Rune Pettersson - Academia.edu (original) (raw)
Papers by Rune Pettersson
Journal of Visual Literacy, 2016
Based on the existing research from Cognitive Psychology, Information Design, Instructional Desig... more Based on the existing research from Cognitive Psychology, Information Design, Instructional Design, and Multimedia Design, it is possible to develop recommendations for the design of learning experiences that facilitate, support and enrich student academic performance. This article concentrates on the role of the teacher as information designer in print, and in digital environments within a twenty-first century education framework. We also propose specific guidelines that are based on information, and multimedia research design, with the view of assisting the teacher-designer combine content, modalities and media, and design information and instruction sets that are effective and appropriate for the intended receivers, thus optimizing their potential for learning.
Advances in Early Childhood and K-12 Education
It is not possible to develop firm design rules advising teachers and designers on exactly how to... more It is not possible to develop firm design rules advising teachers and designers on exactly how to best design entire courses, course activities, and different kinds of instruction sets and experiences. However, based on existing research from various disciplines (Cognitive Psychology, Information Design, Instructional Design, Multimedia Design) it is possible to formulate principles and develop guidelines and recommendations for the design of effective and efficient courses, course activities and instruction sets that facilitate, enhance and extend good teaching, and are also highly conducive to student learning. In this chapter, we focus on teachers in their role as information designers in print, and digital environments. With the 21st Century classroom in mind, guidelines based on information, and multimedia research design assist the teacher-designer to confidently blend content, modalities, and media, and design information and instruction sets that are well suited for the inte...
Journal of Visual Literacy, 2006
Journal of Visual Literacy, 2011
The podcast phenomenon has gained considerable momentum in various educational contexts around th... more The podcast phenomenon has gained considerable momentum in various educational contexts around the world. For this project we have studied opinions and views expressed by subjects regarding an experimental visual literacy podcast that was demonstrated to subjects in the USA and in Sweden. It was concluded that it is not possible to please all subjects in a diverse audience. The intended audience must be carefully identified, and the program designed to cater for specific needs. Information design principles regarding legibility and reading on screens can be applied to the design of video-podcasts for education, information and training purposes.
There are two categories of representations: figurative and non-figurative. Within the category o... more There are two categories of representations: figurative and non-figurative. Within the category of figurative representations, there are two groups: visuals and graphic symbols. Graphic symbols include pictorial symbols, abstract symbols, and arbitrary symbols. Symbols can be used for identification, overview, supplying instructions, positipn, size, representation, and media. As there are so many uses for symbols, every situation and every context requires the consistent use and explanation of the symbols used. The variety of symbols sed in schematic pictures makes it hard for users to understand the communication. ELLEMTEL, a Swedish research and development company, has created a set of defined symbols to be used as image elements. This allows a standard set of symbols to be used ;n various schematic diagrams which makes it an easier and cost e2fective method for readers to understand the message. (Contains 11 references.) (JLB)
This paper discusses a mental model of learning based on the processes of attention, perception, ... more This paper discusses a mental model of learning based on the processes of attention, perception, processing, and application. The learning process starts with attention, such as curiosity, excitement, expectation, or fear; in pedagogy this is called motivation. New impressions are dependent on and interpreted against the background of previous experience and learning, or "frame of reference." One oi the main reasons for using pictures in magazines, newspapers, and books is to draw attention to the material; in the case o2 moving images, the visual material and presentation must constantly redraw the attention to hold the viewer's interest. The concept "perception" is a collective designation for the processes in which an individual obtains information on the outside world. The "laws" of perception include: figure/ground contrast; similarity; proximity; continuity; closure; common fate; objective set; contrast; and previous experience. Information processing and storage is referred to as memory. Memory functions include sensory memory, short-term memory, and long-term memory; forgetting is the process through which information in memory becomes inaccessible. Results from several experiments show that when contents are the same in visual, audio, and print channels, learning is maximized. After the attention, perception, and processing of information, new knowledge can be applied and tested in different applications. Four figures depict these processes, including the combination of all processes in the learning helix model. (Contains 51 references.) (AEF)
The "man" whom the reader of this delightfully illustrated volume beholds is seen throu... more The "man" whom the reader of this delightfully illustrated volume beholds is seen through the microscope— in all its variations from the highest powered electron microscope to the low magnifications of the "dissecting" instrument. The illustrations are the glory of the presentation. Hundreds are reproduced in color, in prints more matte than glossy, which makes the enlargements comfortable and pleasing. Some have been shown before in the book A Child Was Born , and embryological views are accentuated throughout. The relation of these to Dr. Lewis Wolberg's "Micro-art" (whichThe Journalhas twice used on its covers) is obvious. Two features express themselves. Elegance of microscopic preparations is essential to the fine photography. Yet, in addition an artistic sense must select the fields for portrayal. The text of the volume is designed for the lay reader, not the physician. However, anyone oriented to the microscope will find that these elegant offerings
This report focuses on the visual component of verbo-visual literacy, a communications concept in... more This report focuses on the visual component of verbo-visual literacy, a communications concept involving the production, transmission, and perception of verbal and visual images. Five current problem areas in verbal-visual research are introduced and discussed: (1) communication (communication models, media consumption, new media, the information society, and screen communication); (2) perception, learning, and memory (our senses, listening and looking, and learning and memory); (3) literacy (language, verbal languages, characteristics of verbal languages, visual languages, and current research); and (4) designing visuals for information (content, execution, context, and format). An extensive list of references is included at the end of each section.
... Information disciplines i 1.2. Design disciplines 5 1.2.1. Persuasion design 10 1.2.2. Instru... more ... Information disciplines i 1.2. Design disciplines 5 1.2.1. Persuasion design 10 1.2.2. Instructiondesign 11 1.2.3. Information design 15 1.3. ... These groups are graphic de-sign, mass design,persuasion design, instruction design and information design. ...
Educational Technology archive, 2011
This discussion of factors involved in the presentation of text, numeric data, and/or "isuals usi... more This discussion of factors involved in the presentation of text, numeric data, and/or "isuals using video display devices describes in some detail the following types of presentation: (1) visual displays, attention to additive color combination; measurements, including J.Aminance, radiance, brightness, and lightness; and standardsl.with specific comparisons between Swedish and U.S. standards for visual display units; (2) color description systems, including the Munsell System, the Natural Colour System (NCS), the hue-lightness-saturation system (HLS), the hue-value-saturation system (WS), and the red/green/blue (ROB) system; (3) text systems, including characters, design, background, and context; (4) numeric data, with attention to computer graphics hardware and software; and (5) visuals that depend largely on the quality of the screen, e.g., pie charts. The need for additional research in several areas is noted, and a 16-item bibliography is provided. (TEC)
Journal of Visual Literacy, 2016
Based on the existing research from Cognitive Psychology, Information Design, Instructional Desig... more Based on the existing research from Cognitive Psychology, Information Design, Instructional Design, and Multimedia Design, it is possible to develop recommendations for the design of learning experiences that facilitate, support and enrich student academic performance. This article concentrates on the role of the teacher as information designer in print, and in digital environments within a twenty-first century education framework. We also propose specific guidelines that are based on information, and multimedia research design, with the view of assisting the teacher-designer combine content, modalities and media, and design information and instruction sets that are effective and appropriate for the intended receivers, thus optimizing their potential for learning.
Advances in Early Childhood and K-12 Education
It is not possible to develop firm design rules advising teachers and designers on exactly how to... more It is not possible to develop firm design rules advising teachers and designers on exactly how to best design entire courses, course activities, and different kinds of instruction sets and experiences. However, based on existing research from various disciplines (Cognitive Psychology, Information Design, Instructional Design, Multimedia Design) it is possible to formulate principles and develop guidelines and recommendations for the design of effective and efficient courses, course activities and instruction sets that facilitate, enhance and extend good teaching, and are also highly conducive to student learning. In this chapter, we focus on teachers in their role as information designers in print, and digital environments. With the 21st Century classroom in mind, guidelines based on information, and multimedia research design assist the teacher-designer to confidently blend content, modalities, and media, and design information and instruction sets that are well suited for the inte...
Journal of Visual Literacy, 2006
Journal of Visual Literacy, 2011
The podcast phenomenon has gained considerable momentum in various educational contexts around th... more The podcast phenomenon has gained considerable momentum in various educational contexts around the world. For this project we have studied opinions and views expressed by subjects regarding an experimental visual literacy podcast that was demonstrated to subjects in the USA and in Sweden. It was concluded that it is not possible to please all subjects in a diverse audience. The intended audience must be carefully identified, and the program designed to cater for specific needs. Information design principles regarding legibility and reading on screens can be applied to the design of video-podcasts for education, information and training purposes.
There are two categories of representations: figurative and non-figurative. Within the category o... more There are two categories of representations: figurative and non-figurative. Within the category of figurative representations, there are two groups: visuals and graphic symbols. Graphic symbols include pictorial symbols, abstract symbols, and arbitrary symbols. Symbols can be used for identification, overview, supplying instructions, positipn, size, representation, and media. As there are so many uses for symbols, every situation and every context requires the consistent use and explanation of the symbols used. The variety of symbols sed in schematic pictures makes it hard for users to understand the communication. ELLEMTEL, a Swedish research and development company, has created a set of defined symbols to be used as image elements. This allows a standard set of symbols to be used ;n various schematic diagrams which makes it an easier and cost e2fective method for readers to understand the message. (Contains 11 references.) (JLB)
This paper discusses a mental model of learning based on the processes of attention, perception, ... more This paper discusses a mental model of learning based on the processes of attention, perception, processing, and application. The learning process starts with attention, such as curiosity, excitement, expectation, or fear; in pedagogy this is called motivation. New impressions are dependent on and interpreted against the background of previous experience and learning, or "frame of reference." One oi the main reasons for using pictures in magazines, newspapers, and books is to draw attention to the material; in the case o2 moving images, the visual material and presentation must constantly redraw the attention to hold the viewer's interest. The concept "perception" is a collective designation for the processes in which an individual obtains information on the outside world. The "laws" of perception include: figure/ground contrast; similarity; proximity; continuity; closure; common fate; objective set; contrast; and previous experience. Information processing and storage is referred to as memory. Memory functions include sensory memory, short-term memory, and long-term memory; forgetting is the process through which information in memory becomes inaccessible. Results from several experiments show that when contents are the same in visual, audio, and print channels, learning is maximized. After the attention, perception, and processing of information, new knowledge can be applied and tested in different applications. Four figures depict these processes, including the combination of all processes in the learning helix model. (Contains 51 references.) (AEF)
The "man" whom the reader of this delightfully illustrated volume beholds is seen throu... more The "man" whom the reader of this delightfully illustrated volume beholds is seen through the microscope— in all its variations from the highest powered electron microscope to the low magnifications of the "dissecting" instrument. The illustrations are the glory of the presentation. Hundreds are reproduced in color, in prints more matte than glossy, which makes the enlargements comfortable and pleasing. Some have been shown before in the book A Child Was Born , and embryological views are accentuated throughout. The relation of these to Dr. Lewis Wolberg's "Micro-art" (whichThe Journalhas twice used on its covers) is obvious. Two features express themselves. Elegance of microscopic preparations is essential to the fine photography. Yet, in addition an artistic sense must select the fields for portrayal. The text of the volume is designed for the lay reader, not the physician. However, anyone oriented to the microscope will find that these elegant offerings
This report focuses on the visual component of verbo-visual literacy, a communications concept in... more This report focuses on the visual component of verbo-visual literacy, a communications concept involving the production, transmission, and perception of verbal and visual images. Five current problem areas in verbal-visual research are introduced and discussed: (1) communication (communication models, media consumption, new media, the information society, and screen communication); (2) perception, learning, and memory (our senses, listening and looking, and learning and memory); (3) literacy (language, verbal languages, characteristics of verbal languages, visual languages, and current research); and (4) designing visuals for information (content, execution, context, and format). An extensive list of references is included at the end of each section.
... Information disciplines i 1.2. Design disciplines 5 1.2.1. Persuasion design 10 1.2.2. Instru... more ... Information disciplines i 1.2. Design disciplines 5 1.2.1. Persuasion design 10 1.2.2. Instructiondesign 11 1.2.3. Information design 15 1.3. ... These groups are graphic de-sign, mass design,persuasion design, instruction design and information design. ...
Educational Technology archive, 2011
This discussion of factors involved in the presentation of text, numeric data, and/or "isuals usi... more This discussion of factors involved in the presentation of text, numeric data, and/or "isuals using video display devices describes in some detail the following types of presentation: (1) visual displays, attention to additive color combination; measurements, including J.Aminance, radiance, brightness, and lightness; and standardsl.with specific comparisons between Swedish and U.S. standards for visual display units; (2) color description systems, including the Munsell System, the Natural Colour System (NCS), the hue-lightness-saturation system (HLS), the hue-value-saturation system (WS), and the red/green/blue (ROB) system; (3) text systems, including characters, design, background, and context; (4) numeric data, with attention to computer graphics hardware and software; and (5) visuals that depend largely on the quality of the screen, e.g., pie charts. The need for additional research in several areas is noted, and a 16-item bibliography is provided. (TEC)