Page 312 - Nutrition Counseling and Education Skills: A Guide for Professionals

Introduction

Instructional media is a broad term used to describe a wide array of visual materials. Formats vary from simple
traditional tools such as food models or flip charts to more sophisticated digital technology such as webinars
or podcasts. The use of visual media when presenting information to any audience greatly enhances the
delivery of your message. Communication is more effective when an audience is engaged in the process of
learning through visual connections. This chapter examines and evaluates the types of instructional media
most commonly available, offers suggestions for effective use, and discusses the evolving application of digital
media technology.

Benefits of Visual Media

“A picture is worth a thousand words.” How true! Four pictures, therefore, are worth 4,000 words. The more
information you want your audience to remember, the more visual assistance is needed. When people can see
materials rather than merely hear them or read about them, they remember more. Visual media are especially
helpful to groups with limited reading ability, literacy or numeracy issues, and language challenges.

A large body of evidence documents that individuals remember less of what they read (7%–10%) or hear
(20%–38%) and remember most from what they see or do (55%–80%).1 Although the estimates vary, the
trend is clear. Using visual media helps enhance learning and retaining information. Talking alone, whether
about healthy eating or sanitation principles, only gets limited results. Active participation is the key to
learning.2,3

Visual media are part of the instructional input. Visuals enhance written and oral communication methods
and make them more interesting. Pictures and sounds have the power to compel attention, to enhance
understanding, and to promote learning in a shorter time frame than by using solely verbal explanations. But a
strong presentation does not overly rely on visual aids. The presenter should be able to convey the message
without visuals if necessary.

Planning Use of Visual Media

Planning what instructional media to use is part of the overall program planning for any learning situation.
Answers to the following seven questions will help your thinking:

1. What are the objectives or aims of the session? What should audience members learn or be able to do?
2. What methods or activities (i.e., lecture, discussion, individual counseling, simulation) will facilitate accomplishing the objectives? Where

can media provide reinforcement of the methods and activities?
3. Who is the audience? What is the size of the audience? What are the characteristics of the learner (i.e., age, gender, educational and literacy

level, language preference, cultural or ethnic group)?
4. What is the learner’s current level of knowledge of the topic? A presentation to a lay group, for example, would need different visuals than a

presentation to a group of professionals. New employee training may need a different approach compared with an audience of long-term
employees.
5. What purpose(s) do the visuals serve? Is it to generate interest in the subject; to affect attitudes, emotions, or motivation; to entertain; to
present information; to attract and hold attention; to involve the learner in mental activity promoting learning; or some combination of these
purposes?
6. How can you concisely organize and sequence the points to be made while emphasizing them with visuals? How are the key messages being
reinforced? Can you break down the learning into key steps and assess knowledge at each step?
7. How will you evaluate the effectiveness of the total presentation, including visuals?4,5

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