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"We live in a visual world. Smartphones, television, Internet, and social media all push information in real-time, all the time. Visual media bombard us in constant streams. Learners of every age, therefore, need to understand how to analyze pictorial information. This skill of parsing images, interpreting pictures, and decoding diagrams is known as graphicacy."
Beth Dichter's insight:
Learn more about graphicacy in this post by ASIDE. There is a short motion graphic (explainer video) that provides an overview what visual literacy is...a way to encode/decode images and the ability to analyze visual information are two components. Research makes it clear that we have many visual learners in our classrooms (~65%). In addition "the brain processes optic inputs 60,000 times faster than text." This post provides links to a number of articles that ASIDE has published that discuss graphicacy and provide great resources. You will also find information in ASIDE on creating infographics with students as young as Grade 2. 
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"The expanded availability of easy tech tools has empowered educators to rethink homework and daily instruction. Flipping the classroom with teacher-made videos allows students to self-direct their at-home learning. Many of these clips, however, still involve a one-day delivery of information, from teacher to student. Another approach is to allow children to make their own educational videos. They can enlighten their classmates with their creations, and they can teach themselves the material and the skills during the process of production."
Beth Dichter's insight:
Have you considered having students use the Adobe Voice app (iPad) to create materials that others may use to review work? This post shares how one school has done this with 8th grade students and provides 3 videos embedded in the post as well as a link to a page where you can see more student work. The post also discussed "four key proficiencies" that students may demonstrate as they create an Adobe Voice video: * Symbolic and visual metaphor - in choosing images and/or icons and their definitions of words students are demonstrating understanding of figurative meaning. * Narrative - students narrate their story and provide images that seamlessly move from one point to another within the story. * Text- students select key text, highlighting vocabulary. * Design - students learn critical elements necessary to convey content. Elements may include, music, images, voice, color, transitions, layout and more.
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"At its simplest, a flipped format can involve a teacher inviting students to view YouTube videos at home as a preview to the day's topic. At its most rigorous, a flipped curriculum involves teachers writing, producing, directing, editing, and posting their own original lessons -- complete with custom narrations and visualizations -- via third-party applications."
Beth Dichter's insight:
Finding great videos that you may use in your classroom takes time. This post provides four videos with a STEM focus that you may choose to use in your classroom. These are often referred to as motion graphics. The ones within this post include: * The Solar System, Our Home in Space is "an infographic trip through the wonders of the solar system" that allows students to explore the inner and outer planets; * Measuring the Universe, which combines math and scale and helps students begin to comprehend how vast the universe is; * For the Love of Mountains, where you will learn more about some of the "extremes" of the earth's mountains; * Forest (the English version), a "study in ecology and the environment. I find videos are a great hook for students, providing opportunities for them to quickly engage with the subject and begin to ask questions as they want to learn additional information. These four videos would work with a wide range of ages and are well worth checking out.
Ness Crouch's curator insight,
March 29, 2014 5:13 PM
These motion infographics look interesting. I wonder if I can find content for my class? 
Jeongbae Kong Enanum's curator insight,
August 16, 2014 9:48 AM
Won Ho :<생각이 깊은 교수님의 글이라서 연구해봐야겠다.> Why should the video watching previous to in-class? The core is quality video access and intensive in-class interaction. The lecture can't complete with these superb ones. 꼭 뒤집어야만 하는가? 내게 플립러닝의 핵심은 수준 높은 비디오와 강력한 상호작용이다. 순서와 방식은 여러 가지가 가능하다. 선생님이 개념 설명 행위는 여기 비디오를 보면 조만간 사라질 게 당연해 보인다.
María Dolores Díaz Noguera's curator insight,
February 4, 2016 7:39 AM
Flipping The Flipped Classroom - Motion Infographics For STEM Learning | @scoopit via @BethDichter http://sco.lt/...
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"This motion graphic speaks volumes about using good digital citizenship in social media. Educators did not design it. Instead, Curated Content created it for the Australian based company Origin. Instead of opting for the traditional “white paper” policy guidelines for social media, Origin chose to inform its employees about its usage with an entertaining approach involving a motion graphic."
Beth Dichter's insight:
What if we had our students design a motion graphic that explained how our school views digital citizenship? Would more students understand why we consider digital citizenship important and how it may impact them in future years? This post provides a motion graphic that discusses the policy of Origin, an Australian based company. In 3 plus minutes you are shown what you should do, and what you should not do. As always you will find links to other articles that also discuss social media at the end of the post.
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"If you’re like us, the term “social engineering” may not have entered your tool kit for teaching digital citizenship. According to Wikipedia, it is the psychological manipulation to get people to divulge confidential information by building a sense of trust. In the current digital environment, it is used for the purpose of gathering information or access to data via the Internet."
Beth Dichter's insight:
When you think about teaching digital citizenship does the concept of teaching 'social engineering' come up as a topic to discuss? This post suggests that you look at this as a portion of your curriculum. Along with the infographic Hacking the Mind (shown above) there is also an embedded motion graphic, Social Engineering. With students being very active in social media it is important that they also understand social engineering, and these two resources are great tools to bring into your classroom to help them gain that understanding.
Maryalice Leister's curator insight,
September 26, 2013 8:33 AM
This ties in with cyberbullying when you consider the power of social media and how social engineering gives both those with good intentions and those whose purposes are not as golden a platform for control. Read and share!
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"As we head into the throws of the summer and the coming onslaught of fresh produce from local growers hitting the markets, we thought it might be helpful to provide a little information literacy into the world of organic foods. We’ve long taught our students to read the nutrition labels...but now that organic food has become mainstream in supermarket chains, it makes sense to educate our students about organics as well."
Beth Dichter's insight:
This post provides a wide variety of resources that will help you teach students about the difference between organic and non-organic foods. It is pretty amazing to see that 78% of families purchase organic foods (data is from the Organic Trade Association). This post discusses the need to for students to become "information literate" in terms of organic foods, yet our students need to become "information literate" in many areas. The wide variety of materials provides sufficient information in this area, and may help students learn that a wide variety of information is necessary to become literate in other areas.
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From tweets to likes, see how fast data is generated every second on the internet in this interactive visualization.
Beth Dichter's insight:
Check out this interactive visualization and see how quickly data is being generated online. You may want to snap some screen shots and have your students determine how quickly Twitter accounts are created, hours of YouTube videos are uploaded, items are purchased from Amazon and much more. A total of 23 sources are being updated second by second.
Maryalice Leister's curator insight,
May 28, 2014 2:40 PM
This graphic is an excellent discussion catalyst when talking about how far and fast information travels.
Scoop.it!
I"Adobe Voice may be the app we've been waiting for. This effortless video creator may finally fulfill the promise of tablet computing. With a simple, intuitive interface and clean, effective visuals, the Adobe Voice app allows anyone to design animated videos in minutes. It finally turns the iPad into a seamless device for content creation, not just content display or interaction."
Beth Dichter's insight:
Are you interested in having your students create motion graphics (also called video graphics)? Do you have access to iPads? If so, go over to the Apple Store and download Adobe's new app Adobe Voice, and you may find yourself with an easy tool that will provide you and your students the ability to create create videos.
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"Modern pedagogy speaks frequently about interdisciplinary learning. A student's ability to make cross-curricular connections is one of the surest signs of understanding. Interactive tablets and project-based learning put a priority on these unions of product and skill, but often the attempts at collaborative exploration remain within comfortable sphere's of academic neighbors.
Beth Dichter's insight:
Can you do the same with science and the humanities? This post says yes, and provides three great motion graphics that you may choose to use with your students. The second motion graphic that is shared Duelity, explores religion and physics, literally side by side. The third one is called Humanizing Motion Graphics and explores language and biology. Would showing this type of video engage your students? Check them out by clicking through to the post.
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"We could not resist using the creativity of Avalaunch Media products with our students. The company has truly designed some fun graphics to help explain social media not just to kids, but also to other educators and parents who are not quite as up to date."
Beth Dichter's insight:
How do we teach students about social media when many believe they know they need to know because they use social media. This post provides 3 resources to help you out. One of them is the interactive infographic on the History of Social Media. This infographic allows you to explore social media over three time periods, beginning with BC - 1800s. Did you know that the first postal service was in 550 BC? The other two resources are Social Meowdia Explained and Social MEDogIA explained. Both provide a humorous look at social media that will engage students. This blog post also provides some great ideas on how to incorporate these resources into future lesson.
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"We’ve only been in school one week, and our students have already been probing about the situation in Syria. It’s dominated their Twitter feeds and topped the news rundown on their carpool radios. We ended up scrapping our lesson on Friday to explore the facts of the Syrian conflict with the students on iPads."
Beth Dichter's insight:
How do we teach about issues like Syria? What can we do to help students understand the issues? ASIDE has created a post that provides visual information to help students understand this difficult issue. Resources include an animated video that looks at the history of this conflict which "is informative and age-appropriate...{offering} complete cultural timeline and an explanation of Bashar al-Assad's reactions to rebel resistance." In addition you will find a map that shows where Syrian refugees are located, an infographic from Al Jazeera that looks at which countries support or oppose military intervention, a graphic that explains different types of chemical weapons, resources from PBS and much more.
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"Our students are currently taking their final exams. During the past few weeks, we've wondered often about the distinctions between "studying," "reviewing," and "reminding" -- since theoretically, the students have already learned all of this information earlier in the year."
Beth Dichter's insight:
This post explores an interesting issue, should final exams be a "review" or should we think of them as a way to "provide a thematic culmination of the year's "big picture" ideas...(giving) kids a few "ah ha!" moments to realize how much they've learned over the course of their semesters. Exam review should be an exercise in how to internalize information and produce new connections." There is also a short video embedded in this post, "How to Generate Good Ideas" that provides "five ways to foster understanding." Take some time to think about how you view final exams...and what might happen if you shift that perspective a bit.
Amanda's curator insight,
July 1, 2013 4:15 PM
This article talks about final exams and the methods we use to srudy for them. Rather then just memorizing what you need to know just to forget it down the road if you use more creative ways to study it will stick with you longer. |
The whole field of visual literacy and interpretation has exploded in the last 25 years. It is time to recognize its value and teach our students not only the ability to decipher and interpret them, but to create them as well.
Thx Beth Dichter