Framework for using Colour and Graphics

This week’s resource was an eye opener for developing computer designs for educational purpose. It can be recommended as quick reference guide before developing a computer based content. While I thought that colour is an important factor in designing computer graphics this resource helped in eradicating the misconceptions that I had about using colour in developing educational material. Before I start jotting down on what I learnt from the resource I would like to first acknowledge the thoughtful design of the e-book developed by Misanchuk, Schiwer & Boling. The book presents the information in a very neat form. It uses three major colours for its presentation, which are grey, black and white and uses images only where necessary. Most of the images used are explicative in nature. The chapter this week goes beyond the dos and don’ts of graphics and the colour theories by articulating the research material, which is very easy to browse through. It was interesting to know that human eye can only discriminate 32000 colours. I have decided to come back to ---chapter in this book to mix and match the font and the background colour before deciding on one. The map example shows how to emphasize a portion of a visual. “Even the most powerful graphics programs can be used to produce ugly and ineffective graphics” which means using complex software programs does not necessarily empower the author to develop effective graphics. It is rather important to know the practicalities develop effective graphics. It was informative to know the difference between a line and a contentious drawing a bitmap and a vector drawing. Graphics should be used for appropriate reasons “in normal instructional situations, the addition of pictorial embellishments will not enhance the learning of information in the text”. The research on the roles of graphics really makes logic. Duchastel, Lievel and Lentz Dwyer’s functions on graphics can help decide the need of the graphics.
A good test of the germaneness (and hence the desirability of inclusion) of a graphic is to work with potential learners in a one-on-one user-testing situation. Using Graphics pp.4. What did you learn from that picture (or drawing, etc.) that you wouldn't have learned otherwise?" is a good question to ask so as to confirm whether the visual is really needed.
It would be interesting to learn more about Dwyer’s research that determined “student characteristics (e.g., IQ, reading comprehension, background knowledge) were important variables in affecting the utility of visuals.” Moreover his research also elaborates that “the type of instructional objective being addressed by the visuals (e.g., knowledge, comprehension, application) is also a determining factor in the effectiveness of visuals.”

Lastly I feel that everything comes down to KISS “Keep it simple and stupid”

A 50$ lesson

Reflections of the designer in me---

“Poor design and often-poor procedures, poor infrastructure, and poor operative practices, are the true culprits: people are simply the last step in this complex process. Pg 12”

This quote paused me to ponder on a few things that I could find around me as an example for poor design; I did not have to wait long when the garborator in the kitchen stopped functioning. While me and my sister-in-law struggled to get it right my brother gave instructions on the phone and finally gave up deciding to call the plumber. It was a busy afternoon for both of us, we tried our level best, we tried to pump it, I also tired to slide my hand into it to find if something is stuck, flushed water with greater force than it usually takes but all in vein. After about two hours we gave up and waited for the plumber to come. He did not disappoint us infact amazed with his magic. He performed the following steps:

1] Sat down, to open the door of the cabinet - time taken 1-sec
2] Pulled out a sturdy steel bracket (generally available in any super store, if looked for) from his multi-pocked cargo– 3 secs
3] Inserted it in the outlet of the garborator and twisted it to one side– 2 sec
4] Push a reset button – (which was a discovery for us) that situated against the outlet – 1sec
5] Started working

Mission accomplished in 7 sec: Cost 50$

The plumber justified the cost by making the garborator worked in merely 7 secs no doubt about it. Was it our fault that we never looked at the bottom to see that the reset button exists, Who should be blamed? I hope the “Reset button” spoke and told us “I am here, I am here, press me, press me” I felt the need of the dialogue. In case of Tim the expectation of this dialogue elevates from “only instructions” to “thoughtful intelligence” but in both the cases to prove that it was not the human error. The proper way to provide for smooth interaction between people and intelligent devices is to enhance the co-ordination and co-operation of parties, people and machines, which will create a Symbiotic relationship. Aha! I liked the example of the horse and the rider.

Just one question: Can I have a smartly designed study room that will have a dialogue with me?


Titbits for the designer

KISS (keep it simple and stupid)
Following the Perception principles the designer can make decisions about the placement of the visuals, the proximity principle suggests the distance between the visuals, similarity states how to establish a symbiotic relation whereas the closure principle refers to visual information
Aesthetics is determine by establishing and withdrawing the balance, unity and harmony among the elements of design
Organizing and grouping draws attention towards the intelligent use of white space,visual planes and alignment of design elements.
Simplicity and clarity (according to me is the essence of design) not only relates to the visual or graphic presentation but makes a fair point about cognitive load.

The resources suggest extremely important principle for designing educational material however I believe all use of the are context based and therefore it is very important to conduct a usability testing with the real users


My little experience with Story-Centred Curriculum

I remember when I was in grade three in my social studies class, I always struggled with the terms like “invasion”, “World War”, I wondered how could the entire World can be set on a War? What actually happens when the “enemy retreats” do they run away helter and shelter or become salve? Now I think, If then, I would have experienced, what I am involved in designing at KDL (Knowledge Design Lab at University of Calgary) today I think I would have better understood the real meaning of these words. An educational maze designed for demonstrating the consequences of world war in a story form depicts the real meaning of many such terms and takes me to the war scene where I play the role of a captain of a vessel and make decisions to save my people. I make a decision to take doge dive to get out of the enemy searchlights, while flying a Lancaster in Italy. With these stories I not only understand the meaning of the terms but I am in a dialogue with them. They are no more passive terms they are terms in “action”. It is an engaging learning experience. For me the stories have always worked I still remember Archimedes principle because of the “eureka” story associate with it, I haven’ forgotten the story that the physics teacher narrated in the class when I was in grade five about how Edison invented the bulb on his 100th attempt. I personally feel that this concept can bring changes in the manner subjects are taught today in schools and also think that it will work for adults too, after all who doesn’t like stories.