Tag: visual communication
Rather than delivering eLearning content as a lecture, you can explain it through conversations. While more resource-intensive multimedia may be desired, you have a range of options with this technique. It’s possible to use conversations even with a low budget. In the past, I’ve created conversation-driven eLearning with video, animation, and photos.
You can use video to introduce the characters and the challenge they’re facing. Video is especially helpful for courses where non-verbal communication is critical to understanding. With good actors and production quality, this gives your course the feel of a TV show intro. The next time you’re watching TV, pay attention to how the conflict of the story is introduced via a short segment before the title sequence.
My Story-Based Coaching and Mentoring Course for Cine Learning Productions used this technique with a video introduction. After the initial video, we used cutout still photos of the same actors. This requires a custom photo shoot, but it’s much cheaper than using video for the entire course.
As an alternative to video, you can use illustrated characters with animation. I use full animation only for the intro and closing, similar to how I use video to set up the story in the course described above. After the intro, use stills of the same characters. The animation can be engaging to “hook” learners at the beginning, but it may become distracting once you’re delivering content.
We used animated characters for this professional development course for teachers. In the intro and closing (plus a few transitions between sections), the characters were the focus of the image. During most of the content delivery, the voice over continued as a conversation between the two characters, but the visuals supported the content rather than the characters.
Photos or Illustrations
If your budget doesn’t allow for custom video or animation, character photos or illustrations can certainly work. I would generally opt for photos from a library like eLearning Art over illustrations, but it depends on your audience.
If using more intensive multimedia will subtract from the resources to create more realistic practice exercises or other valuable learning experiences, you should cut the complexity of the media. Cathy Moore asks “What’s the real cost of eye candy?” Video and animation can be “eye candy” rather than adding value. Think about the trade off for media.
Voice Over…Or Not
While I find voice over to be beneficial, you can do a read-only version. Try a comic book or graphic novel style with conversation bubbles. I created this brief example with photos and conversation bubbles debunking the learning styles myth. This was created in PowerPoint; no rapid development tools were needed. Even on a low budget, you can immerse learners in a conversation rather than a didactic presentation.
- How to Start Creating Conversation-Driven eLearning explains how to set up the characters and challenge.
- Writing Conversation-Driven eLearning provides tips on writing conversations and interactions.
- Storytelling and Scenarios is the collection of all my posts on using stories and scenarios for learning.
Image credits: Storyblocks, eLearning Brothers
Connie Malamed’s new book Visual Design Solutions: Principles and Creative Inspiration for Learning Professionals is written specifically for learning professionals. As instructional designers, we often communicate visually as well as with text, audio, and other media. Many of us (myself included) don’t feel as strong about our graphic design skills as about our other instructional design skills. This book teaches many of the same foundational principles as other design books (including Connie’s first book, Visual Language for Designers), but the examples and applications are all geared towards learning. If you’ve read visual design concepts elsewhere but struggled to apply them to your own learning design, this book is written for you.
Visual Design Solutions is divided into four major parts, each with multiple chapters:
- The Big Ideas (thinking and working like a designer)
- Building Blocks of Design (space and layouts, selecting images, and typography)
- Power Principles (color, visual hierarchy, unified design, contrast, and grouping)
- Practicing Design (directing attention, adding excitement, enhancing meaning, telling stories, and displaying data)
Each chapter is relatively short and filled with examples (as a visual design book should be). If you have read other books or articles on visual design, a fair amount of this will be familiar to you. Even someone with no background in graphic design (which, let’s face it, is most of us in the e-learning world) will be able to understand the ideas. I found myself repeatedly thinking, “Oh! I could apply this in my [Acme Widgets] course!” or “Why didn’t I ever see that before?”
In addition to the principles and examples, I appreciated how Connie explained why you might choose one style over another. For example, she says, “Use a symmetrical layout to achieve a restful and static design; use an asymmetrical layout for one that is more dynamic.”
What I Learned
I had a number of takeaways from the book, but here are two big ideas I’m still thinking about after finishing the book.
Chapter 4: Organizing Graphic Space included specific ideas on layouts for e-learning. This is one of the areas where I know I could do better, and the examples helped me figure out why I’m not always happy with my own layouts. I need to be more consistent about using a grid and guides to align content. Using a grid means I can keep everything aligned and unified across multiple screens. That means content like titles is where learners expect on each screen so they don’t have to waste brainpower trying to find the title instead of learning. Grids don’t have to be symmetrical; Connie shows multiple examples of grid-based layouts that aren’t just centering everything on the page. Connie also says, “In course design, we are always looking for ways to engage the learner. One way is through the element of surprise, which you can achieve through visual design. When it makes sense instructionally, such as to emphasize a key point or to show drama in a story, don’t hesitate to break the grid and use a wildly different approach, like placing elements on a diagonal orientation.”
Chapter 15: Tell Stories With Visuals was especially interesting to me because I use storytelling techniques so often in my courses. I do almost all of my storytelling with words though, and this chapter challenged me to think about ways I could enhance my stories with better visuals. Some of the advice here was very concrete, such as thinking about how to lay out panels so it’s clear to learners which way to read. If your panels and gutters are all the same size, they line up in a grid and it’s harder to know if you should read vertically or horizontally first. Using narrow vertical gutters and wide horizontal gutters, as well as varying the widths of panels, makes the flow of reading clearer. This is a really simple idea, but it makes perfect sense. It’s something I can easily apply.
A Few Mild Criticisms
I have an electronic version of the book, and I think I would have enjoyed a print version more. I tend to buy physical books for my reference texts (as this book will be). Some of that is personal preference, but I think with such a visual book it might be more effective to see it printed on the page. Then again, these examples are designed for viewing on screens. If you’re normally a Kindle person, don’t let this stop you, but if you’re not sure, I’d go with the print version. (Update: Because Connie is a wonderful, generous person, she shipped me a physical copy. The book is beautiful in print, and it strengthened my view that this book is best when you can physically hold it.)
Because the book contains so many images, sometimes the images are on a different page than the text describing the concept. In the physical copy, it’s easier for me to flip back and forth between pages, plus you’re looking at two pages at once instead of one.
The book contains a lot of jargon. It’s necessary to have the specific words to discuss these issues and not be haphazard in design, so I know learning the words is important. All of the terminology is explained clearly. However, in a few places in the book, there’s just so much vocabulary at once that I found myself reading very slowly and rereading to understand it all. I don’t think that’s a problem with Connie’s writing so much as just an acknowledgement that visual design is a huge field with its own language. If you haven’t done much reading or studying in visual design previously, you may find you can really only absorb one or two chapters at a time. Spacing it out is likely more effective for learning it all than trying to read it all in one sitting anyway.
I kind of wish there was a concluding chapter at the end. I got to the end of the last chapter and literally said, “Wait, was that it?” A short recap would have helped remind me of all the principles, even if it was mostly restating the key takeaways from the end of each chapter.
Recommendation: Buy It!
Overall, I found Visual Design Solutions very helpful, and I will be coming back to it and rereading it again in the future. I recommend it for any instructional designer or e-learning developer who feels they could be stronger in visual design.
In response to my list of 12+ Books for Instructional Designers, I received a lot of great suggestions for further reading. My “to read” list is now quite long, but I’m slowly making my way through these suggestions. Here are 20+ more books suggested by others.
Instructional Design and Learning Design
ISD From the Ground Up: A No-Nonsense Approach to Instructional Design by Chuck Hodell was suggested by Phrodeo, who is using it as a textbook in a course she’s taking.
Marina Arshavskiy’s Instructional Design for ELearning was recommended by another student, Alisa, who says “I will definitely keep using it after I graduate.”
Design Alchemy: Author Roderick Sims suggested that I include “texts/resources that address Learning Design and not just Instructional Design” such as his own book.
Streamlined ID: A Practical Guide to Instructional Design: Miriam Larson suggested her book, co-authored with Barbara Lockee. This book was positively reviewed in Education Review.
E-Learning and Blended Learning
Although I have several of Michael Allen’s books, I haven’t read Leaving ADDIE for SAM yet. Several people recommended that (including some who said they wished their organizations would pay more attention to it and move to a more agile approach).
William Horton’s e-Learning by Design is Nahla Anwer Aly’s favorite book in the field. I read it a number of years ago. Although I don’t refer back to it as often as some of my other books, it’s a strong selection, especially for those early in their careers.
Patti Shank’s The Online Learning Idea Book, Volume 1 and Volume Two: Proven Ways to Enhance Technology-Based and Blended Learning have lots of inspiration. Even though it was published in 2007, I still pull out the first volume sometimes when I’m stuck for ideas.
Make It Stick: The Science of Successful Learning is geared more towards teachers and professors or those interested in the psychology of how we learn rather than specifically aimed at instructional designers. The authors have done an amazing job of reviewing, summarizing, and organizing dozens of studies about how we learn. As instructional designers, we often work hard to make learning easier, but the research shows that “desirable difficulties” can actually increase learning. I’m a few chapters into this book currently, and I’ve already picked up a few new ideas. I do wish the book had some visuals to help explain the concepts. As an instructional designer, especially one who develops self-paced e-learning, you’ll need to reflect on your own about how to apply these ideas to your work. Most of the examples are from classrooms, either academic or corporate.
Urban Myths about Learning and Education was just published in March. Will Thalheimer gave it a positive review. My one caution with this book is that Paul Kirschner is one of the authors, and he has shown some (in my opinion) irrational bias against discovery learning, project-based learning, and constructivism in the past. Based on Thalheimer’s review, it sounds like Kirschner is more nuanced in this book, noting situations where the methods he previously labeled as “failures” do, in fact, have benefits. (For a balanced review of Kirschner’s previous attack piece on constructivism, see Don Clark’s review five years after its publication.
Connie Malamed just published a new book, Visual Design Solutions. Cammy Bean recommends it for all of those of us who need to communicate visually in our e-learning but lack the formal training on how to do so. Cammy also says it can be helpful for IDs who work with graphic designers so you can communicate with those team members more effectively. Unlike a lot of visual design books out there, this is focused specifically on visual design for learning.
Connie’s previous book, Visual Language for Designers, was helpful to me in learning about the fundamentals of visual design. Jeffrey Dalto reminded me that I inadvertently forgot her first book from my initial list (sorry Connie!). Jeffrey’s review can be found at Creating Visuals for Training.
Analyzing Performance Problems: Or, You Really Oughta Wanna–How to Figure out Why People Aren’t Doing What They Should Be, and What to do About It was recommended by Mike Taylor, who also recommended the next selection.
Dana and Jim Robinson’s Performance Consulting was also recommended. Mike says neither of these books is very recent, but they have remained relevant.
Joel Gendelman’s Consulting Basics was a critical resource for me when I made the leap from being an employee to being a freelance instructional designer. I regularly recommend this book to people who are just getting started in the freelance world or hoping to make the switch. The tips are very practical and concrete, and my own consulting agreements borrow heavily from the examples provided in this book.
Daniel Pink’s Drive explains three principles of motivation that go deeper than just rewards and punishments: autonomy, mastery, and purpose. More money won’t always motivate behavior change (in fact, sometimes it might be counterproductive). Helping people improve their skills can be even more motivating, and that’s certainly part of what we should be doing as instructional designers.
The Art of Explanation by Lee LeFever of Common Craft explains how to make information easier to understand. This was suggested by Luis Flores, who says, “As we create leaner and quicker learning experiences, being able to distill content is a skill that is indispensable.”
Made to Stick: Why Some Ideas Survive and Others Die is about why some stories and ideas are memorable while others aren’t. Robert Beck says, “Its principles are ones that I often turn to for reminders of how to make learning more compelling and memorable.”
TED Talks Storytelling: 23 Storytelling Techniques from the Best TED Talks was also recommended by Robert Beck. He says, “If IDs keep in mind the elements of a powerful story and how to deliver a spellbinding presentation to an audience, they’ll likely design an effective training product.”
John Medina’s Brain Rules was Robert Beck’s third recommendation, and I’ve heard these principles mentioned by a number of others in the field. I’m a little cautious about neuroscience claims; I’m not sure that the research is as solid as it is sometimes conveyed. However, I know many people have gotten excited about Medina’s work.
The Essential Persona Lifecycle by Adlin and Pruitt was recommended by Ieva Swanson. I have seen examples of personas used effectively for different projects, including creating a learning portal. This isn’t an area I personally know much about, but I can see the value in exploring it further.
Even though I have now shared over 30 books, I’m sure I missed some great reads. Tell me your suggestions!