Chapter 7 of the text provides teachers with guidelines on the use of ICT tools in respect of these two senses.
Designing Visuals
Visual materials are defined to be those that have an impact on the sense of sight. These resemble or are representations of the ideas/concepts being taught. Visuals, especially well-designed ones, help students to learn by attracting and maintaining their attention. This is important particularly for visual learners. The guidelines are:
1. Text, teachers should take note of:
a) Lettering style or font type, considering legibility.
b) Number of lettering styles, which should be no more than two in static displays. These styles should harmonise.
c) Use of capitals, should be limited to no more than six words in headlines or titles. Titles exceeding six words should have capitals added where normally required.
d) Letter colouring, which should contrast with the background which facilitates ease of reading.
e) Lettering size, which should be font size 24 at minimum. The rule of thumb being that readers at the back of the room should read with minimal effort.
f) Line spacing, which should be at least 1½ line spacing.
g) Number of lines, which depends on the type and purpose of the visual. The rule of thumb is a maximum of eight lines of text that succinctly summarises the main idea.
2. Graphics
These refer to pictures and illustrations either in a static or dynamic display.
a) Static visual display, range from line drawings to complex photographs.
b) Dynamic visual display, includes animation and video.
Generally, the visuals used must be appropriate to the learner and the text that it accompanies. When using dynamic displays, the teacher should also take into account the availability of replay features, clarity, ability to support learning and simplicity.
3. Transitional Effects
This refers to how the visual effect moves from one screen display to another and text animations. Teachers should choose suitable transitional effects that do not distract the audience from the content of the displays.
4. Use of Colour
The selection of colours should serve to present the message to students in a pleasant way. The two considerations are:
a) Use of complementary or analogous colours,
b) Emotional impact of colours
For computer screen displays, one should select one colour for text, another for background and the third for highlights.
5. Layout
Essentially, the text advises to set up an underlying pattern to determine how the viewer’s eyes will move across the visual display. Again, the teacher will have to consider:
a) Alignment of the graphic and text elements, to show clear visual relationships.
b) Shape, select a shape of presentation that is familiar to the students.
c) Balance, where one needs to consider vertical or horizontal balance, and formal or informal balance.Style, select one that is appropriate to the audience.
Audio
This refers to music, narration and sound effects that enhance learning.
1. Music, which can be used as a learning source or to create the atmosphere.
2. Narration refers to voice and speech. It can be used to:
a) Provide instruction
b) Develop students’ reading skills
c) Develop students’ listening skills
d) Complement still pictures
e) Provide a summary
f) Guide students to areas where they should pay attention
g) Provide feedback to students who may not be proficient in reading
3. Sound effects, which can be from nature, daily life or computer-generated. Like the other two forms of audio, sound effects can be used as a learning source, provide a warning signal or feedback.
The general principles guiding the use of audio are:
1. Provision of learner-control features
2. Clarity
3. Audio quality
4. Comprehensibility
I guess what I’ve learnt from this chapter of the text is that important thing to note when using visual and/or audio ICT tools in teaching is that they are a means to an end. We use them for the purpose of enhancing learning and not for their own sake. When it comes down to the bottom line, it’s pretty much like make-up where less is MORE and simplicity is the key.
No comments:
Post a Comment