Module 2.

1
Creating
Infographics by
Presenting
Substantial
Amount of
Information
 Module 2.1
CREATING INFOGRAPHICS BY PRESENTING SUBSTANTIAL AMOUNT IF
INFORMATION

I. Course : CO2.1 Create an innovative learning experience among students the

Outcome technological application of media materials and equipment.
II. Learning : LO2.1 To discuss the role of computer in creating instructions.
Outcome/s
III. Time Frame : 3 Hours
IV. Introduction :
In this session, you will create an infographic to differentiate the advantages over the
traditional methods by presenting substantial amounts of information. Apply the element of
color, contrast and typography to design. And to obtain legal images off the internet using
Creative Commons.

Below are key concepts for reading. Details of these concepts are discussed further in
the hand-outs attached herein.
4 Categories of Learning
 Perceiving – taking in Information
 Ordering – using the Information You Perceive
 Remembering
 Understanding
Learning Styles:
Auditory Learner

 Remembers what they say and what others say very well.
 Remembers best through verbal repetition and by saying things aloud.
 Prefers to discuss ideas they do not immediately understand.
 Remembers verbal instructions well.
 Enjoys the opportunities to present dramatically, including the use of music.
 Finds it difficult to work quietly for long periods of time.
 Easily distracted by noise, but also easily distracted by silence.
 Verbally expresses interest and enthusiasm.
 Enjoys class and group discussions.

Visual Learner
 Prefers to see words written down
 When something is being described, the visual learner also prefers to have a picture to view.
 Prefers a time-line or some other similar diagram to remember historical events.
 Prefers written instructions rather than verbal instructions.
 Observes all the physical elements in a classroom.
 Carefully organizes their learning materials.
 Enjoys decorating their learning areas.
 Prefers photographs and illustrations with printed content.
  Remembers and understands through the use of diagrams, charts and maps.
 Appreciates presentations using OHP transparencies or handouts.
 Studies materials by reading notes and organizing it in outline form.
 Enjoys visual art activities.
Tactile/ Kinaesthetic Learner
 Remembers what they DO very well.
 Remembers best through getting physically involved in whatever is being learned.
 Enjoys acting out a situation relevant to the study topic.
 Enjoys making and creating.
 Enjoys the opportunities to build and physically handle learning materials.
 Will take notes to keep busy but will not often use them.
 Enjoys using computers.
 Physically expresses interest and enthusiasm by getting active and excited.
 Has trouble staying still or in one place for a long time.
 Enjoys hands-on activities.
 Tends to want to fiddle with small objects while listening or working.
 Tends to want to eat snacks while studying.

Global Thinker
 Tend to make decisions based on emotions and intuition.
 Prefer working in an informal, less structured, more flexible environment.
 Tend to be spontaneous and like spontenaiety.
 Enjoy doing several things at once.
 Learn best when information is presented with humour or emoiton, a short anecdote.
 Speak with many gestures.
 Tend to learn the general idea first, then look at the details.
 Can work well with distractions.
 Tend to take frequent breaks.
 Tend to need lessons which are interesting to them on a personal level.
 Discover well through group learning (small group techniques).
 Need written and tactile involvement.
 Respond well to pictures.
 Are said to have right-brain dominance (Roger Sperry).

Analytic Thinker
 Tend toward the linear, step-wise processes of learning.
 Tend to see finite elements (details) of patterns rather than the whole; they are the tree
seers rather than forest seers
 Tend to be more comfortable in a world of details and structured information.
 Make decisions based on logic, facts and common sense.
 Like to work in an organized environment.
 Like to do one thing at a time.
 Learn best when information is presented sequentially (step-by-step).
 Speak with few gestures.
 Prefer quiet, well-lit, formal environmental design.
  Have a strong need to complete the task they are working on.
 Respond well to words and numbers.
 Need visual reinforcement.
 Tend to give directions and underline or highlight important information.
 Give details in their feedback.
 Are said to have left-brain dominance (Roger Sperry).
V. Learning : 1. A. Hand-outs (print copy)
Materials Lesson 5: What is my Learning Style
B. Word-file Document (soft copy)
Filename 1: Learning style.docx
This file can also be accessed online through our MU-OLE or
Group Page.
3. Writing Materials: Pen and paper
VI. Supplementary
Learning : 1. http://www.whatismylearningstyle.com/learning-styles.html
Resources
VII. Learning : 1. Home-based Activities
Activities 1.1 Read through the handouts, “Lesson 5: What is my
Learning Style”
A. Guide Questions:
a. What is the role of a computer?
b. Why computer technology and digital media are important for
education?
c. How computers are changing the way people teach and learn ?
d. Why it is so important for every teacher to have a current
ePortfolio
2. School-based Activities
2.1 (Lecture on the Roles of a Computer)

3. Home-based Activities
3.1 Do “Activity 5:
VIII. Equipment : None
IX. Student : Your feedback is important. Please don’t leave this blank. This portion
Feedback will allow us to evaluate how this module is going. Your feedback will
help improve this module for future revision.

1. Which part of this module you found interesting? Why?

 2. Which part of this module you considered challenging? Why?

Activity 5: Infographics and Learners Profile

Day 1

Objective: Identify technology interests and determine learning style.

1. Sign up for MU-OLE
2. Create and upload your own avatar.
http://www.faceyourmanga.com
3. Introduce yourself to the group in MU-OLE. Include 3 things about your learning
style.
Day 2

Objective: Use the internet to research the information about the brain. Critique graphic
designer’s work.
1. Are you left or right brained?
http://www.wherecreativitygoestoschool.com
2. Research and analyze designer’s work.
3. Present your critique to the class.

Day 3
Objective: Apply the element of color, contrast and typography to design.
1. Design Principles (Contrast/Color and Typography)
2. Work time in Piktochart

Day 4
Objective: Using the Internet as a research tool, and obtaining legal images off the interest
using Creative Commons.
1. Watch Creative Common Video
2. Practice working with creative commons.
3. Introduction to Piktocharts
4. What are Infographics?

Day 5
Objective: Reflect on the skills used in the project, and self-assess your work.
1. Finish Infographic
 Publish at 50% thumbnail as a PNG
2. Turn in assignment in MU-OLE. When submitting, answer the reflection questions:
 What was one of the tips you kept in mind for creating a good infographic?
 Which principles of design did you apply to your project? (typography, color and
contrast, and clear message)
 What constructive criticism from your classmates did you use to modify (or tested
on) your project? 
 What was most challenging during the project?
 Print the Infographic