Graphic Type
|
Description
|
Context
|
Example
|
Decorative
|
These
graphics are used strictly to add visual appeal to the presentation.
They hold little value and only serve to grab the learners attention
and appeal.
|
These
graphics should be used minimally or not at all. If included they
should be in the introductory part of the lesson, on the cover page of a
power point or in a pamphlet to give a “sneak peak” into the lesson
contents.
| 
This
image could provide an idea of the contents of a lesson on healthy
eating. However, from an instructional perspective it provides little
or no instructional value.
(www.izoom.net)
|
Representational
|
These
graphics illustrate what something looks like, or how they appear. It
represents a concept or idea and often have captions or details about
what is in the photo.
|
Like
decorative graphics, representational graphics should be used
sparingly. They provide little instructional value but often appeal to
visual enticement of a lesson. They can be used to provide visual
appeal and introduce a concept.
| 
This
image shows what a body will look like with the intake of healthy
foods. It represents the importance of healthy eating, but again
provides little meaning and instructional guidance on why healthy eating
should be a lifesytle.
(www.baerfit.com)
|
Organizational
|
An
organizational graphic is one that shows relationships among one or
more criteria. This type of graphic shows qualitative data.
|
Organizational
graphics help to visualize and make connections between two events or
ideas. These should be used to reiterate concepts that were verbally
introduced or to compound prior knowledge.
| 
This graphic shows the relationship of the food groups as they relate to daily intake. (www.methodsofhealing.com)
|
Relational
|
Relational graphics show the relationship between data based on quantitative qualities.
|
These
graphics should be used to provide numerical data and compound the
importance of a certain subject. These often include graphs and charts.
| 
This image reflects data based on numerical entities to help determine an ideal weight, for optimal health. (www.nutritionaustralia.com).
|
Transformational
|
These graphics are typically in video format that represent a change over time.
|
After a subject matter is introduced, these graphics can help to reinforce concepts or ideas.
|
So Many Things You Can Do to Take Care of You http://youtu.be/hjMIkfCE6zo
|
Interpretive
|
These graphics help compound concepts and relay the importance of the concept.
|
They should be used, like transformational graphics to help the learners further understand a subject.
| 
This model shows diseases that are associated with weight problems. www.rippedacademy.com
|
References
Adesope, O. O., & Nesbit, J. C. (2012). Verbal redundancy in multimedia learning environments: A meta-analysis. Journal Of Educational Psychology, 104(1), 250-263. doi:10.1037/a0026147
Baerfit. Retrieved from www.baerfit.com on June 5, 2014.
Clark, R. C. & Mayer, R. E. (2011). E-Learning and the science of instruction (3rd ed). San Francisco. Pfeiffer
Healthy Eating: So Much You Can Do To Take Care of You. Retrieved from Youtube.com on June 5, 2014.
Images. Retrieved from www.izoom.net on June 5, 2014.
Lancet. Retrieved from www.rippedacademy.com on June 5, 2014.
Mayo Clinic Weight Pyramid. Retrieved from www.methodsofhealing.com on June 5, 2014.
Weight and Height chart for Men and Women age 18-64. Retrieved from www.nutritionaustralia.com on June 5, 2014.
