Organization — October 30, 2016



Students in 8th grade American History will be using this image as an overview for the unit of study.  This will be used throughout the unit and eventually become linked to the corresponding units.  Students should be able to understand the titles on this graphic and their associating materials.  

I chose to represent this overview as if it were a road.  Earlier suggestions on my graphics mentioned to include the road so I thought I would give it a shot.  I went back and forth on this multiple times, but eventually came up with this graphic.  To help with the understanding of my graphic I used many of the organizational techniques to show hierarchy.  I used numbers to show the progression of the lessons.  I also used a flowchart model to show that the title is the overarching idea, while the “exits” below fit into this hierarchy.  I also used arrows to show the “Strong” connections from the unit to the smaller lessons (Lohr, 146).  I was torn about some of my colors in this image.  Traditionally my images have had the red, white and blue theme.  However to fully show the road and exit signs I changed those colors to match what we naturally assume they are.  I chose to keep the traditional blue up top show it would stand out.  This contrast can help convey that this information is the most important to read for this graphic (Lohr, 133)

I remade this image several times.  The title I kept, for the most part, the same from the start.  The main changes happened with the lesson titles.  I originally had them matching my past color schemes.  I even eliminated the road at one point because I felt it didn’t match.  But after consulting with my fiance I decided to add the road back in and make it even more authentic with the exit signs for each lesson.

Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual literacy. Upper Saddle River, NJ: Pearson.

Color Image- Notable Presidents — October 23, 2016

Color Image- Notable Presidents

Students in 8th grade American History will be using this image as a focus for understanding political parties.  At this point in the unit students will have learned about democrat and republican parties, as well as other parties that have been a part of elections in the past.  All students will be familiar with the names and terms used in this graphic.  In addition, students have used “timeline” like graphics in the past so they should be able to follow the graphic.

I chose to use a blue background with white lettering for the title to help it stand out.  According to Lohr, using color for labeling information will help students to differentiate between the information they should view first and last.  I also learned that using color for learner organization can be helpful.  I chose to label the democrats and republicans with their associated colors (blue and red).  I hoped that this would help students both with associating the presidents in the picture, as well as, associating these colors in general with their corresponding political parties.  

I originally had borders around each of the presidents.  After consulting with my fiance, he noted that it was too busy and hel felt the information was already organized enough.  He said the borders were too distracting.  In addition, he helpd me work on alignment and making sure the images all flowed.

Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual literacy. Upper Saddle River, NJ: Pearson.

EdTech 506:Typography — September 18, 2016

EdTech 506:Typography

My unit of instruction is geared towards 8th grade students learning about the presidential election.  I chose my four words based off of key words students will come across in this unit.  They are: Ballot, Campaign, Elect, and Swing State.  


Ballot – To represent ballot I chose to include the check boxes found on most common ballots.  I used the check boxes next to the letters in the word.  I chose to use all capital letters to keep the letters the same size and position throughout.  I made two attempts at this word, first I put the letters in the check boxes.  As I reflected on that image, I felt the word looked more like block letters you might see a child playing with and did not portray a ballot.  I also chose to use the colors of red and blue to emphasize the American presidential election theme.


Campaign – When nominees campaign they often speak in front of large crowds and attend political rallies, often use a megaphone to speak.  I chose the same red and blue as in ballot to continue the American presidential election theme.  Although the book mentions that often capital letters can be more difficult to read, I chose capital letters for campaign for 2 reasons.  First, in order to best fit the megaphone in as the “p” it needed to be capital.  In addition, I believe the capitals emphasize the idea of campaigning “loud and proud.”  Originally I had added “2016” below the word campaign, but after looking at the image and the purpose of the unit, I realized that I did not want to select just this years campaign, as I will hopefully use this lesson in the future.  


Swing State – Swing state was a fun word to create.  I knew that using some type of a swing would be important.  I had considered using an image of an actual swing.  I also considered just having the words in the swing shape, without the rope.  After reviewing the image with a coworker, they felt the ropes were necessary in creating the “swing” affect.  We also decided that continuing the use of the red and blue would be important.


Elect – I found elect to be the most difficult word I chose.  I created 4 different options for the word before settling on this one.  I originally had planned to use a check box and an “x mark” as the “t” in elect.  However, after showing coworkers and students I realized that it was difficult to identify the word.  Next, I began adding the check mark to the E.  I went through many color options before choosing to blend the same red and blue into the E.