Graphics for Learning: Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials

Part IV. Introduction to Section Four: How to Plan and Communicate Your Visuals

In Sections Two and Three, we focus on how instructional graphics should support psychological learning processes and match the lesson content. But an instructional program is more than the sum of its individual parts. The graphics that you create by applying these guidelines must be coordinated into an entire course that factors in the full instructional landscape.

This section is written for individuals involved in the design and production of graphics for instructional programs. In Chapter Two we introduced a graphic design process. In this section, we revisit that design process adding details that will help you implement many of the guidelines offered in Sections ...