User Assumptions: This unit of instruction was designed for anyone age 16 years or older who has an interest

in or need for boating safety information. Due to the fact that the target audience is so wide, the design process was performed under the assumption that the learners would have no boating safety knowledge or experience whatsoever. The content of this lesson was designed in line with state, and federal boat operation and water safety requirements or regulations. It is assumed that learners are not using this unit as their only and final source of boating safety education however, but rather as preparation for taking a licensed boating safety class offered by the U.S. Coast Guard Auxiliary, U.S. Power Squadrons, or certain chapters of the American Red Cross.

Graphic Descriptions: 1. Introduction 4 Steps to Safe Boating (Design Process Model) Image This was specifically created as an introductory image for the unit. ACE (Analyze-CreateEvaluate) was used in the creation of this image. According to Lhor (2008), the purpose of the Analyze Phase of ACE is to identify the purpose of the instructional visual. Through my analysis I decided the purpose of my visual should be to supplement the text introduction as a graphical overview of units content. It highlights both the focus of the unit and gives learners a preview of the lesson progression. Each of the four lesson subjects, which are boating terminology, safety devices, how to drive, and boating dangers are represented in the image. During the creative phase of ACE shapes were used to organize each concept area and further identify the progression of the content. During evaluation arrow colors were revised to match the blue title, which made the intended flow of the image more apparent. 2. Boating Terminology Lesson - Boating Safety (Typography) Image In this image typography was utilized to express meaning. The final image is actually a combination of two typography images initially created separately. The Boating portion of the image is a Papyrus font which falls into the script family. Fonts in the script family are considered to be approachable or formal (Lohr 2008). This concept of approachability fit the wide audience the unit was designed for and the images purpose as an attention getter or set for the terminology lesson. Since Papyrus relates to a historical period its weathered look fit the nautical theme of the unit as well. For the Safety portion I chose a Serif font, which was Garamond in size 22pt. Lohr (2008), states that a serif improves readability. It was also chosen because the curved serifs matched the curves of the rope.

3. Boating Terminology Lesson Parts of a Boat (Selection) Image This image was designed to contain the characteristics of concentrated, concise, and concrete, which are related to the cognitive task of selection (Lohr, 2008). In order to improve figureground balance I went with just a white background for the image. The white background in combination with a white on black title made the title jump out at first view which was the desired order of selection. Red text was chosen to emphasize the names of the boat parts with their descriptions in a slightly smaller font size in black. This helped to deliver the concise characteristic by drawing the viewers eyes there second after the title. I used grey for the boat color and a very minimalistic representation because it let the boat part names and their descriptions take precedence to further promote the desired selection order. The boat drawing is the central part of the image that ties everything together and makes the graphic concrete but doesnt distract the user from receiving the desired message. The low-fidelity style in which the boat drawing was created allows learners to focus only on the most essential details and gives them no unnecessary information to process (Malamed, 2012). 4. Safety Devices Lesson PFD Types (CARP) Image To establish contrast in this image a bright blue was chosen for the PFD category names and in a size 14 font. For the description text of each category I used a smaller size 11 font in black to facilitate the desired level of selection by the learner. For the buoyancy numbers I ended up using red color for more contrast and separate grouping from the PFD descriptions. PFD illustrations were done in orange as that is the universal color used for PFDs, with black used solely for accenting the contrast within the PFD design. A white background was chosen to enhance the contrast between the blue, black, red, and orange colors used. It also helped to make white space more prevalent than the original cream color that I started with. Alignment was a careful consideration throughout the whole image. Not only was the title centered, I also kept each of the corresponding items types aligned as much as possible. To maintain repetition the same colors were used in making all my PFD illustrations as well as consistent font size/color amongst textual items. Proximity was considered in keeping the PFD illustrations adjacent to the right of their own descriptions. The buoyancy numbers were placed in triangles as a use of shape. These triangles were then turned sideways to create an arrow effect of pointing toward the related PFD type. 5. Safety Devices Lesson Safety Gear Checklist (Organization) Image In this image hierarchy was increased using numbers to show sequence (Lhor 2008, pg 146). This helps guide the user through each checklist item. I used a vertical alignment that shows how all the items below the title fall into the umbrella of USCG Safety Gear Requirements. A row and column schema was used because it, provides an organizational structure that adapts easily to how your memory is organized (Lhor 2008, pg 131). Safety item illustrations were aligned with their corresponding descriptive text so the grouping was more apparent to the user, which made the whole image more organized. Based on user feedback I altered the checklist format to use letter instead of numbers because the numbers were establishing a

hierarchy that did not exist nor was intended. The letters aided in establishing a sequence without making the checklist come across as a ranking. 6. How to Drive Lesson Give-way & Stand-on (Shape Tools) Image To make the instructional message stand out in this image I produced the boat illustrations themselves in to be of a very minimalistic interpretation. I felt that to create detailed boats, use clipart of boats, or photos of boats would negatively affect the message design. According to Misanchuck et Al (2000) it is best to create graphics that are as simple as possible and only make them complex when truly required. I used ovals, which are considered simple shapes, as starting points for the boats. I then modified the paths of the shape to create the final boat form. Shape was also used in this image in the form of arrows and lines. As stated by Lohr (2008), common and complex shapes like arrows or lines are used to provide direction or imply motion. The arrows allowed me to clearly demonstrate the concept of Give-Way & Stand-On by making the boat driving paths obvious. Lines incorporated behind each boat help to imply motion. User feedback resulted in color coding of the boats to red and green in order to help designate which was in danger or had right of way. Red is a universal color for danger or stop while green is known to represent safe or go. 7. How to Drive a Boat Lesson Docking (Color & Depth) Image This image was also created with a white background. Lohr (2008), states that middle spectrum backgrounds like white are most affective at aiding learners in recognition and perception. My primary use of color was to create organization within the image. Color was also used to establish a sequential order or a ranking (Lohr 2008, pg 267). Color choice was based on assumed psychological associations of the intended users. Where green, yellow, red were used because they are universally perceived in the United States as indicators of go, slow, and stop (Lemiux, 2010). Swirls were added behind two of the boats to imply motion in those steps of the instruction. For the boat slowing down step I made those swirls shorter to emphasize less movement than the previous step. 8. Boating Dangers Lesson Top Causes of Accidents & Fatalities (White Space) Image In the creation of this image, numbers were used to show sequence and establish hierarchy for the information being presented (Lhor 2008, pg 146). For my title I used a drop shadow and added stroke to enhance the edge of the font. For a universal design touch red was used for the font color in both the title and numbers of the list as it is widely known to symbolize danger, threat, or stop. This also grouped each numbered item within the title description. The space between each of the ten list items was kept symmetrical along with the white space around the black frame. I performed the squint test to discover any hierarchy issues (Lhor 2008, pg 273). From this it was identified that there was too much space between the skull/crossbones and the top 10 text causing this whitespace to draw the eye first. This excess was creating trapped space, which trapped the eye in a meaningless place (Lhor 2008, pg 273). To remedy this I moved the shape closer to eliminate the trapped space. However, based on user feedback I

ended up taking the skull/crossbones graphic, enlarging it, reducing its opacity, and using it as a background for the entire image to balance white space.

Design Process: The final project website was designed and completed using Weebly. The introduction page and each lesson plan incorporated at least 1 graphic with the first 3 lessons having 2 images since they were the longest. Levie and Lentz (1982), explain that graphics can increase the chances for learners to remember material because they help to draw or guide their attention. I focused on a simple design and linear progression from lesson to lesson. Based on feedback, I added back and forth navigation to the bottom of each page to complement the navigation bar at the top of each page. To maintain consistency in the look and feel of the site each image was ultimately given a white background in its final revision. Images were designed and utilized to reiterate, reflect, or extend the text content found in the lesson. According to Anglin et al (2001), graphics that feature repetition of text content can help facilitate learning. Video content was also included in each lesson to compliment the text and static image content. An interactive activity or simulation was also strategically placed in the first 3 lessons to reinforce lesson content or be used in reference with images. References: Anglin, G., Towers, R., & Levie, H. (1996). Visual message design and learning: The role of static and dynamic illustrations. Retrieved from http://www.aect.org/edtech/ed1/26/index.html Levie, W.H. & Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communications and Technology Journal, 30 (4) Lemiux, A. (2010). 10 tips for using graphics in e-learning. Retrieved from http://www.syberworks.com/articles/10tips_graphics.htm Lohr, L. (2008). Creating Graphics for Learning and Performance (Second.). Pearson Education Inc. Malamed, C. (2012). Realistic graphics and learning: Whats most effective?. Retrieved from http://theelearningcoach.com/media/graphics/realistic-graphics-and-learning/ Misanchuk, E., Schwier, R. and Boling, E. (2000). Visual design for instructional multimedia U Learn, Saskatoon, Saskatchewan.