Effective instructional materials are vital teaching aids, especially for explaining technical processes. Well-designed leaflets and posters offer accessible guidance to students both in and outside lessons. However, poorly designed materials can confuse rather than assist. The current resources for laser cutting in the 3D workshop (see figure 1), used for over five years, no longer meet students’ needs. Initially created as online guides during COVID-19, they are outdated for in-person workshop use. This action research project (ARP) provided the perfect opportunity to redesign these resources and align them with modern needs.
Key Observations
Through observing student interactions with the existing materials, I identified strengths and weaknesses:
Strengths:
- Clear screenshots with labels.
- Step-by-step instructions.
- Useful color guide for laser cutting.
- Titles clarify the resource’s purpose.
Weaknesses:
- Steps appear rigidly sequential but can be completed in any order.
- Overuse of small text.
- Broken hyperlinks unsuitable for printed materials.
- Poor layout and usability.
- Color choices unsuitable for dyslexic students.
- Ambiguous phrasing like “check by going…” instead of “click on.”
- Insufficient visuals and infographics.
- Missing answers to frequently asked questions.
Design Principles
Focusing on Universal Design for Learning (UDL) was central to the redesign. Rose (2009) emphasises the importance of multiple means of representation, as no single approach works for all learners. The redesign prioritised accessibility, clarity, visual emphasis, and dual functionality for online and workshop environments.
The New Design (see Figure 2 & 3)
Switching from a poster to a folded A5 leaflet allows more structured and engaging content. Each panel has a defined purpose, covering workshop guidelines, booking systems, file setup, and laser cutting instructions. Key improvements include:
- Navy blue text, reducing visual strain for dyslexic or visually impaired readers.
- Bold, capitalised, and red highlights for critical information.
- Infographics and icons complementing text for visual reinforcement.
- Clear sans-serif fonts for improved readability.
- Concise language with straightforward verbs.
- QR codes linking to additional resources, enhancing accessibility inside and outside the workshop.
Conclusion
The redesigned leaflet balances visual appeal with practical usability, addressing prior shortcomings and embracing UDL principles. It serves as a more inclusive, functional, and engaging resource, ensuring students can confidently navigate laser cutting processes in the workshop and beyond.
References
Rose, D.H., 2009. Universal Design for Learning in Postsecondary Education: Reflections on Principles and their Application. Center for Applied Special Technology (CAST), and Harvard University. Available at https://files.eric.ed.gov/fulltext/EJ844630.pdf