EDS 151 Artefact 04

Task: Activity 3 Part 1

Propose five recommendations on how educational institutions may promote or integrate visual literacy into their curriculum or education programs. Provide the bases for your recommendations.

Because of the superspeed of communication and information, now more than ever, humans have to deal with a myriad of information and complex data, and there is a need to find new ways of presenting this complex data in terms that would be easier to understand. Because of the advancements in technology and society, text is slowly being replaced by images and visuals as a modality for communicating and presenting information.

Educational institutions must then shift with these developments in order to cater to these developments. Visual literacy becomes a skill essential for the learners in the 21st century. Gone are the days when overhead projectors, powerpoint presentations, handouts and worksheets would suffice. Visuals must now be compelling enough to stimulate critical thinking, analysis, synthesis and evaluation.

  1. Teachers and schools must encourage the use of digital literacy and technology. Learning management systems will help develop visual literacy because there is movement, images which will help students develop independence and learn appropriate skills to navigate and scrutinize the system to get the required information.
  2. The use of mobile phones, tablets, e-readers are an alternative to traditional forms of education. These devices provide visual input to the students, and it’s a good way to look at pictures and images because they can manipulate the images thru these devices as opposed to actual pictures. They have the option of zooming in and play with the composition of the picture and understand the implications of the design principles and elements.
  3. Providing opportunities for visual expression instead of always emphasizing on verbal expression.
  4. Social media can also be valid and helpful tool in promoting visual literacy. Twitter, for instance, allows 140 characters so it becomes essential for the Twitter user to find ways of shortening the text thru the use of emojis.
  5. Image input experiences through exposure to works of art, exhibits, or even asking them to study an image.

 

Task: Activity 3 Part 2

  1. Non-projected Visuals: Present an example of non-projected visuals and evaluate it based on the principles of visual design learned in this module. For each set of visual components and their corresponding aspects (i.e. elements, pattern, and arrangement), assess whether the sample material has met the visual design standard discussed in Resource 4. Afterwards, explain point-by-point how this visual material may be improved (according to the principles of visual design).

 Activity 3.NPV.png

For this poster, I can say that the visual elements work well together and complement each other. The text was legible and the message was easily caught because the poster was divided into 3 columns. This made it easier to distinguish the three simple tenses. They key points were also very easy to spot. The visual also helps communicate the message clearly. It is a good way of explaining and reminding the students of the simple concept. The image was also related to the text and helped explain the sentence. The choice of visual is perfect for the audience because presenting them with the verb tense timeline would just make it more confusing for them. The image helps decode for the learner what he/she may not be able to articulate verbally yet.

I would say that all the verbal elements worked in harmony together and were not contradicting  each other and lending confusion. The colors that were used for the background were complementary/analogous – red, orange, orange red. The color of the box was a good contrast to the background. The font color was also very visible, legible and readable from the backdrop. The font and style were also spot on and also employed good use of upper case letters for headings, and lowercase letters for the sentences. There was also unity amongst the visual elements so one element did not overwhelm other elements.

There was also adequate white space so the poster did not look too noisy or content-heavy. The size of the lettering was just right and even helped convey different levels of importance to the text. There was ample space between letters and between lines so the letters and the text did not feel crowded.

In terms of pattern, I can say this poster can boast of good alignment. There is also a sense of balance in the poster and the shapes used are geometric. The color of the background lends an element of surprise because orange is not a very common color to be used for such purposes. In fact it is a very bold color, but I think it’s just for the audience. Although it did not follow the rule of thirds, it still worked well in this case. It has a very professional, simple and uncluttered look despite the bold color.

In general, I can say that this is a good poster. The only thing I would change is to make it more interactional and communicative in nature so I can elicit sentences from the learners in the 3 simple tenses.

 

  1. Projected Visuals: Show a sample of a PowerPoint presentation and evaluate it based on the design principles of creating projected visuals. Use the guidelines discussed in Resource 5 to assess the effectiveness of the PowerPoint material. After which, propose ways to improve the sample projected visual.

PV.png

This is one of the decks that I found in the Soft Skills POR folder at the office. The first thing that struck me with this visual material was that it crammed too much information in a single slide. The most glaring ones were slides last few slides because the font became too small as the author tried to squeeze in all the facts in one slide, in an effort perhaps of preventing a carry-over. But in doing so, it makes it harder for the audience to read what’s on the slide, it forces the reader to read as the presenter in delivering his/her presentation.

In terms of emphasis, I think the slide design was drawing attention away from the content. The jagged/feathered edges of the design were conveying movement and confusion; thus making it hard for the audience to focus on the content.

The slides also lack balance as most of them are rather content-heavy, and the black background further leads to lending it a heavy, unbalanced feel.

Overall, the visual tools did not work together for this powerpoint.  The lines were not symmetrical, the shapes ungeometric, the texture was too heavy owing to the color and pattern, there was insufficient white space and the color was just too somber and dark. There was also not enough contrast between the background and the font color. Because of the unevenness of the background, some elements of the content appear to be missing or are not very visible to the eye. Overall, the visual tools evoke a feeling of being lost, helpless and damaged. It was too macabre for a presentation of a lighthearted topic such as the British culture.

In terms of layout, it doesn’t look very professional at all. The font sizes are inconsistent even in one slide. The font style is also not so easy to read. It also lacks the organization of elements. Even though it uses bullet points, it still uses too many words in a single bullet point.

The first thing I would change here is the slide design. I would go for a sleeker design, perhaps just a white background would do. I would make sure there is enough contrast between the figure and the ground.

I would also declutter the powerpoint and use more pictures instead since this is a lesson on British culture, I am confident learners would appreciate realia or even images and videos to show them the culture.

I would make sure the font, font styles are more readable  by providing consistency in fonts.

Verbs – Lessons – TES. (n.d.). Retrieved from https://www.tes.com/lessons/cL74ZQIJYP5a6w/verbs

Using Social Media to Teach Visual Literacy in the 21st-Century Classroom | Edutopia. (n.d.). Retrieved from http://www.edutopia.org/blog/social-media-visual-literacy-classroom-dave-guymon

 

 

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