Comments on: How to add emotional impact with evocative images http://blog.cathy-moore.com/2008/06/how-to-add-emotional-impact-with-evocative-images/ Practical ideas that help you develop lively, powerful elearning. Concisely covers instructional design, authoring tools, and rapid elearning development, with an emphasis on simple, creative ideas that have a big impact. Mon, 15 Mar 2010 14:29:15 +0000 http://wordpress.org/?v=2.9.2 hourly 1 By: Janaiah http://blog.cathy-moore.com/2008/06/how-to-add-emotional-impact-with-evocative-images/comment-page-1/#comment-13281 Janaiah Fri, 15 May 2009 12:48:51 +0000 http://blog.cathy-moore.com/?p=217#comment-13281 As Instructional Designers, we are also supposed to provide the right images to the course. One of the problems in mage selection I faced is that people want direct images. When we donot get such images, we tried to provide representative of the images. Also, we need to tprovide the images which are in action, emotionally fitted and with proper light and shade contrasts. This provdes an ambience for the people to understand the sitaution. As Instructional Designers, we are also supposed to provide the right images to the course. One of the problems in mage selection I faced is that people want direct images. When we donot get such images, we tried to provide representative of the images. Also, we need to tprovide the images which are in action, emotionally fitted and with proper light and shade contrasts. This provdes an ambience for the people to understand the sitaution.

]]> By: Cathy Moore http://blog.cathy-moore.com/2008/06/how-to-add-emotional-impact-with-evocative-images/comment-page-1/#comment-7078 Cathy Moore Wed, 15 Oct 2008 14:42:51 +0000 http://blog.cathy-moore.com/?p=217#comment-7078 Thanks, Pauline! Thanks, Pauline!

]]> By: pauline http://blog.cathy-moore.com/2008/06/how-to-add-emotional-impact-with-evocative-images/comment-page-1/#comment-7074 pauline Wed, 15 Oct 2008 13:25:48 +0000 http://blog.cathy-moore.com/?p=217#comment-7074 Just discovered a source for images that are available for free and usually with Creative Commons license at Wikimedia Commons: http://commons.wikimedia.org/wiki/Main_Page Just discovered a source for images that are available for free and usually with Creative Commons license at Wikimedia Commons:
http://commons.wikimedia.org/wiki/Main_Page

]]> By: Carolyn http://blog.cathy-moore.com/2008/06/how-to-add-emotional-impact-with-evocative-images/comment-page-1/#comment-5232 Carolyn Mon, 18 Aug 2008 17:46:07 +0000 http://blog.cathy-moore.com/?p=217#comment-5232 Cathy, Thanks for your advice! In the world of unreasonable deadlines, the silhouettes have had their way (though I'm still pushing for dancing silhouettes on the "congratulations" screen). I'll make my audience tests more formal next time, and continue to shoot for the laughing stars. I just wanted to mention that reading your blog definitely keeps my hopes up and offers so much in the way of a creative spring-board. THANKS THANKS THANKS!!!! Carolyn Cathy,
Thanks for your advice! In the world of unreasonable deadlines, the silhouettes have had their way (though I’m still pushing for dancing silhouettes on the “congratulations” screen). I’ll make my audience tests more formal next time, and continue to shoot for the laughing stars. I just wanted to mention that reading your blog definitely keeps my hopes up and offers so much in the way of a creative spring-board.
THANKS THANKS THANKS!!!!
Carolyn

]]> By: Steve http://blog.cathy-moore.com/2008/06/how-to-add-emotional-impact-with-evocative-images/comment-page-1/#comment-4775 Steve Fri, 01 Aug 2008 17:42:47 +0000 http://blog.cathy-moore.com/?p=217#comment-4775 FP10 has a lot of issues with audio. Large overhaul to the way audio works in the upcoming player. I have problems with the simplest code driven audio methods (noise, control problems). FP10 has a lot of issues with audio. Large overhaul to the way audio works in the upcoming player. I have problems with the simplest code driven audio methods (noise, control problems).

]]> By: Cathy Moore http://blog.cathy-moore.com/2008/06/how-to-add-emotional-impact-with-evocative-images/comment-page-1/#comment-4774 Cathy Moore Fri, 01 Aug 2008 17:38:40 +0000 http://blog.cathy-moore.com/?p=217#comment-4774 Steve, thanks for the warning about the incompatibility with Flash Player 10. That sample is showing its age! Steve, thanks for the warning about the incompatibility with Flash Player 10. That sample is showing its age!

]]> By: Steve http://blog.cathy-moore.com/2008/06/how-to-add-emotional-impact-with-evocative-images/comment-page-1/#comment-4773 Steve Fri, 01 Aug 2008 17:15:01 +0000 http://blog.cathy-moore.com/?p=217#comment-4773 lol - good example Cathy. FYI, the Flash Player 10 Beta slaughters the audio code (everything plays at once at various spots). lol – good example Cathy. FYI, the Flash Player 10 Beta slaughters the audio code (everything plays at once at various spots).

]]> By: Cathy Moore http://blog.cathy-moore.com/2008/06/how-to-add-emotional-impact-with-evocative-images/comment-page-1/#comment-4771 Cathy Moore Fri, 01 Aug 2008 17:03:28 +0000 http://blog.cathy-moore.com/?p=217#comment-4771 Carolyn, I certainly empathize. I've especially heard "I don't want to take away from the seriousness of the content." The silhouettes are a classic example. If people don't have faces, then they're going to have a hard time showing any emotion, and we're going to have a hard time caring about them. This seems especially unfortunate in a course about interpersonal relations. I've seen silhouettes being used more lately, and I hope that they don't become the norm. I agree that some clients have trouble giving credit to learners. They think learners must be led by the nose and can't be trusted to interpret anything that isn't baldly (and seriously) stated as a fact or rule. It's tempting to wonder how the learners manage to do their jobs when apparently they can't be trusted to think. One solution could be to point to successful uses of humor, emotion, etc. For example, I pushed hard for the chance to use humor in a very dry technical course, and luckily the client agreed. They mentioned that their learners laugh about being geeks, so we gently played off that. That course became one of their most successful. A few people said they didn't like the humor--they weren't offended; they just thought it was unnecessary. But they were easily overwhelmed by the many more that did. You can see some snippets of the course here: http://www.cathy-moore.com/portfolio/poodle.html Another solution could be to push for a quick audience test very early in the process. For example, maybe the hand puppets could be shown to 4-5 learners or the learners could be asked to choose between hand puppets and silhouettes. This could help convince the client that the "serious" approach wouldn't be as effective. Carolyn, I certainly empathize. I’ve especially heard “I don’t want to take away from the seriousness of the content.”

The silhouettes are a classic example. If people don’t have faces, then they’re going to have a hard time showing any emotion, and we’re going to have a hard time caring about them. This seems especially unfortunate in a course about interpersonal relations.

I’ve seen silhouettes being used more lately, and I hope that they don’t become the norm.

I agree that some clients have trouble giving credit to learners. They think learners must be led by the nose and can’t be trusted to interpret anything that isn’t baldly (and seriously) stated as a fact or rule. It’s tempting to wonder how the learners manage to do their jobs when apparently they can’t be trusted to think.

One solution could be to point to successful uses of humor, emotion, etc. For example, I pushed hard for the chance to use humor in a very dry technical course, and luckily the client agreed. They mentioned that their learners laugh about being geeks, so we gently played off that.

That course became one of their most successful. A few people said they didn’t like the humor–they weren’t offended; they just thought it was unnecessary. But they were easily overwhelmed by the many more that did.

You can see some snippets of the course here:
http://www.cathy-moore.com/portfolio/poodle.html

Another solution could be to push for a quick audience test very early in the process. For example, maybe the hand puppets could be shown to 4-5 learners or the learners could be asked to choose between hand puppets and silhouettes. This could help convince the client that the “serious” approach wouldn’t be as effective.

]]> By: Carolyn http://blog.cathy-moore.com/2008/06/how-to-add-emotional-impact-with-evocative-images/comment-page-1/#comment-4710 Carolyn Wed, 30 Jul 2008 17:48:05 +0000 http://blog.cathy-moore.com/?p=217#comment-4710 Oh, I can't even begin to tell you how frustrated I am with boring training using boring images and boring language and boring structure! I design training (and I'm one of those people who contributes to all stages of development), and no matter how hard I try to convince clients to do something new or different or *god forbid* interesting, they just want to be safe. They don't want complaints. They don't want to "take away" from the "seriousness of the content." I'm currently making training that focuses on interpersonal relationships. Our original idea was to use hand puppets (you know, with eyelashes and lips painted on the hands, etc.). The client said she laughed out loud, but didn't want to use the idea. And then she didn't like our cartoons because they just weren't professional. So now we're going with silhouettes. I can't think of anything more dull. And it breaks my heart to make bad training. I think the problem has to do with the idea of "taking risks." Our clients seem to have a hard time giving credit to the learners. They don't understand that emotions engage. They don't understand that millions of Americans watch TV for hours a day, getting them used to non-professional images, emotional images, quick changes, etc. They think they're going to get in trouble if their boss thinks it's not serious or unprofessional. And they're afraid someone's going to complain. I'm shocked people don't complain as it is, being forced to take training that makes you practice keeping your eyes open. (...but maybe I'm just bitter right now...) Oh, I can’t even begin to tell you how frustrated I am with boring training using boring images and boring language and boring structure! I design training (and I’m one of those people who contributes to all stages of development), and no matter how hard I try to convince clients to do something new or different or *god forbid* interesting, they just want to be safe. They don’t want complaints. They don’t want to “take away” from the “seriousness of the content.” I’m currently making training that focuses on interpersonal relationships. Our original idea was to use hand puppets (you know, with eyelashes and lips painted on the hands, etc.). The client said she laughed out loud, but didn’t want to use the idea. And then she didn’t like our cartoons because they just weren’t professional. So now we’re going with silhouettes. I can’t think of anything more dull. And it breaks my heart to make bad training. I think the problem has to do with the idea of “taking risks.” Our clients seem to have a hard time giving credit to the learners. They don’t understand that emotions engage. They don’t understand that millions of Americans watch TV for hours a day, getting them used to non-professional images, emotional images, quick changes, etc. They think they’re going to get in trouble if their boss thinks it’s not serious or unprofessional. And they’re afraid someone’s going to complain. I’m shocked people don’t complain as it is, being forced to take training that makes you practice keeping your eyes open. (…but maybe I’m just bitter right now…)

]]> By: How to Write for E-Learning « Kenfinity http://blog.cathy-moore.com/2008/06/how-to-add-emotional-impact-with-evocative-images/comment-page-1/#comment-4236 How to Write for E-Learning « Kenfinity Wed, 16 Jul 2008 15:14:13 +0000 http://blog.cathy-moore.com/?p=217#comment-4236 [...] (Via Making Change: Ideas for Lively Learning.) [...] [...] (Via Making Change: Ideas for Lively Learning.) [...]

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