Week 3: Part 1 Activity 3 Designing Instruction Using Text and Images

From a multimedia perspective, I have learned several things about how combining media can enhance the learning process. After working through the first two projects for this course where we could only use 1 media for instruction, I found it much easier to design the instructions when I could use both images and text. It seems to me that adding images and text together allows the designer to not have to be as detailed in the verbal step by step instructions. By using more than one media, there can be a good balance between visual and text allowing for learners with different learning styles to understand the instructions.

I feel that using multiple forms of media instead of a single medium for the delivery of instruction can certainly enhance mastery of the objectives. For instance, I feel that using multiple forms of media can enhance learner engagement in the activity by sparking interest in the learner. When I have created step-by-step instruction in my profession, I have found that using both text and images helps guide the learner through the steps and makes the process of learning the steps much smoother. In addition, I feel that using multiple media instructions allows me to provide instructions for teachers and students to access at any time since they can be posted on a webpage or blog. For me as a student, I have found that in learning, the use of visual-text instructions makes it easier for me to follow the steps to learn the lesson or activity. I think that using multiple forms of media in instruction gives the learner a better opportunity for mastering the objectives of the lesson.

When it comes to teaching and learning, there are certainly benefits and potential issues that may arise from using visual-text instructions. As far as benefits go, I think that using visual-text instructions enhances the learning for both the visual learner as well as the verbal learner since both types of media are included in the instruction. Also, if a teacher wants to use the flipped classroom approach, visual-text instructions can be processed by the student prior to coming to class so that the students are prepared to do the activity when they arrive to class. Another benefit is that visual-text instructions can easily be uploaded into an online class environment for students to access at any time. On the other hand, there could be some potential issues with these types of instructions. If students cannot read, they may not be able to complete the instructions and therefore not master the lesson. Furthermore, if the student speaks a different language, they may not be able to understand the verbal instructions if the text has not been translated. Another possible issue would be for students that are visually impaired. If the instructions were given in digital format, the student might be able to have a digital reader read the verbal instructions, but the student may not receive the information given in pictures. Although there could be some possible issues, I believe that the benefits outweigh the issues.

So when it comes to designing instructions I feel that it is usually better to use both images and text because it allows you to provide more detail to the instructions that could be missed if using only images. Providing images with the text makes it easier to follow the steps to visualize what should happen. Although, there might be some instances where the use of just one media would suffice. For instance, if there are a limited number of steps in the instructions, there are times when using text alone will give better step-by-step instructions. But depending on the audience for the lesson, there are times when using only images give better step-by-step instructions.

Designing Instructions with Only the Use of Images

As I went through the process of designing an instructional document where only my original art work would be used in the instruction, I learned several things. First, there are some concepts that are near impossible to create using just images that can contain no text. Second, the images have to be very detailed for the student to be able to follow them. Last, no steps can be assumed when just offering original images as instruction or the student may get lost in the process. I found this type of instruction to be challenging to design.

I came to find that there are potential limitations as well as benefits to this type of instruction. One limit is that if the student is not a visual learner, the lack of detailed information from text may prevent the student from being able to master the task. For the designer, the limits may be set depending on their artistic ability to draw original pictures digitally. Yet, if the instructions are simple and can be produced, there are some benefits as well. First, instructions that are designed with the use of images only cross multiple language barriers, giving all students the opportunity to learn the skills. In addition, for the population that cannot read, the use of images gives them the ability to master the task. Finally, images give the student a quick reference to the steps of the task without having to read a long list of text.

As an Instructional technologist, I can see where I could use images for instruction when training on the use of different devices. These instructions could be developed so that no matter who the student is, they would be able to work the device. Additionally, we have a large number of Spanish speaking students and parents. Creating instructional documents using only images would enable this population to be successful when written instructions might not be available.

There are those like Clark (1994) who have researched the effects of media on learning that tend to find that teaching methods cannot be replaced with media and gain better result. Yet, he also concludes that there might be times when using media when “symbol systems are used” or when the instruction is established for particular set of learners could produce a better result in learning. I feel that even if better results can only be produced for these special populations, it is well worth the time and effort to create such instruction.

Through this project, I was frustrated in finding a topic that could be translated into images only. I also found it difficult to create the instructions without using other media to fill the gaps between images. However, once I finalized a topic and drew the images, I realized that these instructions could easily be attached to the equipment for all users to be able to follow.

Clark, R. E. (1994). Media and Method. Educational Technology Research and Development, 42(3). 7-10.