For this week, we were tasked with creating an instructional image that makes use of whitespace, which is the space between elements in a design. Lohr (2008) cites it as a design tool that is often overlooked or not even classified as a design tool (p. 272). “Space can direct the eye to important information by chunking and separating instructional elements” (p. 272). For this assignment, I decided to focus on the SOAP note-taking method since I felt it would best fit the use of space. Continue reading
For this week’s 506 topic, we learned about organization in information display and the hierarchy principle. I chose to complete this assignment by focusing on the five steps of my institution’s EDGE Program. Although there are only three courses associated with the graduation requirement (UNIV 1010, UNIV 3925, and UNIV 4925), there are actually five steps to the process. This graphic will help new Student Success Coaches (and possibly students as well) understand the progression/sequence of steps needed to complete the program. Continue reading
This week’s assignment in EDTECH 506 was to learn about and work with color. I’ve always loved to work with color, but I never studied the theory behind it (other than being able to recognize what are primary and secondary colors). I greatly appreciate that Lohr’s text had a few colored insert pages to help demonstrate the principles of the chapter–I had been curious how a black and white textbook would talk about the color wheel! Continue reading
For this week in EDTECH 506, we learned about the selection principle, specifically emphasizing figure and ground. Figure-ground is “the perception principle that describes the mind’s tendency to seek figure and ground distinctions. The figure is typically the information that visual designers want to stand out, and the ground is the information they want to recide or support the figure” (Lohr, 2008, p. 100). To me, figure-ground appears to be the rule of “less is more”: avoid cluttering the design with extraneous images and information to help the reader/user grasp the point of the material quickly and easily. Continue reading
For this week’s project in EDTECH 506: Graphic Design for Learning, we were tasked with creating a graphic that utilized some or all of the four “Actions” of graphic design: Contrast, Alignment, Repetition, and Proximity (aka CARP).
I chose to create a graphic that compares the availability of commonly accessed information needed by Student Success Coaches in both Self Serve Banner and Internet Native Banner. Banner is a Student Information System software that holds student record information. Internet Native Banner is a Java-based interface with specific 7-letter coded “forms” (screens) to access information, while Self Serve Banner can be accessed through any web broswer. Continue reading
For this week in EDTECH 506, we were tasked to “develop a graphic that will help your learners synthesize the content of your final project.” In this week’s reading we learned about the ACE model (Analyze, Create, Evaluate) for creating graphic instructional materials (Lohr, 2008, p. 73). The Create phase of the model is also supported by PAT (Principles, Actions, and Tools), which encompasses concepts such as organization, contrast, proximity, color, shape, space, and more (pp. 80-85). Continue reading
For this week’s assignment in EDTECH 506: Graphic Design for Learning, we were asked to create an instructional design image using shape. Shape is defined as “any element that is used to give or determine form” (Peterson, 1997, as quoted in Lohr, 2008, p. 250). This week is also the first of eight in which we will create graphics that specifically tie in with our final unit of instruction. Luckily, I immediately knew what I wanted to focus on this week: creating the academic probation progression chart. My intended audience for my final unit of instruction is new student success coaches who have all earned at least a bachelor’s degree (many with a master’s degree) that have some familiarity with higher education and the academic process. Continue reading
For this week’s assignment in EDTECH506 Graphic Design for Learning, we learned about principles of typography. For practice, we either needed to use black and white typography to express four words related to our final unit of instruction or design words to express their meaning. As my final unit addresses a training program for new academic advisors/student success coaches, the words I chose were (1) college, (2) degree, (3) referrals, and (4) students. Continue reading
For the second week in EDTECH506, we were asked to find and rationalize an example of universal design, which “employs design principles (visual and otherwise) to create environments accessible to as many people as possible” (Lohr, 2008, p. 5). My first thought was IKEA’s wordless instructional manuals but a classmate beat me to that example, so I brainstormed other potential “just-in-time”/performance support samples similar to IKEA and thought of charts that show step-by-step graphic instructions for performing the Heimlich maneuver and CPR. Continue reading
For our first assignment in EDTECH502, we were asked to create a personal introduction image that tells the class something about us, using images or graphics that represent our interests, personality, goals, etc. I struggled a bit with this assignment because 1) I’m not particularly good with sharing facts about myself (or even coming up with those facts!), and 2) I had absolutely no idea what images I wanted to use.