Along with the other half a dozen books I am working my way through, I am coming to the end of Ruth Clarke and Chopete Lyons’ book on Graphics for Learning. My fascination for this sort of thing is borne out of admiration for my good friend, Oliver Caviglioli’s work (if you haven’t seen this, you’re missing out). For information, in this post I will be using graphics and visuals synonymously.
In their book, Clarke and Lyons spend a chapter (4) exploring how learning happens and how graphics can be effective in supporting this. Here is a graphic they use to show human cognitive architecture which aligns with Baddeley and Hitch’s Working Memory Model.
They note that because of the importance of long term memory, those with little domain knowledge (novices) suffer when information is not presented effectively to them, as their working memory (WM) becomes overloaded.Using visuals with…
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