Where are the Pictures?

There are over 7,000 languages spoken by humans daily. Some of these are well-known languages such as English, French, Chinese, Spanish, and Korean. All languages are made up of pictures, text, symbols, or graphics. Using language to communicate is essential for learning and instruction. “Words allow us to communicate effectively, and printed words in electronic form and spoken words recorded in electronic form allow us to communicate effectively across miles and years using computer technology. Therefore, it makes sense to use words when we provide training or instruction (Clark and Mayer, 2016). 

Using pictures and words to deliver instruction is an effective way to deliver learning instruction. The first part of teaching children to read is letting them know it’s okay to look at the pictures. Once they have learned their letters and the letter sounds and can practice decoding words, the pictures are often removed for better decoding skills. Pictures are reintroduced once the student knows how to read well and won’t be tempted to use the picture to identify the words. Once a reader knows how to decode words, understands the vocabulary, and connects the visual to the text, reading comprehension is enhanced and the learner is engaged. Elearning is similar. To have a more enhanced and engaging course, instructional designers should incorporate text with visuals. To enhance the learning experience even more, audio could also be involved in the design process. More on that another time. 

According to Clark and Mayer (2016), “Based on cognitive theory and research evidence, we recommend that e-learning courses include words and graphics rather than words alone. By words, we mean printed text (that is, words printed on the screen that people read) or spoken text (that is, words presented as speech that people listen to through earphones, speakers, or telephone). By graphics we mean static illustrations such as drawings, charts, graphs, maps, or photos, and dynamic graphics such as animation or video. We use the term multimedia presentation to refer to any presentation that contains both words and graphics.” This recommendation aligns with the rationale that learners should engage in active learning. Learning is more than the presentation of information. It is the ability for students to understand and be able to apply or teach the principles and lessons they have just been taught. 

Using pictures and text to deliver information should be carefully considered while designing the course. “Pictures should not be an afterthought. Instead of selecting pictures after the words are written, instructional designers should consider how words and pictures work together to create meaning for the learner. Therefore, visuals as well as words should be planned together as the job analysis is conducted and the course is designed” (Clark and Mayer, 2016).

Another way that graphics can be introduced is with animation or videos. Instructional designers can use these tools to break up instructional delivery methods, introduce complex concepts, and make learning vocabulary interesting. Having a well-balanced instructional design program can be beneficial to both the designer and the learners. As I mentioned in the beginning, audio could be added to the design. This is especially important when meeting the 508 Compliance requirements. Being intentional in creating a course that all learners can benefit from should be the goal of all instructional designers.  

References

Clark, R. C., Mayer, R. E., (2016). e-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning, third edition (4th ed.). San Francisco, Calif: Pfeiffer.