Digital Images

If you haven't already, check out my previous post about memes with some examples of memes I used in my classroom for reviewing some procedures lots of students do not think about.

Manipulating Images

I have used a program called GIMP photo editor in the past to make adjustments to images or "photoshop" images I already own.  I even used it to create my Google account photo.  In this class, I was introduced to Pixlr.  It's like GIMP in that it has all the functionality of an image manipulation software but it is web-based with the option to download a desktop version.  What I like is the express photo manipulation ability.  This means I could set my students loose on this program to quickly and effectively create their own masterpieces within a web browser without forcing them to be masters at digital design elements.  Below is an example of a poster I made to show my students that quadratics are more than just a complicated math concept.

Gateway Arch, St. Lou: apple.white2010 CC-BY 2.0 (Attribution)

My favorite image from the collage is the lower left corner.  The color inside of the arch draws the eye in.  The repetition within this image will force my students to see that I am wanting them to focus on the arch which is a real-world example of a parabola (the graph of a quadratic equation).

Creating a Gif

I immediately knew what I wanted to make a gif about when I read this topic.  Having difficulty in finding images online, I created my own.  It was a bit more time-consuming but I got the end result I was looking for.

Link to gif

Creating Infographics

This is my first attempt at making an infographic.  I have seen many across the web before displaying information about concepts or showing statistics.  Their visual nature makes them easily digestible which can be dangerous if the information is misleading.  I attempted to create an infographic that would be used as a student example.  Much like the gif, I could not find images I wanted to use for this so I created my own images and formulas.  Here is my infographic on Finding Slope.

Welcome: Your first project

Create bar charts

Use in the Classroom

Of all the concepts presented this week, I could see utilizing the infographics or the photo manipulation into a collage in my classroom.  The infographic assignment would require the students to make a mini-infographic as I have done to display a comprehensive knowledge on a topic we have learned.  The students could then present their infographic to the class.  As for the photo manipulation/collage, the students could be required to find real-world examples of math topics we have discussed in order to display a knowledge and understanding of the topics.  Things such as ramps for slope, the curve of a bridge for quadratics, etc.  It would be used as an assignment where the students could have the entire year for, allowing them time to discover math outside of the classroom as we learn it inside the classroom. 

Some possible learning objectives using Bloom's Taxonomy include...
-I can design and construct an infographic that displays comprehensive knowledge on a topic

-I can detect real-world examples of math concepts and display images of them using digital software.

Of course these learning targets would require the students to already have knowledge in the topics they are working with and be able to successfully use the software.

 Application

After reading through the material from week 1 and the material this week, these design principles seem to intertwine.  The use of these graphics, gifs, and memes condense concepts down into something easily processed.  It reduces the issue of words competing with images for mental processing.  Despite reducing the entire slope chapter down to one infographic, I still feel it is a bit wordy but I did try to keep the words and images within close proximity.  I feel these items could be used in a classroom setting to reduce the learners focus on words and pictures.  They could look at the words and talk about them or the teacher could talk about them.  I also feel the biggest thing these items achieve is deleting extraneous processing by focusing on coherence and signaling.  When you condense the learning down into chunks, you are left with only the essentials.  

Reflection

After completing the work this week, I can see how using forms of technology that I had initially never considered can be useful in highlighting essential material.  While creating these artifacts, I constantly thought how I could get my students to be in my place, creating something digital to reflect upon their learning.  The infographic stands out the most.  I was unaware that there were infographic creator sites that allow you to input your content and it helps format it for you.  I see this as being a concept that I could really allow my students to sink their teeth into and create something.  In the past, I would have my honors students write a song and record it based on a concept they learned that year.  Some students made music videos for extra credit.  The infographic could be used as an alternative for students who feel uncomfortable with music creation.  The infographics also have the added bonus of being useful posters.