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.