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Integrate Graphics with Words

CHAPER 3&4: INTEGRATION RULE Jasper (Jia) Pan Oct. 19 2005 EDUC391 Web Based Technology in Teaching and Learning. Integrate Graphics with Words. Five ways to use graphic. How to judge an effective graphic integration. Fact Method: Statement of fact; Picture of specific forms, equipments

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Integrate Graphics with Words

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  1. CHAPER 3&4: INTEGRATION RULE Jasper (Jia) PanOct. 19 2005EDUC391 Web Based Technology in Teaching and Learning

  2. Integrate Graphics with Words Five ways to use graphic How to judge an effective graphic integration • Fact • Method: Statement of fact; Picture of specific forms, equipments • Example: illustration of software screen • Concept • Method: Definitions; examples; analogies • Example: what is a URL • Process • Method: Stage tables; animated diagrams • Examples: Activities in a computer network • Procedure • Method: Step-action tables; demonstrations • Example: How to use a software application • Principal • Method: Guidelines; varied context examples • Example: How to name a link Graphics and text are used to present instructional content Graphics are relevant rather than decorative Representative graphics are used to illustrate concrete facts, concept, and their parts Animation is used to illustrate process, procedure, and principles. Organizational graphics are used to show relationships among ideas or lesson topics Interpretative illustrations such as graphics are used to show relationships among variables or to make invisible phenomena visible Graphics are used as a lesson interface for case studies

  3. Make the Content Contiguity Learning is not effective when… Learning is effective when… • Visuals and explanatory text are separated, one before the other, and partially obscured because of scrolling screens • Feedback is displayed on a separate screen from the practice or question • Links leading to an onscreen reference appear in a second browser window that covers the related information on the initial screen • Directions to complete practice exercises are placed on a separate screen from the application screen in which the directions are to be followed • Screens that place explanatory text adjacent to the graphic they describe • Feedback that appears on the same screen as the question • Procedural directions that appear on the same screen in which the steps are to be applied in an exercise • Linked information that does not cover related information on the primary screen • Use of techniques such as pop-up text and reduced graphics that support integration of text and graphics

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