[cs_content][cs_section parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ _order=”0″ style=”margin: 0px;padding: 50px 0px 10px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_image type=”none” src=”https://www.dwrl.utexas.edu/wp-content/uploads/2017/11/giphy.gif” alt=”” link=”false” href=”#” title=”” target=”” info=”none” info_place=”top” info_trigger=”hover” info_content=””][/cs_column][/cs_row][/cs_section][cs_section bg_color=”hsl(0, 0%, 100%)” parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ class=”cs-ta-left” style=”margin: 0px;padding: 45px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”2/3″ style=”padding: 0px;”][cs_text]Over the last “decades a revolution has taken place in the area of communication”: a revolution that has “dislodged written language from its centrality which it has held […] in public communication.” Gunther Kress observes that in this foundational shift towards more diverse modes of communication, visual media have gained most prominently in “many areas of public communication.” Despite this prominence, Kress agued already in 2000 that “the implications of this shift have not in any sense begun to be drawn out or assessed in any coherent, overt, fully conscious, and consistent way fashion” (Gunther Kress, “Multimodality,” in: Cope/Kalantzis (ed.), Multiliteracies: Literacy learning and the design of social futures, 2000, 179-200 [here: 179]). Today, university education in general and writing classes in particular still mostly focus on written texts as the main mode of communication. Therefore, this lesson plan seeks to encourage teachers to have their students acquire essential skills in a multimodal world of writing.[/cs_text][x_custom_headline level=”h3″ looks_like=”h5″ accent=”false”]Learning Objectives[/x_custom_headline][cs_text]
This lesson is to follow a first introduction to the basic digital skills working with Piktochart. Building on these skills, students will learn how to implement different media into Piktochart and how to critically reflect on using different media in their infographic.
More specifically, students will learn:
[/cs_text][cs_icon_list][cs_icon_list_item title=”how to add images, videos, maps, and charts to their infographic” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]how to add images, videos, maps, and charts to their infographic[/cs_icon_list_item][cs_icon_list_item title=”how to import statistics from Google spreadsheets as a chart to their infographic” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]how to import statistics from Google spreadsheets as a chart to their infographic[/cs_icon_list_item][cs_icon_list_item title=”to critically reflect on the effective use of different media in light of an argument” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]to critically reflect on the effective use of different media in light of an argument[/cs_icon_list_item][/cs_icon_list][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px 0px 0px 30px;”][x_feature_list][x_feature_box title=”Assignment Length” title_color=”” text_color=”” graphic=”icon” graphic_size=”40px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(140, 140, 140)” align_h=”left” align_v=”top” side_graphic_spacing=”10px” max_width=”200px” child=”true” connector_width=”1 px” connector_style=”dashed” connector_color=”#272727″ graphic_icon=”clock-o”]2 lessons[/x_feature_box][x_feature_box title=”Required Materials” title_color=”” text_color=”” graphic=”icon” graphic_size=”40px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”hsl(0, 0%, 56%)” align_h=”left” align_v=”top” side_graphic_spacing=”10px” max_width=”200px” child=”true” connector_width=”1 px” connector_style=”dashed” connector_color=”#272727″ graphic_icon=”cut”]Piktochart; Google Speadsheets[/x_feature_box][x_feature_box title=”Skills Necessary” title_color=”” text_color=”” graphic=”icon” graphic_size=”40px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(140, 140, 140)” align_h=”left” align_v=”top” side_graphic_spacing=”10px” max_width=”200px” child=”true” connector_width=”1 px” connector_style=”dashed” connector_color=”#272727″ graphic_icon=”download”]Basic Piktochart skills[/x_feature_box][/x_feature_list][/cs_column][/cs_row][/cs_section][cs_section bg_color=”rgb(250, 250, 250)” parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px 0px 0px 60px;padding: 10px 0px 45px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_headline level=”h2″ looks_like=”h3″ icon=”globe”]Access and Adaptability[/x_feature_headline][x_gap size=”30px”][cs_text]To conduct this lesson during class time, it should be taught in a digital class room with computer access for all students. Ideally, students can share their final infographics with each other for peer-review via “Apple remote.”[/cs_text][/cs_column][/cs_row][/cs_section][cs_section bg_color=”rgb(225, 229, 234)” parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px 0px 0px 60px;padding: 10px 0px 45px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_headline level=”h2″ looks_like=”h3″ icon=”cogs”]Assignment Description[/x_feature_headline][x_gap size=”30px”][cs_text]
After an initial reflection on the advantages and disadvantages of developing infographics with Piktochart, a DWRL YouTube tutorial shows students how to add media to Piktochart. After adding different media to their infographic, students will peer-review their infographics before submitting them for a grade.
[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/2″ style=”padding: 0px;”][x_custom_headline level=”h2″ looks_like=”h5″ accent=”false”]Instructor Preparation[/x_custom_headline][cs_icon_list][cs_icon_list_item title=”ideally “Apple remote” hardware to share results” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]ideally “Apple remote” hardware to share results[/cs_icon_list_item][/cs_icon_list][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/2″ style=”padding: 0px;”][x_custom_headline level=”h2″ looks_like=”h5″ accent=”false”]Student Preparation[/x_custom_headline][cs_icon_list][cs_icon_list_item title=”familiarity with basic elements of Piktochart” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]familiarity with basic elements of Piktochart[/cs_icon_list_item][cs_icon_list_item title=”prepare an argument to be communicated through a Piktochart infographic” type=”check” link_enabled=”false” link_url=”#” link_new_tab=”false”]prepare an argument to be communicated through a Piktochart infographic[/cs_icon_list_item][/cs_icon_list][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_custom_headline level=”h2″ looks_like=”h5″ accent=”false”]In-Class or Assignment Instructions[/x_custom_headline][cs_icon_list][cs_icon_list_item title=”LESSON 1:” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]LESSON 1:[/cs_icon_list_item][cs_icon_list_item title=”1. Introductory discussion with students about their current experiences with Piktochart: What are the problems/disadvantages and potentials/advantages of using Piktochart for conveying an argument? Teacher point out the differences of communicating via different media (0-7min)” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]1. Introductory discussion with students about their current experiences with Piktochart: What are the problems/disadvantages and potentials/advantages of using Piktochart for conveying an argument? Teacher point out the differences of communicating via different media (0-7min)[/cs_icon_list_item][cs_icon_list_item title=”2. Show YouTube “Tutorial: Adding Media to Piktochart”; afterwards go through the three steps again slowly; discuss pros and cons of different charts for different messages (7-17min)” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]2. Show YouTube “Tutorial: Adding Media to Piktochart”; afterwards go through the three steps again slowly; discuss pros and cons of different charts for different messages (7-17min)[/cs_icon_list_item][cs_icon_list_item title=”3. Students import a statistic to their infographic using Google spreadsheets and try to make an argument with it. For this, students start a new infographic; then, they find an interesting statistic about UT Austin, e.g. from the two websites (the latter one offers more details):” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]3. Students import a statistic to their infographic using Google spreadsheets and try to make an argument with it. For this, students start a new infographic; then, they find an interesting statistic about UT Austin, e.g. from the two websites (the latter one offers more details):[/cs_icon_list_item][cs_icon_list_item title=”the UT Facts and Figures website” type=”chevron-right” link_enabled=”true” link_url=”#https://www.utexas.edu/about/facts-and-figures” link_new_tab=”false”]the UT Facts and Figures website[/cs_icon_list_item][cs_icon_list_item title=”the UT’s Common Data Sets” type=”chevron-right” link_enabled=”true” link_url=”#https://reports.utexas.edu/common-data-set” link_new_tab=”false”]the UT’s Common Data Sets[/cs_icon_list_item][cs_icon_list_item title=”Students insert a statistic they find interesting to Google speadsheets and then download it either as a CSV or a XLSX file (only these are supported by Piktochart); then, students “import data” to their infographic and choose an appropriate chart; eventually students add texts and colors to make a persuasive argument or question about this statistic (17-40min)” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]Students insert a statistic they find interesting to Google speadsheets and then download it either as a CSV or a XLSX file (only these are supported by Piktochart); then, students “import data” to their infographic and choose an appropriate chart; eventually students add texts and colors to make a persuasive argument or question about this statistic (17-40min)[/cs_icon_list_item][cs_icon_list_item title=”4. Students present their charts in infographics to the class (ideally with “Apple remote”); class and teacher give feedback and discuss about alternative charts/texts to possibly strengthen the argument/message (40-55min)” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]4. Students present their charts in infographics to the class (ideally with “Apple remote”); class and teacher give feedback and discuss about alternative charts/texts to possibly strengthen the argument/message (40-55min)[/cs_icon_list_item][cs_icon_list_item title=”5. Students add media to their own argumentative infographic: for reasons of practice, they each add 1 image, 1 chart, and either 1 video or 1 map (until end of class and finish as homework)” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]5. Students add media to their own argumentative infographic: for reasons of practice, they each add 1 image, 1 chart, and either 1 video or 1 map (until end of class and finish as homework)[/cs_icon_list_item][cs_icon_list_item title=”Homework: add media to argumentative infographic (see 5.)” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]Homework: add media to argumentative infographic (see 5.)[/cs_icon_list_item][cs_icon_list_item title=”LESSON 2:” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]LESSON 2:[/cs_icon_list_item][cs_icon_list_item title=”1. Students present their infographics to the class; at first, assigned peer-reviewer gives oral feedback about how to improve the infographic; then the whole class and the teacher give oral feedback (30-40min)” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]1. Students present their infographics to the class; at first, assigned peer-reviewer gives oral feedback about how to improve the infographic; then the whole class and the teacher give oral feedback (30-40min)[/cs_icon_list_item][cs_icon_list_item title=”2. rest of class time students improve their infographic according to the feedback given by the class (-75min)” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]2. rest of class time students improve their infographic according to the feedback given by the class (-75min)[/cs_icon_list_item][cs_icon_list_item title=”Homework: assigned peer-reviewer give feedback following the instruction sheet with a focus on mediality; final infographics to be submitted” type=”chevron-right” link_enabled=”false” link_url=”#” link_new_tab=”false”]Homework: assigned peer-reviewer give feedback following the instruction sheet with a focus on mediality; final infographics to be submitted[/cs_icon_list_item][cs_icon_list_item title=”Click here, to find a PDF with the instructions for your students’ written peer-review. Credits for this PDF go to Jeremy Smyczek.” type=”chevron-right” link_enabled=”true” link_url=”https://www.dwrl.utexas.edu/wp-content/uploads/2017/11/Peer-Review-Infographic-1.pdf” link_new_tab=”false”]Click here, to find a PDF with the instructions for your students’ written peer-review. Credits for this PDF go to Jeremy Smyczek.[/cs_icon_list_item][/cs_icon_list][x_image type=”none” src=”https://www.dwrl.utexas.edu/wp-content/uploads/2017/11/Peer-Review-Infographic-4.pdf” alt=”” link=”false” href=”#” title=”” target=”” info=”none” info_place=”top” info_trigger=”hover” info_content=””][/cs_column][/cs_row][/cs_section][cs_section parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px 0px 0px 60px;padding: 100px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_image type=”none” src=”https://www.dwrl.utexas.edu/wp-content/uploads/2017/11/Piktochart-image.png” alt=”” link=”false” href=”#” title=”” target=”” info=”none” info_place=”top” info_trigger=”hover” info_content=””][/cs_column][/cs_row][/cs_section][cs_section bg_color=”rgb(250, 250, 250)” parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px 0px 0px 60px;padding: 10px 0px 45px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_headline level=”h2″ looks_like=”h3″ icon=”pencil”]Skills Workshop[/x_feature_headline][x_gap size=”30px”][cs_element_video _id=”106″][cs_element_text _id=”107″][/cs_column][/cs_row][/cs_section][cs_section bg_color=”rgb(225, 229, 234)” parallax=”false” separator_top_type=”none” separator_top_height=”50px” separator_top_angle_point=”50″ separator_bottom_type=”none” separator_bottom_height=”50px” separator_bottom_angle_point=”50″ style=”margin: 0px 0px 0px 60px;padding: 10px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_headline level=”h2″ looks_like=”h3″ icon=”paperclip”]Assessment Suggestions[/x_feature_headline][x_gap size=”30px”][cs_text]
Grades can be given for 1. the students’ oral presentations and feedback in the classroom, 2. the final infographic handed in after all feedback, and 3. possibly the written peer-review by the students.
[/cs_text][x_gap size=”20px”][x_tab_nav type=”two-up” float=”top”][x_tab_nav_item title=”Suggestions for Portfolio-Style Assessment” active=”true”][x_tab_nav_item title=”Suggestions for Traditional Assessment” active=”false”][/x_tab_nav][x_tabs][x_tab active=”true”]Beyond assessing the final infographic, this lesson plan encourages teachers to also assess how and what feedback students give to each other. Teachers can grade not only the oral feedback given in the classroom, but they can also have students submit the written feedback students give to each other.[/x_tab][x_tab active=”false”]When grading the final infographic, special attention should be given to how the different medial aspects are informing the overall message. How are media (charts, maps, images, videos) used to inform the overall argument? How are the textual and graphic features of Piktochart used to express the argument? Is it convincing? How could is be more convincing?[/x_tab][/x_tabs][/cs_column][/cs_row][/cs_section][/cs_content]
