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Graphic Syllabus Design

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They are more efficient in that they require less working memory and fewer cognitive ... Graphics work so. economically because of what Larkin and Simon ...

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Presentation Transcript
slide2

THE SYLLABUS

as a Learning Device

slide4

Bloom’s Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

slide5

Learning

How to

Learn

Foundational

Knowledge

Caring

Application

Human

Dimension

Integration

A Taxonomy of Significant Learning

slide6

Four Elements to Learning

Situational Factors

Learning Goals

Feedback and Assessment

Teaching/Learning Activities

slide7

Learning

Goals

Teaching & Learning

Activities

Feedback &

Assessment

Situational Factors

slide8

We learn better from

words and pictures together than from words or pictures

alone.

slide9

Graphic

elements

break up

blocks of

text. . . .

slide10

“Graphics convey information more efficiently

than text. They are more efficient in that they require less working memory and fewer cognitive

transformations than text. . . .Graphics work so

economically because of what Larkin and Simon

(1987) call “perceptual enhancement,” which means they communicate information on two levels at once: through their individual elements and through the spatial arrangement of those elements.”

Nilson, The Graphic Syllabus and the Outcomes Map, 19.

slide11

Graphics

Elements

Efficient

Memorable

slide20

Selective perception

Pattern recognition. . .

slide21

Learning styles:

visual, global, spatial

slide22

Two memory systems:

semantic & episodic

verbal & visual-spatial

slide23

Retained better and longer

Retrieved more easily

slide24

Graphics

Elements

Efficient

Memorable

slide25

We see

the whole

picture

at once. . .

slide26

Learning styles. . .

Verbal & visual-spatial memory systems

Retained and retrieved,

Provide a global picture.

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