Color Contrast - all about the difference - Love of Graphics Contrast – a definition Contrast can be defined as “the difference in visual properties that makes an object (or its representation in an image) distinguishable from other objects and the background.” In plain English that could be described at its most basic level as “things which look different from one another” or as the definition taken from Cambridge online Dictionary “an obvious difference between two or more things”. The real meaning of form is made clearer by its opposite. Jan Tschichold, Typographer “The New Typography” Contrast – in color Remember thrusting your hand into a big pail of mixed-up, broken crayons, then leafing through your construction paper to find the perfect hue to go with your chosen sticks of pigmented wax? Contrast is the perceived difference in colors that are in close proximity to each other. Value Dark areas advance, or stand out, while light areas recede, or hang back.Dark areas also have more weight in terms of balance. Color The Pure Color (Hue) Contrast
Align Assessments, Objectives, Instructional Strategies - Teaching Excellence & Educational Innovation Assessments should reveal how well students have learned what we want them to learn while instruction ensures that they learn it. For this to occur, assessments, learning objectives, and instructional strategies need to be closely aligned so that they reinforce one another. To ensure that these three components of your course are aligned, ask yourself the following questions: Learning objectives: What do I want students to know how to do when they leave this course?Assessments: What kinds of tasks will reveal whether students have achieved the learning objectives I have identified?Instructional strategies: What kinds of activities in and out of class will reinforce my learning objectives and prepare students for assessments? What if the components of a course are misaligned? If assessments are misaligned with learning objectives or instructional strategies, it can undermine both student motivation and learning. What do well-aligned assessments look like?
Visual Literacy Upon completing this lesson segment, you will be able to write a definition of visual literacy and match the three components of visual literacy to their respective meanings. Visual literacy is the ability to understand, create, and use visual images. Visual literacy has three parts: Visual thinking is the ability to transform thoughts, ideas, and information into all types of pictures, graphics, or other images that help communicate the associated information. Visual communication is when pictures, graphics, and other images are used to express ideas and to teach people. For visual communication to be effective, the receiver must be able to construct meaning from seeing the visual image. Visual learning is the process of learning from pictures and media. Visual learning includes the construction of knowledge by the learner as a result of seeing the visual image.
Visual Design Basics Visual design focuses on the aesthetics of a site and its related materials by strategically implementing images, colors, fonts, and other elements. A successful visual design does not take away from the content on the page or function. Instead, it enhances it by engaging users and helping to build trust and interest in the brand. Basic Elements of Visual Design The basic elements that combine to create visual designs include the following: Lines connect two points and can be used to help define shapes, make divisions, and create textures. Principles for Creating a Visual Design A successful visual design applies the following principles to elements noted above and effectively brings them together in a way that makes sense. Unity has to do with all elements on a page visually or conceptually appearing to belong together. Example of Pulling it all together Additional Information
VITL A Community of Practice (CoP) forThe Visual, Information, and Technology Literacy (VITL) Initiative Check out the VITL Resources Page or the VITL-Related Research PageFind out about VITL Events here or click on Announcements link Type Design Introduction Design History Family Classifications An Introduction to Type Type Design Since the first recordings of letterforms the concept of the typographic form has evolved into a seemingly endless variety of designs. Type design variations fall within specific categories. Typeface The basic category of type design is the typeface: the specific letterform design of an alphabet , including the serif shape, x-height, length of ascenders and descenders, variation of stroke weight, and any other characteristics that differentiate it from any other design. Typestyle A typeface usually includes several design variations called styles . Character angle . Character weight. Character width . Font A collection of all the characters of a typeface in one size and one style is called a font. Type Family The complete assembly of all the sizes and styles of a typeface forms a type family, bearing the name of its typeface. Type Measurements Point, pica and inch conversions are as follows: Points Picas
Designing Better Learning Experiences Designing Training Plans and Learning Objectives © Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC. Sections of This Topic Include Preparation for Designing Your Training Plan Design Your Learning Objectives Analyze Your Learning Objectives for Relevance, Alignment, Sequence and Testability Designing Training Rooms (Classrooms) Additional Information About Designing Training Various Ideas for Ways to Learn (including distance and online learning) Also see Related Library Topics Also See the Library's Blogs Related to Designing Training and Development Plans In addition to the articles on this current page, also see the following blogs that have posts related to Designing Training and Development Plans. Library's Career Management Blog Library's Human Resources Blog Library's Leadership Blog Library's Supervision Blog Library's Training and Development Blog Preparation for Designing Your Training Plan Design Your Learning Objectives Understand the Alignment, Dimensions and Terms in Learning Objectives Topic: Communication 1.
Examples of Program-Specific Learning Outcomes Examples of Program-Specific Learning Outcomes The learning outcomes below are examples which may be helpful in providing a starting point for developing learning outcomes for your own syllabi and programs. More than likely they can be improved upon, especially in terms of having specific learning outcomes that are derived from competencies and sub-competencies. If you would like your program’s learning outcomes to be included in this list, please email them to Susanne Hicklin (hicklins@gwm.sc.edu). Sample learning outcomes are provided for: Arts & Sciences Microbiology Art Theatre & Dance Business Accounting Economics Business Administration Engineering Civil & Environmental Engineering Electrical Engineering Mechanical Engineering Bioengineering Honors Program Hospitality, Retail, & Sport Management Hospitality Administration Retail Operations Fashion Merchandising Fashion Research Industry and Product Knowledge Recreation and Hospitality Services Marketing Mass Communications & Information Studies Music Art
Goals, Objectives and Outcomes › Assessment Primer › Assessment › University of Connecticut Outcomes Pyramid The assessment literature is full of terminology such as “mission”, “goals”, “objectives”, “outcomes”, etc. but lacking in a consensus on a precise meaning of each of these terms. Part of the difficulty stems from changes in approaches to education – shifts from objective-based, to competency-based, to outcomes-based, etc. education have taken place over the years with various champions of each espousing the benefits of using a different point of view. The Outcomes Pyramid shown below presents a pictorial clarification of the hierarchical relationships among several different kinds of goals, objectives, and outcomes that appear in assessment literature. The 'pyramid' image is chosen to convey the fact that increasing complexity and level of specificity are encountered as one moves downward. The pyramid structure also reinforces the notion that learning flows from the mission of the institution down to the units of instruction. Outcomes Pyramid Definitions Objectives
Writing Instructional Objectives › Assessment Primer › Assessment › University of Connecticut (Based on Preparing Instructional Objectives by Mager 1962 and Preparing Instructional Objectives: A critical tool in the development of effective instruction by Mager 1997) An objective Is an intent communicated by a statement describing a proposed change in a learner Is a statement of what the learner is to be like when he/she has successfully completed a learning experience An instructional objective describes an intended outcome. Describe what the learner will be doing when demonstrating that he/she has reached the objective; i.e., What should the learner be able to do? Course objective: What a successful learner is able to do at the end of the course Is a description of a product, of what the learner is supposed to be like as a result of the process The statement of objectives of a program must denote measurable attributes observable in the graduate of the program; otherwise it is impossible to determine whether or not the program is meeting the objectives. Examples: Guiding questions: