Designing Effective Visual Communications.

But the report question is – This assessment task provides students with the opportunity to explore learning styles and visual literacy, and discuss the ways in

which different learning styles and varying levels of visual literacy may influence the effectiveness of visual communications. Students are required to

download and self- administer the VAK Learning style questionnaire (Chislett & Chapman, 2005). Once students have identified their own predominant

learning style using the questionnaire, they are required to write a short report: (a) Identify their predominant learning style and how this may impact on

the effectiveness of visual communications; (b) Identify ways to improve visual communications design to suit an audience that exhibits a range of different

learning styles; (c) Identify the ways in which visual communications design can be improved to suit an audience with low visual literacy skills.

Designing Effective Visual Communications

a)      Identify your predominant learning style and how this may impact on the effectiveness of visual communications.

From the VAK questionnaire, my predominant learning style is auditory. According to Chislett and Chapman (2005), the auditory learning style may impact on the effectiveness of visual communications since auditory learners mostly concentrate on the spoken word and relate most effectively to it. They usually perceive and process information through listening and hearing, and learn best from oral presentations and lectures rather than from written information or reading, hence impacting on the effectiveness of visual communication. Typically, auditory learners do not relate effectively with visual communication. To them, information does not exist unless it has been spoken, hence impacting on the effectiveness of visual communication (Walsh, 2011).

b)     Identify ways to improve visual communications design to suit an audience that exhibits a range of different learning styles.

When developing knowledge, visual learners primarily depend on what they see, rather than what they do or hear. Clifford stated that individuals have varying preferences to learning styles, and if they cannot access knowledge using their preferred styles, their success in learning can be heavily impacted on (2007). In order to improve visual communications design to suit an audience that exhibits a range of different learning styles, other learning styles should be integrated into the visual communication learning environment. For instance, to suit an audience that exhibits kinesthetic learning style, the teacher can use activities that will get the students up and moving (Serasin, 2006). Additionally, teachers can serve such learners by keeping them active for instance through incorporating an experimental or physical element in their lessons to complement the visual communications design. According to Fairclough (2008), visual communications design can be improved to suit the auditory learners when teachers incorporate auditory elements into their lessons, for instance, a movie clip or a short lecture to illustrate important concepts.

c)      Identify the ways in which visual communications design can be improved to suit an audience with low visual literacy skills.

According to Konig (2007), the ways include using visual aids such as illustrations, graphs or charts. Additionally, learners can be encouraged to draw pictures in the margins. Teachers should always leave white spaces in the handouts to be used for note-taking. They should also include a lot of content in handouts for the learners to reread when the learning session ends. Whenever possible, teachers should complement textual information with illustrations.

 

 

 

 

 

 

 

Reference

Clifford, M. (2007). How to realise your learning potential. Intheblack, 77(5), 68-69. Retrieved from http://search.proquest.com/docview/211308895?accountid=45049

Chislett, V,. & Chapman, A. (2005). VAK learning styles evaluation. Osaka: Ronald Corporation

Fairclough, M. (2008). Supporting learners in the Lifelong Learning Sector. Berkshire: Open University Press

Konig, M. (2007). Theory of Learning Styles and Practical Applications. Cologne: Grin Verlag oHG

Serasin, L. (2006). Learning Style Perspectives: Impact in the Classrooms ( 2^nd ed). Madison, WI: Atwood Pub

Walsh, B. (2011). VAK Self-Audit: Visual, Auditory, and Kinesthetic Communication and Learning Styles. Victoria, BC: Walsh Seminars Ltd.

 

 

 

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