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Instructional Visual Communication: Bullet Points (alone) Are Not Learner-Centered
PROCEEDING
Cecily McKeown, Hudson County Community College, United States ; Lucy Appert, New York University, United States
EdMedia + Innovate Learning, in Online ISBN 978-1-939797-65-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
The goal of bullet points is to help writers organize and present information clearly and expressively. They can help communicate complex and multi-layered information clearly and effectively. From the perspective of designing learner-centered instructional content, bullet points alone are not adequate tools for meeting all pedagogical challenges. This article uses illustrated examples to show how instructional visual communication empowers and facilitates the shift from instructor-centered to learner-centered learning design. And how visual language invites thinking, enhances descriptions, shows relationships, engages multiple sensors, simplifies information, reduces cognitive load, and tells stories.
Citation
McKeown, C. & Appert, L. (2022). Instructional Visual Communication: Bullet Points (alone) Are Not Learner-Centered. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 610-615). Online: Association for the Advancement of Computing in Education (AACE). Retrieved September 1, 2024 from https://www.learntechlib.org/primary/p/221346/.
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