5

An infographic distills information into a digestible, picture-driven format that viewers can easily retain.  Infographics are visual representations of information that can include numbers, text, images, or any combination of the three.  Infographics use evidence and practice-based data, compelling statistics, easy-to-read fonts, complimentary color schemes, simple charts, bold graphs, and other graphics.  Effective infographics tell a story. Note that this assignment should include the option to create an infographic using described video – and, that all student infographics should contain text alternatives. Each infographic should also include a written transcript that provides the same information and a similar experience as the infographic.

To create in an online or hybrid course use PowerPoint, Canva, Piktochart, Infogr.am, Photoshop, Word, or an accessible HTML/CSS tool of a students’ choosing and have them submit the final assignment to the Learning Management System or Email.  The infographics can be shared with student peers through a Discussion Forum, Collaborative webspace/blog or via social media.

Technology Used

To create: PowerPoint, Canva, Piktochart, Infogr.am, Photoshop, Word,

To submit: Learning Management System, Email

Share via: LMS discussion forum, blog, collaborative online space, social media

Facilitation Tips

Creating an infographic enables students to develop skills in graphic design and data visualization.  Students also gain experience in using a different than usual mode to convey findings

When students create infographics, they are using information, visual, and technology literacies.

An infographic assignment could be part of a scaffolded series of assignments with a focus on research.  Assignments should adequately scaffold students’ progress through the various steps involved in designing an infographic as a final product of the research process. Steps could include creating an annotated bibliography, a draft of the key points, and a sketch of the design

Finding an infographic in your field to analyze together with your class would be helpful for the students’ success.

Through an infographic students may learn how to a digital tool to share knowledge and resources, engage critically and effectively with media and images, find, select, use, and combine information from a range of sources, communicate effectively through visuals and in writing (digital literacy, creation, curation, communication, critical analysis)

Students or teams of students create infographics as a way to teach their peer

Student reflections

“The infographic assignment was a great experience. It allowed me to be creative since there wasn’t anything done on my topic. It allowed me to use a new technological tool and to my surprise, it was easy! The short video tutorials online helped me to explain how it all works. I really liked the canvas online because it was simple and organized. Although this was my first time making an infographic, it didn’t take as much time as I had thought. The best part was sharing my work online and even with my peers.”

“This was scary! I was first introduced to infographics in this class, and it took me a while to understand them. At first, I thought it was just a bunch of pictures and key words and phrases. To my surprise, creating this infographic was hard work; not the actual creation of it, but the amount of research I had to do. Infographics actually contain a lot of information and also intelligently uses the images to prove the point. I was nervous at first because I was used to writing a report. This was a great way to understand the conflicts and I got to learn a new tool. I will definitely use this next year to impress my peers and professors!”

Decide on one health topic as the foundation for creating an infographic.  For example, sleep disordered breathing among adolescents, mental health and mental disorders in early life, or vision loss among older adults.  Upon selecting a topic, your group will develop an infographic to disseminate the topic in a way that effectively communicates with diverse audiences (i.e., media, scientists, non-scientists, non-disciplinary experts, disciplinary experts, policymakers, voters, etc.)