Wireframe comments: Wireframe is still primitive. I would like to have text inlaied in the arcing lines, labeling the category of differences.
Monday, January 28, 2013
PBL related infographics:
http://yamengli.co.za/work/wp-content/uploads/2010/12/new-map-sml.jpg
http://biepbl.blogspot.com/2010/10/what-is-meaningful-pbl.html
(this is the heptogon of quality PBL projects!)
http://media-cache-ec3.pinterest.com/upload/233131718181806531_3MOxUvSj.jpg
Infographic comparing Project based learning to traditional instruction:
http://www.edutopia.org/stw-project-based-learning-best-practices-new-tech-research
Apple infographic:
This next one is important, as it has the same goal as my infographic! While I am a little disappointed to find it, I think it will be helpful to be able to build upon. My idea is basically to create an infographic that does what a venn diagram does, but in a way that is actually interesting to look at!
http://yamengli.co.za/work/wp-content/uploads/2010/12/new-map-sml.jpg
http://biepbl.blogspot.com/2010/10/what-is-meaningful-pbl.html
(this is the heptogon of quality PBL projects!)
Infographic comparing Project based learning to traditional instruction:
http://www.edutopia.org/stw-project-based-learning-best-practices-new-tech-research
Apple infographic:
This next one is important, as it has the same goal as my infographic! While I am a little disappointed to find it, I think it will be helpful to be able to build upon. My idea is basically to create an infographic that does what a venn diagram does, but in a way that is actually interesting to look at!
[Week 4]
Data collection
While I have significantly review literature on project-based learning, visited the Columbus Signature Academy (a project based learning high school), and also observed a one-day follow up workshop of the PBL Academy (project based). And so, I feel quite familiar with project based learning. However, I am less familiar with problem based learning. Unfortunately, there is not time for me to investigate problem based learning to the degree that I have project based learning, and so, for the time, I am going to have to take a quick and dirty look. Here are the resources I am using:
For Descriptions of PBL's:
http://www.aishe.org/readings/2005-1/donnelly-fitzmaurice-Collaborative-Project-based-Learning.html
http://www.pbl.uci.edu/whatispbl.html
http://www.edutopia.org/project-based-learning
http://www.bie.org/
Comparisons of PBL's
http://pages.uoregon.edu/moursund/Math/pbl.htm
http://champs.cecs.ucf.edu/Library/Journal_Articles/pdfs/Engineering%20Education.pdf
Effectiveness Data:
http://www.rapidintellect.com/AEQweb/mop4spr01.htm
http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1046&context=ijpbl
Some Video:
Assembling this data into an infographic is going to take some doing!
Data collection
While I have significantly review literature on project-based learning, visited the Columbus Signature Academy (a project based learning high school), and also observed a one-day follow up workshop of the PBL Academy (project based). And so, I feel quite familiar with project based learning. However, I am less familiar with problem based learning. Unfortunately, there is not time for me to investigate problem based learning to the degree that I have project based learning, and so, for the time, I am going to have to take a quick and dirty look. Here are the resources I am using:
For Descriptions of PBL's:
http://www.aishe.org/readings/2005-1/donnelly-fitzmaurice-Collaborative-Project-based-Learning.html
http://www.pbl.uci.edu/whatispbl.html
http://www.edutopia.org/project-based-learning
http://www.bie.org/
Comparisons of PBL's
http://pages.uoregon.edu/moursund/Math/pbl.htm
http://champs.cecs.ucf.edu/Library/Journal_Articles/pdfs/Engineering%20Education.pdf
Effectiveness Data:
http://www.rapidintellect.com/AEQweb/mop4spr01.htm
http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1046&context=ijpbl
Some Video:
Since I will be doing a compare/contrast infographic, I decided to see what other have done before me to accomplish such a thing. This is what I found:
http://www.appsheriff.com/inspiration/creative/14-exceptionally-interesting-infographic-comparison-maps/
Most of these only compare differences, but my infographic needs to compare both differences and similarities. Because that is my purpose, this one (which actually does not use figures or graphs) caught my eye.
I thought I would share this one simply because I like the design. However, I find the content disturbing as I am somewhat bothered by the current trend of sterotyping men in this particular fashion. Still, the design is good, and I may end up using some some similar ideas.
This one, like the one above, divides the view in half. In part, I like this idea, but it needs something else to draw similarities together and distance differences.
I think my wireframe will look something like this. Still have to decide what my graphics will be!
http://www.appsheriff.com/inspiration/creative/14-exceptionally-interesting-infographic-comparison-maps/
Most of these only compare differences, but my infographic needs to compare both differences and similarities. Because that is my purpose, this one (which actually does not use figures or graphs) caught my eye.
I thought I would share this one simply because I like the design. However, I find the content disturbing as I am somewhat bothered by the current trend of sterotyping men in this particular fashion. Still, the design is good, and I may end up using some some similar ideas.
This one, like the one above, divides the view in half. In part, I like this idea, but it needs something else to draw similarities together and distance differences.
Saturday, January 26, 2013
[Week 4]
After learning more about representation, I am confronting a common theme in IST - things seem simple on the surface, but the more you dig in, the more complex things become! Thinking about my previous concept - that there should be minimal text, I think that good infographic should go further. As the 'Do's and Don'ts of infographics' website points out, the graphic should convey the information, text should hardly be needed.
Considering my infographic topics, I feel rather stuck. To compare multiple teaching methods in one poster seems rather daunting. In fact, displaying the characteristics of even one seems daunting! There is simply a large amount of information needed to convey the ideas.
Yet I find that there is one topic that keeps coming up in conversations with fellow IST students - the difference between Problem and Project - based learning. The confusion is one that everyone who wants to learn about either must confront, since they unfortunately are both called PBL. While it may have seemed like a nice, subtle distinction at the time, and a way to tie the two together, they are now constantly confused with one another, not only in what people think about them, but also, in conversation, it is not uncommon to lose track of which PBL you are talking about!
So, despite the seemingly complex task of it, this will be my infographic topic: Problem Vs. Project Based learning.
The issues of representation:
1) Delineating the similarities and differences between the two - what kind of representation will be good for contrasting two things that are similar in many ways? While both seem to be a type of inquiry based learning, project-based learning teachers view their practice as a point of separation from problem based learning. In contrast, Problem-based learning teachers seem to view project based learning as an extension of problem based learning.
2) My audience is IST students, but I imagine that this infographic will be good for telling other people (family, friends, teachers, etc...) what PBL is - whether that means problem or project based learning. Because of the contrasting audiences, I will have to consolidate two levels of information into one graphic!
3) Much has been written about both types of PBL. To distill the ideas down to their most important theoretical points is not really an option. Instead, I will focus on the practical results: what is the role of the student, the teacher, and the community? What do the students actually do? How long do they take to do it? How do they go about doing it?
My current idea is to have a poster with two sides. One side will represent Problem based learning, the other will represent project based learning. I am imagining I will use a graphic, such as two people facing off, as if to fight. With one hand they will have boxing gloves that meet each other in the middle of the poster, and the other hands will be giving each other a hand shake. I feel this will represent the philosophical stance of the divide - both methods share similar values, but each has its own method of execution.
I am also tempted to include information from some studies that compare PBL (project AND problem) to lecture based education. Since most of these studies show that both methods compare favorably to lectures, it makes sense to include them. After someone learns the difference between the PBL's, their next natural question would be, 'ok, so why do I care?' or 'ok, how do they stack up?'
I'm sure my plan will change as time goes by, but this is the current plan!
After learning more about representation, I am confronting a common theme in IST - things seem simple on the surface, but the more you dig in, the more complex things become! Thinking about my previous concept - that there should be minimal text, I think that good infographic should go further. As the 'Do's and Don'ts of infographics' website points out, the graphic should convey the information, text should hardly be needed.
Considering my infographic topics, I feel rather stuck. To compare multiple teaching methods in one poster seems rather daunting. In fact, displaying the characteristics of even one seems daunting! There is simply a large amount of information needed to convey the ideas.
Yet I find that there is one topic that keeps coming up in conversations with fellow IST students - the difference between Problem and Project - based learning. The confusion is one that everyone who wants to learn about either must confront, since they unfortunately are both called PBL. While it may have seemed like a nice, subtle distinction at the time, and a way to tie the two together, they are now constantly confused with one another, not only in what people think about them, but also, in conversation, it is not uncommon to lose track of which PBL you are talking about!
So, despite the seemingly complex task of it, this will be my infographic topic: Problem Vs. Project Based learning.
The issues of representation:
1) Delineating the similarities and differences between the two - what kind of representation will be good for contrasting two things that are similar in many ways? While both seem to be a type of inquiry based learning, project-based learning teachers view their practice as a point of separation from problem based learning. In contrast, Problem-based learning teachers seem to view project based learning as an extension of problem based learning.
2) My audience is IST students, but I imagine that this infographic will be good for telling other people (family, friends, teachers, etc...) what PBL is - whether that means problem or project based learning. Because of the contrasting audiences, I will have to consolidate two levels of information into one graphic!
3) Much has been written about both types of PBL. To distill the ideas down to their most important theoretical points is not really an option. Instead, I will focus on the practical results: what is the role of the student, the teacher, and the community? What do the students actually do? How long do they take to do it? How do they go about doing it?
My current idea is to have a poster with two sides. One side will represent Problem based learning, the other will represent project based learning. I am imagining I will use a graphic, such as two people facing off, as if to fight. With one hand they will have boxing gloves that meet each other in the middle of the poster, and the other hands will be giving each other a hand shake. I feel this will represent the philosophical stance of the divide - both methods share similar values, but each has its own method of execution.
I am also tempted to include information from some studies that compare PBL (project AND problem) to lecture based education. Since most of these studies show that both methods compare favorably to lectures, it makes sense to include them. After someone learns the difference between the PBL's, their next natural question would be, 'ok, so why do I care?' or 'ok, how do they stack up?'
I'm sure my plan will change as time goes by, but this is the current plan!
Monday, January 21, 2013
[Week 3]
Today's post: possible choices for Infographic topics:
Set 1: These topics are related to an upcoming study I will be doing this summer:
1) A visual representation of Project-Based Learning: what it is, and what research says about it.
2) Comparisons of 'alternative' teaching methods (Flipped classroom, Project-Based learning, Problem based learning, etc...)
Alternatively:
1) What makes great tea?
2) Home coffee roasting - why and how!
Today's post: possible choices for Infographic topics:
Set 1: These topics are related to an upcoming study I will be doing this summer:
1) A visual representation of Project-Based Learning: what it is, and what research says about it.
2) Comparisons of 'alternative' teaching methods (Flipped classroom, Project-Based learning, Problem based learning, etc...)
Alternatively:
1) What makes great tea?
2) Home coffee roasting - why and how!
Thursday, January 17, 2013
[Week 2]
Principles of Good Infographic Design:
Today's post is designed to develop a single, sound principle to aid in the creation of an infographic. First, some assumptions about the information. The information you are presenting must meet the following criteria:
If these assumptions are not met, even a very well designed infographic will fall short.
-----------------------------------------------------------------------------------------------------------
Now, onto a single sound principle. After looking at a number of infographics, I started to notice a good number that seemed more like posters. For example:
While this particular infographic is poor in many ways, the first and most noticeable is that nearly all the text is in one large clump. Unless the reader is really grabbed by the first sentence, it is not likely that they will finish reading it! Instead, chunk your information into small parts, and do not use dense text. Examples:
Regardless of the information being presented, long, paragraph form text is simply off limits. The infographic format is designed to overcome the limits of text only formats. Don't make the mistake of simply bringing text's limitations to a format designed to over come those very limitations!
Principles of Good Infographic Design:
Today's post is designed to develop a single, sound principle to aid in the creation of an infographic. First, some assumptions about the information. The information you are presenting must meet the following criteria:
- It connects to the viewer's previous experience in some real way.
- It adds a new perspective to prior knowledge
- It is not passe or boring
If these assumptions are not met, even a very well designed infographic will fall short.
-----------------------------------------------------------------------------------------------------------
Now, onto a single sound principle. After looking at a number of infographics, I started to notice a good number that seemed more like posters. For example:
While this particular infographic is poor in many ways, the first and most noticeable is that nearly all the text is in one large clump. Unless the reader is really grabbed by the first sentence, it is not likely that they will finish reading it! Instead, chunk your information into small parts, and do not use dense text. Examples:
Regardless of the information being presented, long, paragraph form text is simply off limits. The infographic format is designed to overcome the limits of text only formats. Don't make the mistake of simply bringing text's limitations to a format designed to over come those very limitations!
Thursday, January 10, 2013
[Week1]
Greetings.
I am Peter Hogaboam, a master's student in the on-campus program at IU. I have been a trainer/educator for nine years in the classical music field, training students aged 12-18 in instrumental music performance. In this respect I was a school band and orchestra conductor and teacher. My primary interest (from a training/pedagogy perspective) in music was sequentially building intersections of intellectual and fine-motor skills. As a teacher, my philosophy was based upon building layers of skills, using what teachers call a spiral based curriculum. Professionally, and in addition to providing classical training, I have also trained marching bands, taught music history, piano lessons, and group guitar classes.
In a non-professional capacity, I have taught rock climbing and high angle safety procedures, as well as a great number of informal music lessons. In the long ago past I also taught water skiing, specifically knee-boarding and barefoot skiing. I am a teacher not only by trade, but also in personality, and tend to teach most things that I learn.
On a personal note, I am from the mid-west, but have lived in many places, including Michigan (Detroit area), Cincinnati, Chicago, Urbana, Iowa, Kentucky, Oregon, and, most recently, Southern Indiana. My interests have included travel, rock climbing, outdoor recreation of many kinds, woodworking, songwriting, music composition, blues harmonica, piano, guitar, etc...my primary interest right now, however, is IST!
My academic interests are currently very broad, but include Project-Based Learning, and adult learners, particularly pre-service and in-service teacher training; I am also interested in opening the door to military and corporate training. Content wise, I am currently interested in designing instruction that teaches instructional theory and methods.
Greetings.
I am Peter Hogaboam, a master's student in the on-campus program at IU. I have been a trainer/educator for nine years in the classical music field, training students aged 12-18 in instrumental music performance. In this respect I was a school band and orchestra conductor and teacher. My primary interest (from a training/pedagogy perspective) in music was sequentially building intersections of intellectual and fine-motor skills. As a teacher, my philosophy was based upon building layers of skills, using what teachers call a spiral based curriculum. Professionally, and in addition to providing classical training, I have also trained marching bands, taught music history, piano lessons, and group guitar classes.
In a non-professional capacity, I have taught rock climbing and high angle safety procedures, as well as a great number of informal music lessons. In the long ago past I also taught water skiing, specifically knee-boarding and barefoot skiing. I am a teacher not only by trade, but also in personality, and tend to teach most things that I learn.
On a personal note, I am from the mid-west, but have lived in many places, including Michigan (Detroit area), Cincinnati, Chicago, Urbana, Iowa, Kentucky, Oregon, and, most recently, Southern Indiana. My interests have included travel, rock climbing, outdoor recreation of many kinds, woodworking, songwriting, music composition, blues harmonica, piano, guitar, etc...my primary interest right now, however, is IST!
My academic interests are currently very broad, but include Project-Based Learning, and adult learners, particularly pre-service and in-service teacher training; I am also interested in opening the door to military and corporate training. Content wise, I am currently interested in designing instruction that teaches instructional theory and methods.
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