Creating Graphics for Learning and Performance - Assignment Example

READ CHS 9 & 10 IN THE BOOK CREATING GRAPHICS FOR LEARNING AND PERFORMANCE Chapter 9 Focus Questions Q. What is a Font? This is a typeface of a specific point size, which is computer-generated. For instance, Calibri 14-point is a font, as is Calibri 12-point. Over the last decade, the meaning of the word font has changed to mean typeface. Q. Are there rules of thumb that govern the use of type? The only rule of thumb when using type is the “it depends” rule. This is because when using type, the decision, and choice of which typeface to use entirely depends on the designer. It also depends on the learner, the task, the content, the environment, level of skill of the design and other visual elements. When it comes to design, decisions on what type to use do not follow any thumb rule, and that is why design is both a science and an art and thus decision on type to be used is the designer to make. Q. Are Serifs better than sans for reading? Serif typefaces have little extensions at the end of character. Sans serifs on the other hand, do not have those little extensions at the end. At large, sans are considered more readable especially in electronic based presentations such as PowerPoint presentations. This is normally because, in high resolution, serifs are not well shown thus making serif typefaces to lose their readability. Therefore, sans serifs are always preferred to serifs when it comes to writing of computer-based instructional material. However, most people seem to hold the belief that reading body text written in serif typeface is easier especially for extended text (William &Tollet, 1998). According William, readability is concerned with the ease of reading extended text, a lot of text, pages of text, and pages. Can I therefore claim that serifs are better than sans for reading? I would say Yes and No. No, sans are rather better than serifs when used in preparing instructional material, when legibility is the goal. Yes, Serifs are better than sans for readability when it comes to reading pages of text, a lot of text, and pages; when readability is the goal, since serifs seem to direct the reader from one text to the next by proving a clear distinction (White, 1988). However, these claims cannot be wholly supported since no conclusive research has been carried out to substantiate any of these claims. Thus, this question of whether sans or a serif is better for readability, is debatable. Chapter 9 Web activity Q. Attempt one of the web activities below. If activity one is chosen, remember that they are two in number and thus you should do all. The second activity should be carried out in the mentioned forum if at all the writer decides to attempt. Activity 1 Using a black and white typography, the meaning of the following words needs to be expressed in art form. A typography representing the word Collaboration A typography representing the word Synergy A typography representing the word Bossiness A typography representing the word Alienation Use typography (black and white only) to express the words: A typography representing the word Anger A typography representing the word Discord A typography representing the word Harmony A typography representing the word joy Chapter 9 Challenge Activity Activity: Designing words that express their meaning A design expressing the meaning of the word Exit A design expressing the meaning of the word Typhoon A design depicting the meaning of the word walk Chapter 10 Focus questions Q. 1: Are meanings attached to shapes? Yes, meanings are attached to shapes. According to Hansen (1999), designers get more than classic experience when it comes to simple shapes. Shapes such as circles, squares, ovals, lines, and rectangles all have some instructional attribute or meaning. For instance, when ovals and circles are used, they often portray, or show harmony, unity, focus attention, show process, and portray elements of subsystems or systems. Rectangle and squares also portray some meaning or instructional attribute when used in a design such as containing information, show hierarchy, focus attention, and facilitate comparisons. Lines are also used to define and separate, illustrate direction and motion, show a process, convey volume and emotions, and make connections. Complex and common shapes such as swirls, stars, brackets, triangles, and arrows imply motion, unify and organize, make connections, provide direction, and make something look fun or engaging. Q. 2: Can shapes be used to enhance learning? Yes, shapes can be used to enhance learning. It can be used to communicate or relay instructional information. For instance, shapes such as circles, squares, ovals, lines, and rectangles all have some instructional attribute or meaning. For instance, when ovals and circles are used, they often portray, or show harmony, unity, focus attention, show process, and portray elements of subsystems or systems. Rectangle and squares also portray some meaning or instructional attribute when used in a design such as containing information, show hierarchy, focus attention, and facilitate comparisons. Lines are also used to define and separate, illustrate direction and motion, show a process, convey volume and emotions, and make connections. Complex and common shapes such as swirls, stars, brackets, triangles, and arrows imply motion, unify and organize, make connections, provide direction, and make something look fun or engaging. The influence of shape on learning can best be explained by the form-giving function of the shape. A shape or anything aligned to or superimposed on a shape is normally viewed by many as a unit. This makes shape an effective way of presenting distinct, related information as a single unit (Pomerratz, Pristach, & Carson; 1999). Q. 3: What is the Display shape? This refers to the underlying background upon which text or image is placed for viewing. It is very important for the ultimate design. The other elements that go on the visual arranged on the display shape, which is the underlying shape of the background Chapter 10 Web activity By using any tool such as PowerPoint or any other program, draw a self-portrait using five lines. Self Portrait using five lines Chapter 10 challenge activity Activity: Using shapes, create instructions on team development stages There are four stages of team development namely norming, performing, storming, and forming. First and foremost, the group has to be formed. The process of forming a group involves identification of the group objective; skill set required, strength of the available members of the same group. Just as the name forming suggests, the people or members of the group have to come up with the working principles, laws, and regulation that would guide the workings of the group. Performing is where the group actively begins working on the groups objectives. In some instances of group works storming always occurs, this is then followed by the normalization, which is aimed at clearing redundancies and help resolve conflict that might have erupted from these. Below, is an artwork of the team development or team creation process One web resource that could help in understanding better the topic of Creating Graphics for Learning and Performance is the http://www.creativenerds.co.uk/, which has tutorials that may help designers to be able to manipulate both type and shape especially in Photoshop Reference Lohr, L. L. (2008). Creating Graphics for Learning and Performance: Lessons in Visual Literacy. North Colorado: University of Northern Colorado. Read More