part2

• One color

  • Should make up as much as 70% of the display
  • No two colors should be used in equal proportions
  • A third color should be used only to accent or highlight printed components such as titles and subheadings
• Too many colors make the design appear cluttered and complicated
• Graphics


  Should be used to break up blocks of print
• Graphics


  • Simple, high-quality (but not necessarily sophisticated or ornate) drawings or graphics that can be easily understood
• Balance


  • The written message with white space (or another background color) and graphics to add variety and contrast
• Photographs


  • Simple, high-quality with colored borders and different sizes and shapes
• Written message


  Delivered in common, straightforward language, avoiding unfamiliar terms, abbreviations, or symbols
• KISS principle

  • Keep it simple and smart when using words to decrease length, detail, and crowding
• Content


  • Concise, only essential information, but the message is complete
  • Current and free of spelling, grammar, and mathematical errors
• Titles


  • Catchy and crisp, using 10 or fewer words (no longer than two lines) and keeping lettering large enough to be read from a distance of at least 20 feet
• Letters


  • Straight and at least 1 inch in height to be read easily at 4 to 6 feet away
  • Avoid using all-capital letters except for very short titles and labels
  • Use capitals for only the first letter of each word in titles with more than two to three words or as the first word of a sentence
• Title or introductory statement

  • Orients readers to the subject
• Written and graphic components


  • Logically sequenced
• Computer generated type


  • Use letter-quality script or laser print instead of dot matrix print
• Arrows, circles, or directional lines


  • Used to merge the parts to achieve correct focus, flow, sequence, and unity
• Visual weight


  • Balanced on each side by positioning information around an imaginary central axis running vertically and horizontally
• Handouts


  Can be used to supplement, highlight, and reinforce the messages conveyed by the poster
• Poster transportation

  • Use durable backboards and overlays
• Audiovisual materials


  Support and enrich the education process by stimulating the senses of seeing and hearing, adding variety to the teaching–learning experience, and instilling visual memories, which have been found to be more permanent than auditory memories
• Multimedia learning


  Refers to the use of two or more types of learning modes (e.g., audio, visual, or animation) that can be accessed via a computer to engage the learner in the content
• Blended learning


  Combines e-learning technology with more traditional instructor-led teaching methods, such as a lecture or demonstration
• Audiovisual technologies


  • Often offer learners more control over content as well as over the sequencing, pacing, and timing of information, which allows teaching and learning experiences to be tailored to meet behavioral objectives for every individual
• Projected Learning Resources


  Include overhead transparencies, PowerPoint slides, SMART Board systems, and other computer outputs that are projected onto a screen
• PowerPoint slides

  • Illustrate one idea per slide
  • Keep images simple by using clear pictures, symbols, or diagrams
  • Avoid distorted images by keeping the images' proportion of height to width at 2:3
  • Use large, easily readable, and professional looking lettering
• PowerPoint presentation


  • Use this medium to generate interaction between the teacher and the learner, rather than as a tool that provides an outline of content to be followed for presenting information only in a traditional lecture format
  • Leave out some points to be made or ideas that should be included so that the learner must figure out what may be missing to encourage critical thinking by the audience
  • Use text sparingly on each slide to keep details to a minimum, by including no more than six points about any one idea per slide and limiting the word count to approximately six words per point
  • Use contrasting but bold complementary colors so that the text of each slide is clearly visible
  • Be sure the print size on each slide is large enough for the audience to read with ease at a distance
  • Minimize or avoid animated text, sounds, and fancy transitions, which can distract the reader from the message being conveyed
  • Keep unity of design from slide to slide by using a master slide as a template for the entire presentation
  • Provide audience members with handouts of the slides (three slides per page) for purposes of note taking
  • During the presentation, open a blank slide and type in the main points as they emerge from the interactive discussion
  • Limit the number of slides to be projected for teaching to no more than one to two slides per minute (not to exceed 60 slides for a 1-hour presentation) to avoid including too much content during an allotted period of time
• Visuals should enrich the message, not become the message. Overuse of slides may discourage audience participation, potentially sacrificing rich interactive discussions
• Overhead transparencies


  • Do not block the audience's view of the screen by standing in front of the machine
  • Turn the projector off when you have finished referring to the transparency to keep the learners' attention on you and away from what is being projected
  • Keep the message on the transparency simple
  • Display only one point at a time by masking the rest with a piece of paper if you have listed several ideas on one transparency
  • Use a screen large enough for the audience to read the information projected
  • Use a light-colored blank wall as a projection surface if a screen is unavailable or too small
  • Pull the projector closer to or farther away from the screen to change the size of the projection
  • Use tinted film to reduce glare of light
  • Use colored pens to help organize information, to provide contrast to images, or to make specific points
  • Use overlays to help illustrate complex or sequential ideas
• Audio Learning Resources


  Audio technology, although it has existed for a long time, has not been used to any great extent for education purposes until recently
• Compact Discs and Digital Sound Players


  Digital sound files and CDs, which have replaced traditional vinyl records and audiotapes, are very popular formats today
• Radio and Podcasts


  The radio has tremendously affected the lives of many people for many years and is one of the oldest forms of audio technology
• Video Learning Resources


  Digital video files and DVDs (software), along with camcorders, DVD recorders, television sets, and computer monitors (hardware) as electronic devices with which to view them, have become commonplace in homes
• Educational videos

  • Write a script for the program and rehearse thoroughly
  • With a small budget, use a single camera with zoom capacity
  • Consider hiring a video technician on a per-hour or per-diem basis to yield a quality production in a time-efficient and cost-effective manner
  • Always be mindful of the learning objectives to avoid going astray with the informational message
  • Keep the teaching session short, ideally 5 to 10 minutes long
• Telecommunications Learning Resources


  Means by which information can be transmitted via television, telephone, related modes of audio and video teleconferencing, and closed-circuit, cable, and satellite broadcasting
• Television


  A very common device in homes worldwide that has been used for many years as an entertainment tool
• Telephones


  Wireless cell phones and land-based phone lines as fundamental means of communication, with telephone consultation becoming a popular strategy for patient follow-up after hospital and clinic visits
• Computer Learning Resources


  Computers, as a multimedia approach to teaching and learning, usually stimulate learners and transform learning into "an active, engaging process" that promotes problem solving and the development of critical-thinking skills
• Telemedicine technology has been found to be as effective an educational tool as in-person teaching for diabetes control
• Interactive videodisc programs show promise in improving retention and understanding of information
• Ethics


  Guiding principles of behavior, refer to rules provided by an external source
• Moral


  An internal value system (the "moral fabric" of one's being)