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.