhh).  Since then, I've lived in Alaska, Key West, Oregon, Virginia (again), and Los Angeles (again) with the Coast Guard.

I have been assigned to larger ships and small boat units, as well as command centers and Congressional Affairs.  I've had a pretty wide variety of experiences, each with its own benefits and challenges.  When I get to the other L.A. (Lower Alabama, not Los Angeles), I'll be doing an IST/HPT job for the Coast Guard's Aviation Training Center.  I'm looking forward to using the degree, and pursuing my CPT certification- maybe more academics in the future!

For fun, I used to play rugby (about 13 years, including for the Coast Guard All-Service team).  I fancy that I still can play, but I've got a few miles on me, and am not as quick to recover as I used to be.  But I miss the smell of the field's green grass shoved up my nose and answering questions about black-eyes at work.  But my priorities have shifted- I like being able to throw my kids in the air, and have them tackle me instead.

Anyone who knows me will tell you I am a big sports fan, and fantasy-sports degenerate (I just started up a fantasy golf league, and have been known to create fantasy Olympics).  Other than the awesome academics, and great location, one of the reason I was so excited to come to IU was to have a NCAA team to root for.  I drag my kids (and occasionally my wife) with me to football, soccer, volleyball, basketball, swimming, hockey etc. to root on the Hoosiers.

I also love to travel.  My wife and I went to Italy and Switzerland this summer, as well as camped in Yosemite and Joshua Tree National Parks with the kids.  The only state I haven't been to is North Dakota.

I think thats about it.  Oh.  I love beer.  I brew at home, and like to sample other craft beers.  Like to old Czech proverb says: "You can tell a fine beer by one sip, but it is better to be thoroughly sure."

Here's a look at John and I "learning" about beer in Dr. Bonk's P540 last semester.  http://www.youtube.com/watch?v=7BS6ysS9opQ   I hope to refine my production skills this semester! As you can see, I don't have much of an artist's touch.