EDS 151 Artefacts 03

For this module, I got this print material from the net.



Honestly, before I started this course, this would have probably made it to my portfolio of handouts sans the floral background. It’s colorful and concise and it fit in one page. what more could I ask for?

It wasn’t until I went through this module that I started thinking about layout, design, composition, balance and symmetry. I thought I could leave them all be in MMS 173 Photography in Multimedia. Apparently, they’re going to come haunting me again this time around.

Come to think of it, if I were a student, I probably wouldn’t take a look at this handout either.


Lay-out-uses “newspaper syndrome” 3-columns, thereby making the text smaller. The layout and the 3-column approach lends it a very messy look and feel. The layout of the visuals also lend to the confusion. The headings and sub-headings re pretty straightforward. Though the font size of the headings and sub-headings allow for easy readability, the font does not, particularly for the heading. The handout makes use of a variety of fonts for the heading, sub-heading and the body. This makes it harder to read, and negates any readability that the font size might have lent. Although grids and columns were utilized, these were rendered ineffective because of the background. It would have been better if the background were just omitted altogether to allow white space. In addition, it also used too many grids. There were 8 grids that were made to fit into a single-page handout, thus decreasing the font size. The noisy background also overpowers the handout and makes it look less professional as if it had been prepared by a 3-year old. The design makes me think that this is intended for children, but the font of the body makes it difficult and unsuitable for the use of children. The leadings are likewise insufficient and make it difficult to read.


The items are adequately numbered and dingbatted. the uses of prepositions IN, ON and AT are dingbatted because it is not an ordered list. The visuals seem to be oddly placed on the mid-line; and although the visuals do support the text,  it does not look aesthetically pleasing. The visuals/graphics draw the attention of the reader/learner to the center of the page, and its placement makes it harder to focus on the content. The background and the lack of white space also contribute to evoking a general feeling of confusion.


The instructional print material is a handout that contains the main points of the lesson, and it can also serve as the student’s guide for self-study. It also  includes worksheets/exercises and sample sentences. It is not text-heavy, so it’s fairly easy for the learner to grasp the information from the handout just by a quick glance. Assuming that the handout is intended for use by children, the information is appropriate and meets the objectives of the lesson. It presents the lesson and also provides practice. There is no extraneous information that might distract the learner, and there are no unfamiliar items in the handout either. It also present the information in a straightforward manner. The information is presented in columns and grids so it’s easier for the learner to process the information. The use of columns and grids chunks the information presented to the learner so it’s easier to digest and is less boring than being presented in paragraph form. There was appropriate use of cues for that helps distinguish the key points/ideas i.e., uses of IN, ON, and AT.

Lamb, A. (2005). Designing & Developing Resources: Print Materials. In Building treehouses for learning: Technology in today’s classrooms (pp. 243-272). Retrieved from http://eduscapes.com/treehouses/TJ7print.pdf

Prepositions of time worksheet – Free ESL printable worksheets made by teachers. (n.d.). Retrieved from https://en.islcollective.com/resources/printables/worksheets_doc_docx/prepositions_of_time/prepositions-elementary-a1/9281



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