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| On the Web | |
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| Acknowledgments | |
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| Foreword to the Second Edition | |
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| Introduction: Getting the Most from This Resource | |
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| The Foundation | |
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| The Power of Visuals | |
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| The Unrealized Potential of Visuals | |
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| What Is a Graphic? | |
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| Which Visuals Are Best? No Yellow Brick Road | |
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| Graphics in the Instructional Landscape | |
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| Three Views of Instructional Visuals | |
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| Three Views of Visuals | |
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| Communication Functions of Graphics | |
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| Graphics to Support Psychological Events of Learning | |
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| Our Guiding Principles | |
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| A Visual Design Model for Planning Graphics Systematically | |
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| Three Facets of Graphics | |
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| What Can Happen Without a Systematic Approach | |
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| What Happens When Instructional Designers Follow a Systematic Process | |
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| A Visual Design Model | |
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| How to Use Visuals to Support Psychological Learning Processes | |
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| Graphics and Learning | |
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| Not All Graphics Are Equal | |
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| Graphics and Learning | |
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| A Tale of Two Memories | |
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| Unique Brain Storage for Visual Information | |
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| How Learning Happens | |
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| How Graphics Promote Learning | |
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| Plan Graphics That Direct Attention | |
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| Attention, Learning, and Graphics | |
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| Use Signals to Focus Attention | |
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| Use Color and Contrast to Focus Attention | |
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| Use Motion Cues in Animation | |
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| Use Color to Improve Job Performance | |
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| Graphics and Divided Attention | |
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| Place Text Close to the Visuals It Describes | |
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| Avoid Distracting Visuals | |
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| Plan Visuals That Leverage Prior Knowledge | |
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| Prior Knowledge, Learning, and Graphics | |
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| Use Comparative Advance Organizers | |
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| Use Expository Advance Organizers | |
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| Avoid Seductive Details in Lesson Introductions | |
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| Plan Graphics That Minimize Irrelevant Mental Load | |
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| What Is Mental Load? | |
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| Use Graphics Rather Than Text for Special Content | |
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| Use Simpler Graphics for Deeper Learning | |
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| Use Animations to Teach Hands-On Skills | |
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| Explain Complex Graphics with Words in Audio | |
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| Use Words or Graphics Alone When Information Is Self-Explanatory | |
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| Use Previews and Overlays with Complex Visuals | |
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| Plan Graphics to Help Learners Build Mental Models | |
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| Mental Modeling, Learning, and Graphics | |
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| Use Organizational Graphics to Show Quantitative Relationships | |
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| Use Charts and Graphs to Communicate Quantitative Relationships | |
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| Use Transformational Visuals to Communicate Changes in Time or Space | |
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| Use Interpretive Visuals to Communicate Abstract Cause-and-Effect. Relationships | |
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| Use Animated Online Agents to Model Thinking Processes | |
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| Plan Graphics That Support Transfer of Learning | |
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| Transfer and Work Performance | |
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| Near- Versus Far-Transfer Tasks | |
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| Context Is King for Near-Transfer Tasks | |
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| Use Dynamic Visuals That Reflect Workplace Context for Procedures | |
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| Incorporate Workplace Context in 3D Worlds | |
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| Mental Models Are King in Far-Transfer Tasks | |
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| Use Static Visuals to Illustrate How Things Work | |
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| Use Dynamic Visuals for Interpersonal Skills | |
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| Use Varied Context Visual Examples for Deeper Understanding | |
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| Use Workplace Context Visuals for Immersive Learning Environments | |
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| Plan Graphics for Motivation and Learning | |
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| Motivation and Learning | |
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| Interest and Motivation | |
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| Use Dynamic Visuals That Display Work Concepts | |
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| Leverage Social Presence Through Learning Agents in Asynchronous Multimedia | |
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| Consider Using Relevant Trigger Visuals to Catch Initial Interest | |
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| Minimize Graphics Used Soley as Eye Candy | |
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| Plan Graphics to Leverage Learner Differences | |
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| Different Strokes for Different Folks? | |
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| Drop the Myth of Visual Learning Style | |
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| Emphasize Visuals for Beginners | |
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| Provide Just-in-Time Training to Help Learners Interpret Complex Visuals | |
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| Encourage All Learners to Process Visuals Effectively | |
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| How to Visualize Lesson Content | |
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| How to Visualize Procedures | |
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| What Are Procedures? | |
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| Teaching Procedures | |
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| Combine Representational and Transformational Visuals in Demonstrations | |
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| Demonstrate Procedures with Dynamic Visuals | |
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| Manage Mental Load | |
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| Use Visuals to Draw Attention to Warnings | |
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| Design Online Practice Exercises Effectively | |
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| How to Visualize Concepts | |
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| What Are Concepts? | |
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| Teaching Concepts | |
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| How to Visualize Concepts | |
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| Display Teaching Methods in a Contiguous Manner | |
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| Create Visual Counterexamples | |
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| Use Visual Analogies | |
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| Display Related Concepts Together | |
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| Use organizational Visuals for Related Concepts | |
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| Promote Learner Engagement with Concept Visuals | |
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| How to Visualize Facts | |
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| What Are Facts? | |
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| Teaching Facts | |
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| How to Help Learners to Visualize Facts | |
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| Use Representational Visuals Displayed in Job Context | |
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| Display Facts with Visual Contiguity | |
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| Use Organizational Visuals | |
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| Use Relational Visuals for Numeric Trends | |
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| Promote Engagement with Important Factual Visuals | |
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| How to Visualize Processes | |
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| What Are Processes? | |
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| Who Needs Process Knowledge? | |
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| Teaching Processes | |
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| How to Help Learners to Visualize Processes | |
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| Use Transformational Visuals That Show State Changes | |
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| Use Simpler Visuals to Promote Understanding | |
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| Manage Load When Presenting Process Visuals | |
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| Use Interpretive Visuals to Represent Abstract Processes | |
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| Promote Engagement with Process Visuals | |
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| How to Visualize Principles | |
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| What Are Principles? | |
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| What Are Principles? | |
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| Problem-Centered Learning Environments | |
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| Components of Problem-Centered Learning Environments | |
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| When to Consider Problem-Centered Learning | |
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| Inductive Learning from Case Examples | |
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| Teaching Principles as Laws or Theories | |
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| How to Visualize Principles | |
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| Use Representational Visuals for Problem-Centered Learning Components | |
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| Use Multimedia Dynamic Visuals for Case Scenarios | |
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| Use Animated Agents to Model Critical Thinking Skills | |
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| Use Graphic Design Devices to Manage Mental Load During Problem-Centered Learning | |
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| Analyze Video or Audio Recorded Work Samples | |
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| Engage Learners with Explanatory Visuals, Including Virtual Simulations | |
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| How to Plan and Communicate Your Visuals | |
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| Determine the Context | |
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| The Realities of the Workplace | |
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| What to Decide and When | |
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| Assess the Learning Landscape | |
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| Consider Production | |
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| Design Your Visual Approach | |
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| Getting the Right Artist | |
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| Designing the Visual Approach | |
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| Treatment Meeting | |
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| What to Consider | |
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| Rough It Out-Style and Available Real Estate | |
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| A Semi-Fictional Case Study | |
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| Visualize Individual Graphics | |
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| Creating Individual Visuals That Work | |
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| A Case Study Continued: Sanji's Graphic | |
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| Communicate and Lay Out Graphic Plans | |
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| Who Needs to Know | |
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| Communicating the Visual Approach, the "Look and Feel" | |
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| Communicating Ideas for the Development of Individual Graphics | |
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| Communicating Layout Plans | |
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| Communicating Graphics to Production Staff | |
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| Case Study: Sanji Talks to the Artist | |
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| Apply the Principles | |
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| The End-User System Application Training | |
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| The Investment Club's Financial Basics Training | |
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| Glossary | |
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| References | |
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| About the Authors | |
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| List of Figures and Tables | |
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| Index | |