Graduate students often have difficulty understanding the concepts behind the various models of instructional design (ID). In order to help students in an introductory ID course come to a better understanding of the similarities and differences between various instructional models, the models were developed into dynamic computer graphics to use within a class setting. The projects described in this paper represent a series of steps taken to develop visual learning materials that enhance student understanding of the subject matter within the limited amount of class time available. Each represents a different approach to developing visually rich and interactive computer-based materials. Four projects are described in this paper in terms of topic selection, design features, lessons learned, and suggestions for improvement. The projects focus on: (1) concept clarity; (2) color coding; (3) aesthetics; and (4) shapes and textures. (AEF)