ABSTRACT
In dealing with the requirements for successful instructional diagrams, this book has emphasized both the quality of diagram design and the need to give learners high-quality support in using diagrams effectively. We have seen that, for many learners, even well-designed diagrams should not be assumed to have some ‘magical’ instructional effectiveness just because they are a pictorial form of presentation. Diagrams are extremely specialized in the way they present information and so cannot be treated the same way as more everyday pictures. Neither can they be expected to act as ‘stand-alone’ resources which are essentially self-explanatory, especially where learners who are new to diagrams are involved. Instructional diagrams need to be seen as part of a wider instructional system. To be an effective part of that system, they must be carefully integrated with other aspects of instruction so that the learner can gain maximum benefit from the instructional resource as a whole.
