Application of Visual Design Principles and Motion Graphic in Re-Design Interactive Learning Video

E-learning-based learning has been widely applied in several educational institutions, one of which is Telkom University (Tel-U). Through the Center of e-Learning and Open Education (CeLOE) program established by Tel-U, network-based learning can be enjoyed by students. However, along the way, CeLOE encountered several obstacles, including the very rigid teaching materials that could have an impact on the reduced learning power of students. To solve this, it is necessary to improve the content of the material, especially learning videos by providing designs and animations for lecturer materials which on average contain full text. The approach used is the principle of visual design by utilizing motion graphics as the main aspect of material content with the ultimate goal of making learning videos more interesting and animated. Thus, the material presented can stimulate interest in learning for students at Telkom University.

The evaluation of the contents of pre-school books for 4 - 6 years according to the visual design items

Pre-school books are one of the indispensable materials of education life, even though technology has been developed, preschool books are still among the fundamental building blocks of education and it can be said that it will continue in the future. Preschool teachers' evaluation of 4-6 year old preschool books for Visual Design principles was aimed by pre-school teacher candidates. In the study, "Graphic / Visual Design Principles Scale for Textbooks" Alpan (2004), which is a visual design scale, was used. The scoring of the scale was calculated as 2 points for the "Yes" option, 1 point for the "Partial" option and 0 points for the "No" option. The data obtained as a result of the research were evaluated by scoring between 1-10. According to the results obtained from the results of the evaluation of the prospective teachers, it has been concluded that the books have different averages according to the scale dimensions, but are quite suitable in terms of general lines.

A Visual Design Framework and Assessment to Inform Instruction

As evidence of meeting program criteria required by the Accreditation Board for Engineering and Technology (ABET), engineering technology (ET) students are expected to both read and create graphical communications. Academic librarians’ visual literacy (VL) instruction can support ET students’ ability to communicate through graphics. Under comprehensive VL instruction, teaching visual design principles is an area of VL that supports graphical communication. An adaptive comparative judgment (ACJ) assessment was given to 115 ET students to inform visual design instruction and future research. A visual design framework supplemented the assessment to familiarize students with visual design principles. ACJ offers an alternative assessment model because instead of grading against a rubric of learning outcomes, it uses context to judge the quality of a work. The assessment results outline specific areas to focus visual design instruction for students to effectively navigate and create graphical communications.

EVALUATING THE CONTENT OF TEACHER CANDIDATES’ COURSE BOOKS ACCORDING TO VISUAL DESIGN ELEMENTS

Textbooks are one of the indispensable materials of educational life, even if the technology has developed, textbooks from past to present are still among the most basic building blocks of education and it can be said that they will continue in this way in the future, and in this research, social studies textbooks taught in schools in the Republic of Turkey and the Turkish Republic of Northern Cyprus are intended to be evaluated by teacher candidates for visual design principles. Alpan (2004) was used in the research, which is the visual design scale of "Graphic/Visual Design Principles Scale for Textbooks". The score of the scale is calculated as "Yes" option is calculated as 2 points, "Partially" option is calculated as 1 point and "No" option is calculated as 0 points. The data obtained as a result of the research were evaluated by scoring between 1-10. According to the result of the evaluation of the teacher candidates from the research, it was determined that the books had different levels of averages according to the scale dimensions but were quite suitable as a general line. Keywords: Education, Social Studies, Visual Design

Using Visual Design to Improve the Online Learning Experience

There is an abundant amount of literature on visual design principles, graphic design theory, and media theory. Yet very little is discussed, at least in a systematic way, about the process of making online courses aesthetically pleasing. A major obstacle to gaining such knowledge is the lack of understanding of applied definitions, conceptual ideas, and methods of creating online learning interfaces. In this chapter, the authors seek to clarify the process of using visual design to improve the online learning experience. The chapter concludes with strategies on how colleges and universities can help faculty and instructional designers learn visual design skills through the creation of a design studio.

Principles and Practices for Enhanced Visual Design in Virtual Learning Environments

The widespread adoption of learning management systems (LMS) in higher education has been promoted as a means of modernizing learning material, improving learning outcomes, and enhancing student engagement, but has often fallen short of these goals. It has been suggested that investment in visual design has the potential to ensure the promise of LMS can be realized. Through the reflections of instructors, a learning designer, and students, this chapter explores the relationship between LMS aesthetics and usability and student engagement. It proposes visual design principles and practices which highlight the combined contribution of functional utility, visual identity, aesthetic appeal, and transactional access to enhancing student engagement and user experience in a virtual learning environment.

Rethinking patient–provider care through visual communication

The case study presented in this article developed an improved intervention for visually communicating with persons diagnosed with a communication disorder known as aphasia. The Visual Interactive Narrative Intervention (VINI) assists health-care providers in educating post-stroke persons with aphasia (PWA) about their stroke, symptoms, rehabilitation options, and quality of life issues. Visual communication is under-utilized to convey health information to PWA despite its ability to capitalize on their intact cognitive and visual processing. The current Reflections on Practice summarizes visual guidelines from previous research, discusses visual design principles to achieve these guidelines, and presents a case study of creating visual stimuli for PWA based on these considerations and initial pilot testing with PWA. The case study demonstrates the creative process, the visual design considerations, and the interdisciplinary effort (i.e. health professionals, artists, and communication scholars) necessary for visually communicating with PWA.