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Making Good Use of Pictures
Abstract
Pictures have been important for communication for thousands of years. It is easy for students to lose interest in learning materials with complicated content. Visuals may have many functions, such as attract, gain, get, hold, and maintain attention of a learning material. In contrast to pictures used for advertising, decoration, and entertainment, the main purposes for use of visuals in education are cognitive and pedagogical. Our use of pictures must always be adapted to the intended audiences, and to the available technology. Teachers, and students, need to pay attention to visuals in learning materials. Most students do not attend to the visuals unless they actually are instructed to do so. At this point, how pictures are included in the learning process is decisive on the expected impact. As an effective visualization type, infographics enable conveying complex information in a big picture by combining text and visuals. Beyond instructor-provided infographics, infographic creation enables focusing on a subject, researching in-depth and visualizing the constructed knowledge.
Günümüzde üniversite sınıflarında yerini alan Z kuşağının öğrenmeye ilişkin tercihleri,
öğrenme ortamlarına ve süreçlerine ilişkin beklentileri önceki kuşaklardan farklı olmaktadır. Oyun tabanlı öğrenmenin Z kuşağının bu beklentileriyle örtüşen yaklaşımlardan biri olduğunu söylemek mümkündür. Ancak oyun tabanlı öğrenmeye yönelik oyun geliştirme pek de basit bir süreç değildir. Başta belli bir satın alma karşılığı hediye kahve kazanılan kahve dükkanlarından, 10.000 adım atmaya teşvik eden fitness programlarına farklı uygulamalarla kendine günlük yaşamlarımızda yer edinen oyunlaştırmanın; birçok eğitimci tarafından tercih edilmeye başlanmasının nedeninin oyun geliştirmenin zorluğu olduğunu düşünmek yerinde olacaktır. Diğer bir neden, ister istemez yaşanan acil uzaktan eğitim süreci olarak görülmektedir. Uzaktan eğitim uygulamaları arttığında, çevrimiçi öğrenci katılımını artıracak çözümlerden birinin oyunlaştırma olduğu düşünülmüş, çevrimiçi derslerdeki oyunlaştırma uygulamaları artmıştır. Oyunlaştırma, oyun öge ve ilkelerini kullanarak oyun hissini ve oynamanın etkilerini oyunsuz yakalamayı sağlayan uygulama olarak tanımlanabilir. Eğitsel oyunlaştırmaya dair yapılan araştırmalar, oyunlaştırmanın öğrencinin derse bağlılığını, performansını, motivasyonunu artırdığını göstermiştir. Terim olarak “oyunlaştırma” son 10 yılda gündemimize girmiş olsa da aslında
eğitimcilere uzak bir kavram değildir. Ancak tanımlanarak araştırmalara konu oluşu, oyunlaştırma tasarımının modellenerek etkilerinin görülmesine olanak sağlamıştır. Eğitsel oyunlaştırma hakkındaki araştırmalar arttıkça, oyunlaştırmanın hangi şartlarda daha iyi sonuçlar verdiği tartışılır olmuştur. Bu noktada alanyazın görselleştirmenin oyunlaştırmanın etkisini güçlendireceğine dair ipuçları sunmaktadır. Diğer bir ifade ile, puanlar ve lider tahtalarının ötesine geçerek görsel yoğun oyunlaştırmaya doğru bir dönüşüm yaşamanın zamanı gelmiştir. Bu noktadan hareketle, bu bölümde oyunlaştırmanın nasıl görselleştirileceğine ilişkin bir çerçeve oluşturulmuş; oyunlaştırmanın görselleştirilmesinde izlenebilecek adımlara dair bir süreç yapılandırılmıştır. Bu bölümün amacı, görselleştirme ve oyunlaştırmanın teorik temellerini bir araya getirerek, oyunlaştırmanın görselleştirilmesine ilişkin sürecin aşamalarını paylaşmaktır.
Eğitim ve değişim…
Özleri itibari ile birbirlerinin tamamlayıcısı olan, bununla birlikte son yıllarda ilişkileri daha zengin ve çok boyutlu hale gelen iki toplumsal olgu. Ve bu iki olgu etrafında eğitim sistemleri ve öğretim süreçlerinin amaç, işlev, nitelik ve sürdürülebilirliklerine ilişkin öğretim biliminin kılcallarına kadar yayılmış olan tartışmalar… Elbette, eğitim ortaya çıktığı günden itibaren insanoğlunun uyum kabiliyetinin geliştirilmesi ile ilgilenen bir uğraşı alanı olmuştur. Bununla birlikte “değişim” ve “uyum” süreçlerinde meydana gelen anlamsal, algısal ve işlevsel başkalaşımlar eğitim anlayış ve etkinliklerimizi radikal biçimde etkilemektedir.
2020’lere kadar değişim ve içerdiği bileşenler eğitim sisteminin genelde dışında ortaya çıkmış, öğrenme-öğretme süreçleri bu değişime uyum sağlayabilecek biçimlere evrilmiştir. Oysa pandemi bizi nasıl değişeceğimizi göremediğimiz ancak değişmemiz gerektiğinin farkında olduğumuz yeni bir ortama, bir “belirsizlik” haline itmiştir. Bu ortamda “uyum”, öngörülen ya da hesap edilen değişime uyum sağlamanın ötesinde var olan kaynakları kullanarak ve ortak akıldan yararlanarak etkin çözümler üretme biçimine dönüşmüştür. Böyle bir dönüşümün zor olduğu kadar daha kalıpları zorlayan, daha çok disiplinliğe ve katılımcılığa açık, daha yaratıcı bir süreç olduğu açıktır. Kitabımız, bu bakış açılarıyla, özellikle pandemi sonrası dönemde eğitim ve değişim ilişkisini öğretim sürecinin çeşitli özneleri üzerinden ele almaktadır.
Not: Açık erişimli olarak yayımlanan kitabımıza https://depo.pegem.net/egitimvedegisimkitabi.pdf adresinden erişilebilmektedir.
Teknolojide yaşanan değişimlerin etkisinin en yaygın görüldüğü alanlardan biri kuşkusuz eğitimdir. Bu bağlamda öğretmen rolleri de son yıllarda oldukça farklılaşmış ve çeşitlenmiştir. Eğitim alanındaki birçok yeniliğin öğrenme ve öğretme süreçlerinde kullanılmasında, öğretmenler en önemli aktörler olarak görülmektedir. Bir öğretmenin niteliğini öğretmen kimliği ve öğretmen rolü yakından ilgilendirmektedir. Öğretmen kimliği, öğretmenin öğrenciler üzerindeki etkisi, okulun niteliğine olan katkısı, mesleğin profesyonel olduğu kadar sosyal yönünün de ön planda olması gibi çeşitli nedenlerle ele alındığında önemli bir özelliktir. Öğretmen kimliği, öğretmenin toplumda, sistem içinde, okulda, sınıfta, meslektaşları arasında ve en önemlisi öğrenme ve öğretme süreçlerinde oynadığı rolleri etkilemektedir. Öğretmen kimliği ile öğretmen rolü arasında birbirini etkileyen ve dönüştüren bir ilişki olduğu söylenebilir. İdeal öğretmen, uzman öğretmen, nitelikli öğretmen, mükemmel öğretmen, usta öğretmen, başarılı öğretmen gibi birçok kavram ile karşı karşıya kalmaktayız. Peki bu öğretmenler kimlerdir, hangi niteliklere sahiptirler, sınıf içinde ve dışında, sistemde ve toplum önünde rolleri nelerdir? Bu bölümde öğretmen kimliği ve öğretmen rolü arasındaki ilişki irdelenerek, teknolojinin öğrenme ve öğretme süreçlerine entegrasyonunun getirileri ile birlikte öğretmen rolünün değişimi ele alınmıştır.
Infographics have proliferated in our digital and print worlds in the last ten years, and they constitute a new literacy skill that English teachers and English teacher educators ought to embrace in their practices. This article shares how the researcher engaged preservice teachers in the practice of exploring infographics and creating their own infographics in a teaching writing methods course. It finds that the use of infographics offered preservice teachers an opportunity to comprehend how creative, sophisticated and audience-driven infographics are and how they might address several standards in the classroom through their use and engage students in critical thinking that is essential in an ever-expanding digital world.
The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics.
As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration.The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing pre-practices and scaffolding.
The study aimed to model an infographic design process for the use of infographics as a learning strategy at the secondary school level. A progressive model was suggested in line with a hypothetical perspective regarding the infographic generation process in order to enable learners to resolve and visualize complex information. Using educational design research methodology, the research took place over three meso cycles each comprised of micro cycles: the first two meso cycles included the micro-cycles of analysis and exploration, design and construction and evaluation and reflection and the third meso cycle the evaluation and reflection micro cycle. The study was conducted in collaboration with Information Technology, Science and Technology and Visual Arts teachers and with the participation of 18 7th grade students in the first meso cycle and 19 7th-grade students in the second meso cycle. The infographic design process and the reached infographic design levels were evaluated using the infographic design rubric, reflection forms and focus group interview. Based on the evaluation results obtained at the end of the first two meso cycles, the infographic design process was redesigned and developed. The infographic design process was designed to include the steps of content acquisition, infographic design information, content preparation, content generation, visual design generation, draft generation and digital design in the first meso cycle. In accordance with evaluations, the second meso cycle preserved these steps and implemented a spiral structure to replace the progressive structure of the first meso cycle. Sub-stages were added to meet the determined needs to the infographic design process, training activities were increased and a greater length of time was given for the digital design step. In accordance with the reflection obtained throughout the process, laboratory computers used in the design process in the first cycle were replaced with the students’ own tablets in the second. The infographic design levels and reflections reached in the second meso cycle indicated that the arrangements made in the infographic design process developed the process. At the end of the comprehensive evaluation undertaken in the third meso cycle, a conclusion was reached that the collaboration between different fields, infographic design experience and the use of learners’ own instruments was significant. This study can be distinguished from other relevant studies as it presents a comprehensive process model in accordance with the educational design research method which contains applications within itself regarding the implementation of infographic design strategy in the learning process.
Constant awareness of the need for technology skills in students requires most schools to purchase computers and Internet services for pedagogy. Becoming literate takes on a new face in terms of technology and the World Wide Web. Visual literacy requires students to be able to read, write, and comprehend visually in a digital world (Schmar-Dobler, 2003; Debes, 1969). Yesterday's definition of literacy now includes viewing or visual literacy. This paper asserts that viewing and visual representation, the newest "recognized" language arts, are crucial elements for reading education.
This paper presents a descriptive case study where infographics—visual representation of data and ideas—have been used as cognitive tools to facilitate learning with multiple representations in the context of secondary school students’ science news reporting. Despite the complementary nature of the two research foci, studies on cognitive tools and multiple representations have evolved independently. This is because research on cognitive tools has narrowly focused on technological artifacts and their impact on learning outcomes with less attention to learner agency and activity structures. This has created challenges of sustainably applying cognitive tools in classroom teaching and learning. Using data from a design-based research project where secondary school students created authentic infographic-based science news reports, this study demonstrates how infographics can serve as process-oriented cognitive tools for learning and instruction of science literacy in classroom contexts. Results have implications for the study and design of learning environments involving representations.
Cet article présente une étude de cas où l'infographie de presse – offrant une représentation visuelle de données et d’idées – est utilisée comme outil cognitif pour faciliter l'apprentissage au moyen de représentations multiples dans le contexte de production de rapports scientifiques par des élèves du secondaire. Malgré la complémentarité des deux axes de recherche, les travaux sur les outils cognitifs et sur les représentations multiples ont évolué séparément. En effet, la recherche sur les outils cognitifs s'est strictement concentrée sur les artefacts technologiques et leur impact sur les résultats d'apprentissage mais a accordé moins d'attention à l’action des apprenants et aux structures des activités. Il en résulte des défis pour l’application durable d’outils cognitifs dans l'enseignement et l'apprentissage en classe. À partir de données issues d'un projet de recherche orientée par la conception (design-based research) dans lequel les élèves du secondaire ont produit des rapports scientifiques authentiques intégrant des infographies de presse, cette étude montre comment l’infographie de presse peut servir
Many involved with the practice or study of K-12 online and blended learning are familiar with the American context. It surrounds us in the media and published research. However, online and blended learning is occurring in meaningful ways to address specific K-12 student needs all around the globe. There are several areas where the international practice is consistent with what we know about the United States (e.g., similar evolutions, early initiatives were government-funded, many of the labels are similar). At the same time, there are some key differences internationally. While far less is known about K-12 online and blended learning in international contexts, programs in these jurisdictions are just as keen to tell their own success stories and undertake cyclic research to improve the design, delivery, and facilitation of their programs. As American-based researchers, it is incumbent upon us to ensure that these research-based lessons are known to our various stakeholders.
Retrieved from http://repository.cmu.edu/etcpress/82/
The purpose of this study was to explore the degree to which an infographic assignment facilitated student learning around health science issues, as well as the ways in which the assignment was an effective teaching tool. The objectives of the assignment were to (1) understand the purposes of and potential uses for infographics, (2) cultivate creative visual communication skills, and (3) disseminate a complex health topic to diverse audiences. The infographic assignment was developed at Montana State University and piloted at Portland State University. Students were assigned to small groups of three or four to create an infographic focused on a health science issue. The assignment was divided into four steps: brainstorming, developing, designing, and finalizing. Focus groups were conducted to assess how learning occurred throughout the assignment and identify any opportunities for modification of the assignment. This study was conducted with freshman students enrolled at Portland State University, a public university located in downtown Portland, OR, USA. Thirty four students completed the assignment and 31 students participated in one of three focus groups. Four themes emerged from focus groups: (1) Communicating Science-Related Topics to Non-experts, (2) Developing Professional Skills, (3) Understanding Health Issues, and (4) Overall Experience. This article outlines the assignment, discusses focus group results, and presents assignment modifications. It is clear that the infographic assignment facilitated learning about accessing and translating data. This assignment is ideally suited for use with diverse college-age audiences in health education and health promotion fields.
This paper investigates how textbook design may influence students’ visual attention to graphics, photos and text in current geography textbooks. Eye tracking, a visual method of data collection and analysis, was utilised to precisely monitor students’ eye movements while observing geography textbook spreads. In an exploratory study utilising random sampling, the eye movements of 20 students (secondary school students 15–17 years of age and university students 20–24 years of age) were recorded. The research entities were double-page spreads of current German geography textbooks covering an identical topic, taken from five separate textbooks. A two-stage test was developed. Each participant was given the task of first looking at the entire textbook spread to determine what was being explained on the pages. In the second stage, participants solved one of the tasks from the exercise section. Overall, each participant studied five different textbook spreads and completed five set tasks. After the eye tracking study, each participant completed a questionnaire. The results may verify textbook design as one crucial factor for successful knowledge acquisition from textbooks. Based on the eye tracking documentation, learning-related challenges posed by images and complex image-text structures in textbooks are elucidated and related to educational psychology insights and findings from visual communication and textbook analysis.
This position paper examines the use of infographics as a teaching assignment in the online college classroom. It argues for the benefits of adopting this type of creative assignment for teaching and learning, and considers the pedagogic and technical challenges that may arise in doing so. Data and insights are drawn from two case studies, both from the communications field, one online class and a blended one, taught at two different institutions. The paper demonstrates how incorporating a research-based graphic design assignment into coursework challenges and encourages students' visual digital literacies. The paper includes practical insights and identifies best practices emerging from the authors' classroom experience with the infographic assignment, and from student feedback. The paper suggests that this kind of creative assignment requires students to practice exactly those digital competencies required to participate in an increasingly visual digital culture.
Im Medienkanon des Geographieunterrichtes nehmen Schulbücher nach wie vor eine zentrale Rolle ein (Bagoly-Simó, 2014, 121). Schulbücher, somit auch Geographieschulbücher, geben das Wissen einer Gesellschaft wieder (Bardy Bölsterli, 2014, 13). Wie anschaulich, ästhetisch und kohärent dieses Wissen visuell durch ein Schulbuchdesign präsentiert wird, könnte beeinflussen, wie erfolgreich Schüler und Schülerinnen mit einem Geographieschulbuch
lernen (vgl. Behnke 2016a, 2016b). Dies würde an Morgan (2014, 73–75) anschließen, die feststellte, dass well designed textbooks
aktiv kognitive Verarbeitungsprozesse der Lernenden wie analytisches Denken, Argumentieren und die Strukturierung von Wissen unterstützen und anregen können. Eine erste Voraussetzung für die Anregung kognitiver Verarbeitungsprozesse, wie z.B. der Strukturierung von Wissen, ist visuelle Aufmerksamkeit. Visuelle Aufmerksamkeit
ist ein Konstrukt, dass die Bereitschaft eines Individuums umschreibt, visuelle Kommunikationsinhalte bzw. Reize aus der Umwelt aufzunehmen (Geise, 2011, 164). Dies ist ein selektiver Prozess, in dem Lernende z.B. entscheiden, welche Details einer Geographieschulbuchseite sie bewusst betrachten (Petterss on, 1995, 2
) Dieser Beitrag untersucht , wie Lernende die Gestaltung ausgewählter Geographieschulbuchseiten bzw. die auf den Schulbuchseiten angebotenen Visualisierungen (Grafiken, Fotos) und Bild-Text Kombinationen rezipieren und bewerten. Parallel dazu werden Gestaltungsparameter dieser Schulbuchseiten aus der Perspektive der Visuellen Kommunikation analysiert. Die Ergebnisse werden mit Erkenntnissen zum Lernen mit Medien aus der Pädagogischen Psychologie abgeglichen.
A creative process may begin with a flash of a new idea or with a hunch. It may just start as noodling around with a problem, getting some fresh ideas along the way. It's a process, not a single event, and genuine creative processes involve critical thinking as well as imaginative insights and fresh ideas." —Sir Ken Robinson (2009)
Infographics can be engaging alternative products of research because the multimodal format invites students to make sense of complex information by applying multiple literacies. An infographic is a claim expressed through visual metaphor, conveying the creator's fresh understanding of relationships, expressed through a judicious selection and arrangement of visuals, evidence, and text acquired during inquiry research within a discipline. However, as we looked into classrooms, searched the Web, and spoke with classroom teachers, we learned that most infographic assignments resulted in what we would label as posters. Essentially, these products were the equivalent of David Loertscher's "bird reports"— representations of loosely related facts and numbers, sometimes verified and paraphrased, displayed visually. We hypothesized that the student engagement enthusiastically reported by teachers came primarily from using novel technology, not from inquiry learning. If we were to devote time to teaching infographics, the product must be more than an attractive visual collage of statistics and facts; it should demonstrate understanding (per CCSS.ELA-Literacy.CCRA.W.7).
Depictive expressions of thought predate written language by thousands of years. They have evolved in communities through a kind of informal user testing that has refined them. Analyzing common visual communications reveals consistencies that illuminate how people think as well as guide design; the process can be brought into the laboratory and accelerated. Like language, visual communications abstract and schematize; unlike language, they use properties of the page (e.g., proximity and place: center, horizontal/up–down, vertical/left–right) and the marks on it (e.g., dots, lines, arrows, boxes, blobs, likenesses, symbols) to convey meanings. The visual expressions of these meanings (e.g., individual, category, order, relation, correspondence, continuum, hierarchy) have analogs in language, gesture, and especially in the patterns that are created when people design the world around them, arranging things into piles and rows and hierarchies and arrays, spatial-abstraction-action interconnections termed spractions. The designed world is a diagram.
Powerful categories of evidence for symbolically mediated behaviour, variously described as 'modern' or 'cognitively modern' human behaviour, are geometric or iconographic representations. After 40,000 years ago such evidence is well documented in much of the Old World and is widely considered as typifying 'modern human culture,' but earlier evidence is rare. In Africa, this includes two deliberately engraved ochre pieces from c. 75,000 year old levels at Blombos Cave, Western Cape, South Africa and the greater than 55,000 year old incised ostrich egg shell from the Diepkloof shelter, located in the same province. Here we report on thirteen additional pieces of incised ochre recovered from c. 75,000-100,000 year old levels at Blombos Cave. These finds, taken together with other engraved objects reported from other southern African sites, suggest that symbolic intent and tradition were present in this region at an earlier date than previously thought.
Despite numerous efforts, visual literacy scholars have not yet arrived at a general con- sensus for the theoretical organization of our field. In this chapter, we have examined the relevant literature and provided a framework that may describe and explain how visual literacy has performed to date. Our work may afford a better understanding and possibly also prescribe how VL may manifest itself in the future. The proposed theory of visual literacy is grounded on five areas of study that serve as its main pillars. These areas are (1) visual communication, (2) visual language, (3) visual learning, (4) visual perception, and (5) visual thinking. It is critical that visual literacists embrace a frame- work that both brings together and represents these significant areas of study. Over the past 50 years, work in these areas has closely knitted the visual literacy fabric and made it into what it is today. A solid, cohesive theoretical framework is necessary to assist in defining our field of study more effectively, to drive a more rigorous research agenda, and to clearly signpost areas of expansion and innovation for both scholars and practitioners across all the disciplines that visual literacy touches. We sincerely hope we have provided exactly that.
Infographics represent visual stories which engage and guide audiences to the realization of patterns, relationships, and conclusions. Infographics help capture attention and make complex knowledge understandable, making them a useful teaching-learning strategy. Although infographics can be effective to engage students, they are infrequently used because of educator inexperience with this technology. This article provides an overview for incorporating infographics in nursing education including evidence-informed step-by-step guidelines and resources for designing and sharing infographics.
An important skill in the modern workplace is the ability to learn new skills. However, students are ill-prepared for such self-directed requirements, as changes in academic curricula are typically outpaced by technological developments. To contribute to the efforts of educators to prepare students, this study adopts an experiential learning approach. Through an open-ended exercise, students self-learned infographics, a data visualisation tool, with the intent of including this skill in a professional resume. Reflective responses to an open-ended questionnaire assessed students’ learning outcomes. The findings indicate that students developed the confidence to learn a new technological tool independently. The benefits of the use of data visualisation tool infographics and learning outcomes are discussed.
Free online copy here: https://www.tandfonline.com/eprint/KDSCMBYHFVWUXHHK5E3G/full?target=10.1080/14703297.2019.1706617
According to the theory of experiential learning, ideal learning happens in contexts that offer concrete experiences and active experimentation alongside abstract and reflective learning. Bloom’s Taxonomy suggests that higher-order thinking skills include creating, designing, and producing information, whereas, classroom assignments often reinforce lower-level thinking such as interpreting, explaining, and comparing. Higher-order learning assignments include situations in which students can experiment with product generation for real-world situations, reflect on the relationship between theory and practice, and receive specific feedback about their efforts. Social work educators can create these situations by incorporating infographics in the classroom. This research finds that social work students assigned an infographics project in three different universities say it improved their engagement and learning, and offered opportunities for creativity and decision making.
Although visual complexity is increasing and graphics are essential to support readers’ comprehension of disciplinary texts, visual literacy receives scant attention. Research suggests that effectively instructing students to interpret discipline-specific graphics would yield better comprehension. However, before this line of inquiry can be enacted, we must determine the characteristics of graphics in contemporary content textbooks. Therefore, this content analysis evaluated graphics within third-and fifth-grade science and social studies textbooks. We coded 3,844 graphics by type and function and compared findings between disciplines using chi-square and post hoc comparison tests. Overall, graphics were coded into 9 major types (photo-graphs being most frequent) and 54 subtypes, indicating a diversity of graphics. When comparing disciplines, science textbooks contained more diagrams and photographs, and graphics more often functioned representationally. Social studies presented both a wider variety of graphics and more interpretationally challenging graphics. Implications for disciplinary literacy and instruction are discussed.
http://joglep.com/files/4514/3899/1848/10._Article-Mendenhall_and_Summers-Designing_Research.pdf
Infographics are a visualisation tool that can be used to improve retention, comprehension and appeal of complex concepts. The rise of infographic use in education has facilitated new forms of application and design of these tools. Instructor-provided summary infographics are a new form of infographic, whereby key learning objectives and content are summarised in graphical form at the end of a lesson. However, it is unknown whether these types of infographics can support learning in online environments. This exploratory research investigates student perceptions, retention, applications and activity generation of instructor-provided summary infographics in a massive online learning environment. Using both post-course learner survey data (n = 1,899) and text mining analysis (n = 72,490 words), results present how learners perceived instructor-provided summary infographics as useful and appealing for retaining, clarifying and understanding learning concepts. The research contributes a novel understanding of summary infographics in online learning environments, and supports their use as a design tool for educational delivery in the online space.
Science education trends promote student engagement in authentic knowledge in practice to tackle personally consequential problems. This study explored how partnering scientists and students on a social media platform supported students’ development of disciplinary practice knowledge through practice-based learning with experts during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. Through the online platform, scientists provided feedback on students' infographics, visual argumentation artifacts that use data to communicate about climate change science. We conceptualize the infographics and professional data sets as boundary objects that supported authentic argumentation practices across classroom and professional contexts, but found that student generated data was not robust enough to cross these boundaries. Analysis of the structure and content of the scientists’ feedback revealed that when critiquing argumentation, scientists initiated engagement in multiple scientific practices, supporting a holistic rather than discrete model of practice-based learning. While traditional classroom inquiry has emphasized student experimentation, we found that engagement with existing professional data sets provided students with a platform for developing expertise in systemic scientific practices during argument construction. We further found that many students increased the complexity and improved the visual presentation of their arguments after feedback.
This study presents descriptive analysis of young adults' use of multiple representations in the context of science news reporting. Across one semester, 71 high school students, in a socioeconomically diverse suburban secondary school in Midwestern United States, participated in activities of researching science topics of their choice and producing infographic-based science news for possible online publication. An external editor reviewed their draft infographics and provided comments for subsequent revision. Students also provided peer feedback to the draft version of infographics using an online commentary tool. We analysed the nature of representations students used as well as the comments from peer and the editor feedback. Results showed both students' capabilities and challenges in learning with representations in this context. Students frequently rely on using certain kinds of representations that are depictive in nature, and supporting their progress towards using more abstract representations requires special attention and identifying learning gaps. Results also showed that students were able to determine representational adequacy in the context of providing peer feedback. The study has implication for research and instruction using infographics as expressive tools to support learning.
This paper is a discussion of the current condition of visual communication in American colleges and universities. In doing so, it analyzes the importance of visual communication and the unique epistemic power it possesses, and describes to what extent current academic practice has learned the lessons of the past so that it has become well equipped to deal with current needs in modem colleges and universities in the US. Particularly examined is the effectiveness of visual aids and computer-aided instruction. Besides, this paper also explains that visual communication is a dialogicalprocess where the way students perceive and understand their environment is influenced by their knowledge and experience of visual communication, and that visual intelligence has become a central part of academic culture. Finally, this paper provides some insights on the visual in American college classrooms for the decades to come.
In the evolving digital landscape, educators can consider adopting emerging tactics to
prepare students for the workplace. One of these tactics, the infographic, incorporates
storytelling characteristics by presenting synthesized knowledge and data in a visual
way (Fernando, 2012). Through five focus groups with 37 students at three universities
and interviews with 15 public relations professionals from various workplace settings,
we explored strategies for teaching the infographics assignment and documented
learning outcomes. This study also describes the characteristics of strong infographics,
which could be of interest to public relations professionals.
Infographic is a type of information visualization that uses graphic design to enhance human ability to identify patterns and trends. It is popularly used to support spread of information. Yet, there are few studies that investigate how infographics affect learning and how individual factors, such as learning styles and enjoyment of the information affect infographics perception. In this sense, this paper describes a case study performed in an online platform where 27 undergraduate students were randomly assigned to view infographics (n=14) and graphics+text (n=13) as learning materials about the same content. They also responded to questionnaires of enjoyment and learning styles. Our findings indicate that there is no correlation between learning styles and post-test scores. Furthermore, we did not find any difference regarding learning between students using graphics or infographics. Nevertheless, for learners using infographics, we found a significant and positive correlation between correct answers and the positive self-assessment of enjoyment/ pleasure. We also identified that students who used infographics keep their acquired information longer than students who only used graphics+text, indicating that infographics can better support robust learning.
The visible world provides a rich and wondrous tapestry for observation and speculation. Where it cannot be directly experienced, it can be pictured in varying degrees of fidelity or abstractness. On the simplest of intuitive grounds, illustrations should thus serve as valuable teaching tools, bringing to the eye what otherwise can only be imagined. Evidence of a widespread acceptance of this truism is found in the pervasiveness of illustrations in school textbooks; the producers and consumers of instructional textbooks clearly believe that illustrations have an important role to play in education.
With the growing use of infographics to communicate complex information, we must specifically look at how people read and understand them. Complex information depends on helping people build relationships and connect the information to the current situation. Infographics are not art displays, but are tools to communicate information. Unless we understand how people comprehend information and how those mental transformations occur when they read the content, we cannot effectively design an infographic for complex information. People come to an infographic for a purpose and with a goal, both of which require the infographics to communication complex information. A good infographic must maintain the complexity of the information while lowering the barriers to its comprehension.
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Data visualization is defined as the use of data presented in a graphical or pictorial manner. While data visualization is not a new concept, the ease with which anyone can create a data-drive chart, image, or visual has encouraged its growth. The increase of free sources of data and need for user-created content on social media has also led to a rise in data visualization's popularity. This column will explore what data visualization is and how it is currently being used. It will also discuss the benefits, potential problems, and uses in libraries. A brief list of visualization guides is included.
Visual literacy is an essential group of competencies for interpreting and generating visual messages within the scope of 21st century skills. More than interpreting visuals, 21st century learners should be equipped with knowledge and ability to generate complex visual messages, which is a harder skill to teach and achieve. In this study, creating infographics is handled as a learning strategy to teach secondary school students how to generate effective visual messages. Research was carried out with the collaboration of science and technology, visual arts, and information technology teachers within a design model research method perspective. The effectiveness of the model is investigated by pre and posttests, retention, and transfer tests. Through the findings on effectiveness of first implementation loop of the infographic design model, a co-constructed design model is proposed. According to the design model proposal, “content” and “visual design” generation was determined central components related to Information Technology, Visual Arts fields for creating infographic.
Infographics continually appear across a wide span of websites. Design teams have embraced the trend toward infographics, but often misuse them by focusing on visual presentation rather than presenting information appropriate for the audience and content. The results are artful infographics that lack a clear audience or message. In addition, many of the infographic design guidelines seem to be based on posters. An analysis of a collection of infographics found they can be divided into four categories: bullet list equivalent, snapshot with graphic needs, flat information with graphic needs, and information flow/process. Only last three are appropriate for infographics. Several areas needing further research are identified: (1) how people comprehend the infographic and how they connect that understanding into the bigger picture, (2) better guidelines on when/how to create infographics, and (3) how to craft the content into an integrated presentation with text and graphics supporting each other.
It is generally accepted that intrinsic student motivation is a critical requirement for effective learning but formal learning in school places a huge reliance on extrinsic motivation to focus the learner. This reliance on extrinsic motivation is driven by the pressure on formal schooling to ‘deliver to the test’. The experience of the use of ICT in formal learning is marked with a naive and largely unfulfilled assumption that it would of itself promote a ‘game-changing’ shift in student motivation. This study investigates the effectiveness of a team-based, technology-mediated model called Bridge21 to encourage intrinsic student motivation. The data for the study come from 425 secondary school students, average age 16 years, who participated in workshops of 3.5 days in duration. The workshops took place in an out-of-school learning environment in one academic year. Bridge21 seeks to provide a vehicle to allow the transfer of control of learning from the teacher to the team and in this way to encourage and promote student autonomy. The principal findings reported in this paper are that participation in the workshops had a direct positive impact on the students’ perceptions around their learning and on their intrinsic motivation to learn.
Courses: Research Methods Courses; Interpersonal Communication; Organizational Communication; Intercultural Communication; Political Communication; Health Communication; Gender; Conflict; Persuasion; Family Communication
In today’s ever more visual world, visual literacy skills became more critical for learners. Therefore teaching visual literacy helps students interpret visual media and becoming a much broader and extensive body of learning and comprehension in education. In this paper, how to use infographics as a learning tool was discussed in order to equip students with visual literacy. Research was conducted with 64 teacher candidates. The aim of the study is to expose the usage of infographics as a learning tool. Teacher candidates designed infographics of instructional design model themed individually within the course. As a result of the rubric evaluation the scores of “visualization” and “components” dimensions was found lowest; scores of “colors”, “fonts” and “information organization” dimensions was found relatively higher.
An ongoing debate in the Visualization community concerns the role that visualization types play in data understanding. In human cognition, understanding and memorability are intertwined. As a first step towards being able to ask questions about impact and effectiveness, here we ask: 'What makes a visualization memorable?' We ran the largest scale visualization study to date using 2,070 single-panel visualizations, categorized with visualization type (e.g., bar chart, line graph, etc.), collected from news media sites, government reports, scientific journals, and infographic sources. Each visualization was annotated with additional attributes, including ratings for data-ink ratios and visual densities. Using Amazon's Mechanical Turk, we collected memorability scores for hundreds of these visualizations, and discovered that observers are consistent in which visualizations they find memorable and forgettable. We find intuitive results (e.g., attributes like color and the inclusion of a human recognizable object enhance memorability) and less intuitive results (e.g., common graphs are less memorable than unique visualization types). Altogether our findings suggest that quantifying memorability is a general metric of the utility of information, an essential step towards determining how to design effective visualizations.
Can illustrations aid learning of text material? These authors review the results of 55 experiments comparing learning from
illustrated text with learning from text alone. They go on to look at research in closely related fields (involving, for example,
nonrepresentational pictures, graphic organizers, learner-produced drawings) and conclude by offering guidelines for practice.
A survey of powerful visualization techniques, from the obvious to the obscure.
To assess the effects of pictures on health communications.
Peer reviewed studies in health education, psychology, education, and marketing journals were reviewed. There was no limit placed on the time periods searched.
Pictures closely linked to written or spoken text can, when compared to text alone, markedly increase attention to and recall of health education information. Pictures can also improve comprehension when they show relationships among ideas or when they show spatial relationships. Pictures can change adherence to health instructions, but emotional response to pictures affects whether they increase or decrease target behaviors. All patients can benefit, but patients with low literacy skills are especially likely to benefit. Patients with very low literacy skills can be helped by spoken directions plus pictures to take home as reminders or by pictures plus very simply worded captions. Practice implications: Educators should: (1) ask "how can I use pictures to support key points?", (2) minimize distracting details in pictures, (3) use simple language in conjunction with pictures, (4) closely link pictures to text and/or captions, (5) include people from the intended audience in designing pictures, (6) have health professionals plan the pictures, not artists, and (7) evaluate pictures' effects by comparing response to materials with and without pictures.
From Quantified Self to Building a More Fit Community: Data Tracking and Science Infographics as Boundary Objects
- S Sommer
- J L Polman
Sommer, S., & Polman, J. L. (2018). From Quantified Self to Building a More Fit Community: Data
Tracking and Science Infographics as Boundary Objects. In Rethinking Learning in the Digital Age:
Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS),
Volume 2. London, UK: International Society of the Learning Sciences.
Visualization in Science Education, Alberta Science
- K Vavral
- Janjic-Watrichv
- L. K.Vavra
Learning 21st Century Skills by Engaging in an Infographics Assessment
- P Dyjur
- L Li
Dyjur, P., & Li, L. (2015). Learning 21st Century Skills by Engaging in an Infographics Assessment.
The concept of visual literacy, and its limitations
- J Elkins
Elkins, J. (2010). The concept of visual literacy, and its limitations. In J. Elkins (Ed.), Visual Literacy.
Routledge.
The Scoop on Infographics: Maximum Information in Minimum Space White Space is Not Your Enemy: A Beginner's Guide to Communicating Visually through Graphic
- R Hagen
- K Golombisky
Hagen, R., & Golombisky, K. (2010). The Scoop on Infographics: Maximum Information in Minimum
Space White Space is Not Your Enemy: A Beginner's Guide to Communicating Visually through Graphic,
Web & Multimedia Design (2nd ed.). Elsevier Inc.
Infographics Part 1: Invitations to inquiry
- A Lamb
- L Johnson
Lamb, A., & Johnson, L. (2014). Infographics Part 1: Invitations to inquiry. Teacher Librarian, 41(4), 54.
Infographics: The power of visual storytelling
- J.Lankow
Design2Inform: Information visualisation. The Office of the Chief Scientific Advisor | Gov UK
- M Lonsdale
- S Lonsdale
Lonsdale, M. d S., & Lonsdale, D. (2019). Design2Inform: Information visualisation. The Office of the
Chief Scientific Advisor | Gov UK. https://www.researchgate.net/publication/330825479_Design2In-form_Information_visualisation