3 Matching Annotations
  1. Last 7 days
  2. iopn.library.illinois.edu iopn.library.illinois.edu
    Designing Instructional Materials
    3
    1. srelja 18 Feb 2026
      Like other visual aids, images or photographs should be clear, bright, and of adequate size. If possible, crop large images to include only the relevant parts. Cropping reduces extraneous information, and you may be able to enlarge the cropped image for easier viewing.

      It's also important to remember that just because a person can see an image doesn't meant that they understand what's going on in the image so keep that in mind when it some to visuals. Given students time to really understand what's in the photo.

    2. srelja 18 Feb 2026
      In some ways, written materials are more accessible online than in print because learners can manipulate the document to increase text size and brightness or use screen readers.

      I always want to make sure that my students can adjust the text the ways they need so they can read them more easily.

    3. srelja 18 Feb 2026
      Cognitive load “is a theory about learning built on the premise that since the brain can only do so many things at once, we should be intentional about what we ask it to do”

      It's important to keep this in mind, because students have whole lives outside of school. Returning to school can be overwhelming for them, because they're learning what their teachers' expectations are. It might be best to give them time to adapt to the course load before we start overloading them.

    Visit annotations in context

    Annotators

    URL

    iopn.library.illinois.edu/pressbooks/instructioninlibraries/chapter/designing-instructional-materials/