Se ha denunciado esta presentación.
Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento.

What teachers need to know about visual design

828 visualizaciones

Publicado el

Slides from my presentation at the 2012 FEELTA Conference.

Publicado en: Educación
  • Sé el primero en comentar

  • Sé el primero en recomendar esto

What teachers need to know about visual design

  1. 1. What teachers need to know about visual design Cameron Romney Center for Foreign Language Education Momoyama Gakuin University (St. Andrew’s University) November 4, 2012
  2. 2. Agenda• Introduction• Typography• Page Layout• Graphics
  3. 3. ConnectTheory and Practice with ‘Best Practices’
  4. 4. Do you know anything about typography/ page layout/graphics? Do you think it (they) are important? Why or why not?
  5. 5. “Unfortunately, most of the materials made athome, no matter how good in content, areatrocious in terms of layout. In my experienceswith both publishers and students, I have cometo the conclusion that layout is just as important as...no, even more important than...content” Curtis Kelly, 1998
  6. 6. Visual design effects on readers• Motivation Smiley (2004); Misanchuk (1992); Bell & Sullivan (1981)• Comprehension Gasser, Boeke, Haffernan, & Tan (2005); Romney (2004); Smiley (2004); Walker (2001), Hoener, Salend & Kay (1997); Garofalo (1988), Lewis & Walker (1989)• Recall Gasser, Boeke, Haffernan, & Tan (2005); Smiley (2004); Lewis & Walker (1989)• Efficiency/Speed Smiley (2004); Hoener, Salend & Kay (1997)
  7. 7. “...more easily perceiving ... text on apage ... less attentional resources arerequired for the process of reading. Moreattentional resources can then bedevoted to attending to the message inthe text, which results in deeperprocessing and an easier recall of theinformation presented.” (p. 185) Gasser, Boek, Haffernan & Tan (2005)
  8. 8. Does the visual appealof a classroom handout matter? YES!
  9. 9. Typeface i.e. font
  10. 10. “The font is the cookiecutter, and the typeface is the cookie.” (p. 29) Felici (2003)
  11. 11. What fonts do you know?Which ones do you use? Why? How? What’s your favorite font? Why do you like?
  12. 12. Categories of Fonts Style Purpose Historical• Old-style • Text • Renaissance• Modern • Display • Baroque• Slab serif • Decorative • Neoclassical• Sans serif • Romantic• Script • Realist• Decorative Williams (2008) Felici (2003) • Modernist Bringhurst (2004)
  13. 13. Serif and Sans-serifBowley (2009), Bringhurst (2004), Craig (1990), Felici (2003), Kirsanov (1998),Lupton (2004), Madison (2003), Miller (2002), Misanchuk (1992), Romney (2004),Walker & Reynolds (2003),White (2002), Williams (2008), etc.
  14. 14. EM EM
  15. 15. Legibility vs. Readability
  16. 16. Common Problems for L2 Learners
  17. 17. LC l and UC I
  18. 18. LC d, b, q and p
  19. 19. Lowercase i and j
  20. 20. Lowercase c and o
  21. 21. Lowercase f and t
  22. 22. Double story minuscules Images from Wikipedia
  23. 23. Best Practice #1Use the font students are FAMILIAR with
  24. 24. “people most easily read materialprinted in the typefaces withwhich they are most familiar.” (p. 32) Hoener, Salend & Kay (1997)
  25. 25. Copyright page
  26. 26. Identifont & WhatTheFont www.identifont.com http://new.myfonts.com/WhatTheFont (includes an iPhone app)
  27. 27. Best Practice #2set the typeface at a LARGER size
  28. 28. • Less skilled readers benefit from larger text Carter, Day & Meggs (2006); Petterson (1989)• 9-12 pt is standard for adults Carter, Day & Meggs (2006)• 18 pt for 1st grade, 14 pt for 3rd grade, 11 pt for 6th grade Hoener, Salend & Kay (1997)
  29. 29. Best Practice #3Use a font with good LEGIBILITY
  30. 30. “...serifed typefaces are easier toread than san serif” Felici (2003)
  31. 31. Bonus Tip Don’t forget thePRINTING & COPYNG
  32. 32. Best Practice #4 Use typography tosignal sections of the document
  33. 33. Example
  34. 34. Recommended Typefaces Serif Sans Serif• Georgia • Verdana• Lucida Bright • Tahoma• (Bembo) Schoolbook • Helvetica Textbook
  35. 35. GeorgiaImage from Identifont
  36. 36. Lucida Bright Image from Identifont
  37. 37. Bembo Schoolbook Image from Identifont
  38. 38. VerdanaImage from Identifont
  39. 39. TahomaImage from Identifont
  40. 40. Helvetica Textbook Image from Identifont
  41. 41. Page Layout
  42. 42. Best Practice #5Use INCREASED line spacing and WHITE space
  43. 43. Theory“...the reader has an effortlessreturn path to the left edge ... forthe next line.” (p. 115) White (2002)
  44. 44. Theory“Space attracts readers bymaking the page look accessible,unthreatening, and manageable” White (2002)
  45. 45. Best Practice #6Use lines & shapes toORGANIZE the page
  46. 46. Theory“...directing the readers eyearound the page, drawing attentionto specific parts... breaking copyinto sections” (p.86) Dabner (2004)
  47. 47. Best Practice #7Use MULTIPLE columns withSHORTER lines
  48. 48. Theory“When long lines are set...thereis a tendency of the reader toread the same line twice” (p. 86) Craig (1990)
  49. 49. Line Length Guides• 50 - 60 characters (White 2002)• 2 times the alphabet (Craig 1990)• 27 characters minimum, 40 optimum, 70 maximum (Felici 2003)
  50. 50. Graphics
  51. 51. Do you use images in your materials? Why or why not? Do images help students? How?
  52. 52. Levin’s (1981) Typology of images Decoration Increase attractiveness Remuneration Increase sales Motivation Increase interest Reiteration Additional exposures Representational Make more concrete Organization Make more integrated Interpretation Make more comprehensible Transformation Make more memorable
  53. 53. Levin’s (1981) Typology of images Decoration Increase attractiveness Remuneration Increase sales Motivation Increase interest Reiteration Additional exposures Representational Make more concrete Organization Make more integrated Interpretation Make more comprehensible Transformation Make more memorable
  54. 54. Best Practice #8Only use graphics with INSTRUCTIONAL purpose
  55. 55. “If instructional facilitation is nothighly probable, then ... graphicsshould not be used in instructionalmaterial.” (p. 239) Misanchuk (1992)
  56. 56. TheoryGraphics can be a distraction Evans, Watson and Willows (1987); Peeck (1987) Clark & Lyons (2011); Romney & Bell (2011)
  57. 57. Putting it all together A Before and After
  58. 58. Thank Youromney.cameron@gmail.com LinkedInTwitter: @CameronRomney CameronRomney.com

×