Shape

The use of shape can create both an aesthetic and functional design perspective (Lohr, 2008). I have created the prime and composite image to introduce the meaning of each word in a fifth grade math unit focusing on adding and subtracting fractions. Teaching this unit requires students to understand the difference between prime and composite numbers when finding prime factors to create like denominators.

Knowing this image would be used to communicate the meaning of the vocabulary words, I began with a rectangle to display the information. Next, I decided to split the rectangle into two columns separating the words and supporting information. To emphasize the examples following the definitions, I created a smaller graphic continuing to use the rectangle shape, but adding color to add some contrast.

I still have several concerns about this graphic which may lead to changes. For example, the line between prime and composite is the same weight as the vertical line separating the terms. To me, the length of the columns creates enough definition, but a distinction between each word may be needed. Also, do the numerical examples of each definition have enough white space to keep them separate, or do I need to create a more distinct barrier?

After showing the graphic to several students I will make changes based on their feedback.

Typography

Lohr (2008) defines instructional typography as the art and science of using individual letters words, and passages of text to convey an instructional message. The four examples of typography above were created for fifth grade math students for use with a unit on adding and subtracting decimals. When creating the images, I chose fonts I believed would be easy to read for my students when viewed either on a poster or computer screen. For addition, common and fraction, I chose sans serif fonts for their legibility on a computer screen. According to Lohr (p. 221), "many consider sans serif type more legible for computer-based instruction or presentation". Although this claim has not been supported by research, I find in this case, the sans serif was a good choice for my project. 

Originally, when I created the typography for common, both words were the same shade of black. I felt since the words were representing something shared or the same, the words themselves should be different. I offset the words slightly to create a shadow, emphasizing the m, the letter both words shared.

In my user test, both responses were positive. In each case the user understood the meaning of the word and felt the typography would improve student understanding of each word. 

References

Lohr, Linda L. (2008). Creating graphics for learning and performance, second edition. Pearson: Upper Sadle River, NJ.

Universal Access and Visual Literacy

Universal design relates to all design issues that influence people as they learn and perform in life with it's goals focused on making information and learning accessible to all people (Lohr, 2008).
The graphic I chose represents universal design by representing a concept through related verbal and numerical visual clues. This graphic helps to create meaning for the learner using shape and color related to numbers and words. The color, word, and number together represent a part of the ratio. By showing the relationship of each part, a ratio is created through visual representation. This type of interpretive visual would help learners understand the difficult concept of ratios. The multimedia principle explains learners benefit from having both text, either spoken or written, and graphics included in instruction (Clark and Mayer, 2008).

I chose this graphic based on an experience I had teaching ratios to a second language student this week. The problem was written similar to the one below. There was a picture representation of the objects in the problem. However, since the pictures were not labeled, the picture did not help the student solve the problem. Simply adding either a label to the oranges and strawberries on the top or adding an additional graphic next to the words in the problem would have given more support to a second language student.

Resources

Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction, 2nd edition. Pfeiffer: San Francisco, CA.

Lohr, Linda L. (2008). Creating graphics for learning and performance, second edition. Pearson: Upper Sadle River, NJ.

Ratio Image. Retrieved from http://www.skwirk.com/p-c_s-12_u-208_t-573_c-2129/equivalent-ratios-/nsw/equivalent-ratios-/ratios-and-rates/ratios

Ratio Problem Image. Retried from http://www.mathsisfun.com/numbers/ratio.html