5
Bloom’s Levels:
Understanding, Analyzing, Creating
Description
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.
Rubric
|
Criteria |
0 points |
Fair – 1 point |
Good – 2 points |
Great – 3 points |
|---|---|---|---|---|
|
Accuracy of content |
Less than 50% of the content included in the infographic is accurate |
At least 60% of the content included in the infographic is accurate |
At least 75% of the content included in the infographic is accurate |
At least 90% of the content included in the infographic is accurate |
|
Use of materials |
Materials lack effectiveness and relevance, and don’t add to the content of the infographic. No alternative text provided. |
Materials used and those used add title to the content of the infographic. No alternative text provided. |
Good use of material. Materials used add to the content of the infographic. Visuals are described through audio or alternative text. |
Great use of materials to support information in infographic. Materials add to the content of the infographic. Visuals are described through audio or alternative text. |
|
Evidence of research |
More thought could be given to the resources used OR only one or two resources used. Most resources used have not been cited |
Some thought given to the type of resources used for research. More than two resources used and have been cited |
Good use of research from varied sources. More than three resources have been cited |
Very good use of research from varied sources. All resources have been cited |
|
Written Transcript |
The written transcript describing the infographic is missing. |
The written transcript describing the infographic is short and/or misleading. |
The written transcript describing the infographic is complete and gives the reader similar information. |
The written transcript describing the infographic is comprehensive and explains and reproduces the content well. |
|
Spelling and Grammar |
Many spelling or grammatical errors |
Some spelling or grammatical errors |
Few spelling or grammatical errors |
Almost no spelling or grammatical errors |
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!”
Example from course
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.)
