Materials+Selection+&+Design

//aThis page contains activities, assignments, readings, and resources for teaching and learning about materials design and development in world language education.// toc


 * Today's Topic: Technology, Literacy, & Visual Cognition**


 * Today's Objectives:**


 * Students will identify key principles of graphic design.
 * Students will explore principles of graphic design through learning centers.
 * Students will analyze, evaluate, and improve the written materials they produce using principles of graphic design.


 * Today's Guiding Questions:**

1) What key principles do graphic designers use to guide cognition? 2) How might teachers utilize principles of graphic design to support student learning? 3) How might principles of graphic design and typography be leveraged to develop students' literacy skills?

=ACTIVITIES:= = = ==1: [|Alphabet Advertising Game] ([|Alternate Version]) ==


 * [|Alfabeto de Marcas]**


 * ¿Nos afectan los anuncios?
 * ¿Nos afectan la tipografía?
 * ¿Qué evidencia de la actividad puede usar para apoyar sus opiniones?

3: Graphic Design Learning Centers

 * Estaciones de aprendizaje acerca del diseño gráfico**


 * Focal Point**
 * Rule of Thirds**
 * Flow**
 * Directs attention/cognition
 * Guides the eye to and through key elements/information
 * Keeps the eye circulating on the page
 * Spotlights primary information


 * Contrast**
 * Color (light v. dark)
 * Conceptual (opposite meanings - draws heavily on allusions)
 * Elemental (e.g., photo v. drawings)
 * Font (typeface)
 * Size (hierarchy, guides the eye)


 * Repetition**
 * Color
 * Image/patterns
 * Text
 * Thematic or design elements
 * (Mind searches for patterns - odd one out is easier to locate - implications for teaching grammar)


 * Conceptual Strength & Visual Interest**

1) What is the conceptual core? 2) What theme is used to convey the concept? 3) What elements support and extend the theme? 4) How is prior knowledge activated and used? 5) Why is coherence/unity a critical aspect of conceptual strength?


 * Presentation of Information**

1) What do you notice about the ads, articles, flyers, and worksheets that capture your attention and are easy to read/absorb? 2) How do the principles of graphic design work together in each of these examples to consolidate information, capture and direct attention, engage emotion, guide cognition, and ensure retention? 3) Why are layout and principles of graphic design so critical to ensuring that students can access and retain information?

4: Principles of Visual Cognition

 * Conversation About Visual Cognition**


 * Algunas investigaciones concluyen que procesamos hasta 80% de la información que encontramos en la corteza visual
 * La cognición visual es una manera importante de integrar información y bajar la carga cognitiva para el cerebro
 * La cognición visual

**5: Article Quotation PowerPoint Activities (on Google Presentations)**

**6:** ** [|A Periodic Table of Visualization Methods] **

 * Busque un compañero
 * Hablen de sus tres gráficas preferidas del cuadro
 * ¿Cuáles les gustaron más?
 * ¿Por qué?
 * ¿Cuáles les ayudaron más a los estudiantes?

7: ** Statements About Technology & Literacy **

 * Obtenga una tarjeta que contiene una citación
 * Lea la citación
 * [|Literacy by Design by Jeff Wilhelm]
 * [|Watch IT: The Risks & Promises of Information Technology by Nicholas C. Burbules & Thomas A. Callister] ([|Book Review/Summary])
 * Busque un compañero
 * Hablen de lo que leyeron

Example: [|"] [|Deutsche Bahn" by the Wise Guys - Created by Rebecca Brinck]

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Example by Rebecca Brinck:







=ASSIGNMENTS:=

1) Choose ONE pedagogical article below to skim.

2) Skim ONE article below. a) Choose a title. b) Click on the link. c) Skim the information. d) What strategies are mentioned for using images? e) How might this apply in your classroom?















**3) Explore ONE of these resources (for using images in world language classes).**





















4) Choose ONE article about Visual Cognition to skim.

5) Explore ONE of these collections of images. a) Click on an image collection. b) Search for three intriguing culturally authentic images. c) Bookmark or save the images you find for use on Thursday.



















- NOTE: Images in this collection are NOT copyright safe!





- Site in Argentina containing Quino comics & Mafalda videos



**OPTIONAL:**

**[|Visual Literacy]**

[|Deadline Stop Motion Video] media type="youtube" key="BpWM0FNPZSs" width="420" height="315"


 * 1) Explore: ** [|A Periodic Table of Visualization Methods]

a) Read the definitions of the 6 types of visualization at the top of the page. b) Scroll over at least 12 squares (2 from each colored section). c) Examine the image that pops up. d) Be prepared to discuss which ones would be most helpful to language teachers.

2) Read:
 * Read the first page of this handout: [[file:Graphic Design Principles for Teachers.pdf]]
 * Watch these 2 short videos:

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media type="youtube" key="BIctMbYL0d4" height="315" width="420"


 * Explore at least 3 additional links from one of these 2 sections of the page: //Examples// or //Interactive Activities//
 * Prepare to explain how these ideas apply to teaching the target language


 * 3) Experience:**
 * [|Inanimate Alice]
 * Choose a language
 * Work through at least one chapter or episode
 * Prepare to explain what this teaches us about reading in the target language


 * 4) Read:**
 * //[|Technological Tools for Visual Thinking]//
 * Read the abstract
 * QUICKLY SKIM the rest of the article and post 3 concepts or ideas that were interesting to you in this discussion forum


 * 5) Read: ** Sankey, Michael D. (2002). [|Considering visual literacy when designing instruction] . // e-Journal of Instructional Science and Technology, 5 // . Retrieved December 15, 2007, from []

a) Read the article (or the Jonassen article). b) Prepare a graphic organizer that teaches the article's key points. c) You will take a quiz over the main ideas of the article in class.


 * 6) Read the first page of this handout: [[file:Graphic Design Principles for Teachers.pdf]]**


 * Use the principles to create your own worksheet:**

a) Find an article in Spanish about a cultural topic. b) Create an activity, game, or worksheet about the article. c) The activity should help students understand the article. d) The activity should help students practice key vocabulary and grammar. e) The activity should include the following items:

f) Post the worksheet to your student page.
 * a header (containing the title of the worksheet)
 * a footer (containing your name, your e-mail, and the date)
 * formatted text (bold, italicized, or underlined)
 * a screenshot that has been cropped with a border
 * a shape (i.e., a circle, an arrow, etc.) that has been grouped to another item
 * a text box


 * 7) Create a task that showcases communication skills.**

a) Select a task/tool type from "Creativity Tools." b) Choose a tool from the category you selected. c) How could learners use this tool to practice language? d) Use the tool to create an example assignment. e) We will share these in class. (The goal is not a perfect example, but to give you a chance to discover the affordances and constraints of the tool.)


 * 8) Choose ONE pedagogical article below to skim.**

3) Skim ONE article below. a) Choose a title. b) Click on the link. c) Skim the information. d) What strategies are mentioned for using images? e) How might this apply in your classroom?


 * 7) FLTEACH Project **





=READINGS:=

Callow, Jon. (2003, April). Talking about visual texts with students. Reading Online, 6(8). Available: [|http://www.readingonline.org/articles/callow/#theoretical] and []

Few, Stephen. (2004, September). Data presentation: Tapping the power of visual perception. Intelligent Enterprise. Retrieved July 3, 2005, from []

Jacobs, Julie, & William Mueller. (2001). Design principles for interactive texts. Based on a paper presented at the 11th annual International Conference on Technology in Collegiate Mathematics (ICTCM), New Orleans, 1998. Available: [] (Pay particular attention to the psychological principles)

Johnson-Laird, P.N. (1998). Imagery, visualization, and thinking. In J. Hochberg (Ed.), Perception and cognition at the century's end (pp. 441-467). San Diego, CA: Academic Press. Retrieved April 30, 2005, from []

Jonassen, David. (2003). Using cognitive tools to represent problems. Journal of Research on Technology in Education, 35(3). Retrieved April 30, 2005, from [] (Great discussion of the ways that multiple representations support transfer of learning)

Lengler, Ralph, & Eppler, Martin J. (n.d.). Towards a periodic table of visualization methods for management. Retrieved January 7, 2006, from [] (Conceptual overview of the thinking behind the product)

Matei, Sorin A. (2004). Mental maps: Making the invisible visible. Retrieved November 14, 2006, from [|http://www.mentalmaps.info]

McCloud, Scott. (1993). Understanding comics: The invisible art. NY: HarperPerennial. ISBN 0-06-097625-X. (Chapter 8) (Conceptual exploration of art and art-making processes)

McLoughlin, C., & Krakowski, K. (2001). Technological tools for visual thinking: What does the research tell us? Retrieved April 30, 2005, from [] Now available: https://www.researchgate.net/publication/228604157_Technological_tools_for_visual_thinking_What_does_the_research_tell_us

Russell, D.M. (n.d.). Learning to see, seeing to learn: Visual aspects of sensemaking. Retrieved April 30, 2005, from [|http://home.earthlink.net/~dmrussel/Essays/VisualAspectsofSM.pdf]

Sankey, M. D. (2002). Considering visual literacy when designing instruction. e-Journal of Instructional Science and Technology, 5(2). Retrieved February 20, 2009, from []

Thomas, Sue. (2008). Transliteracy and new media. In R. Adams, S. Gibson, & S. Muller Arisona (Eds.), Transdisciplinary Digital Art. Sound, Vision and the New Screen (pp. 101-109). Berlin Heidelberg: Springer-Verlag. Retrieved May 27, 2008, from [] Now available: http://link.springer.com/chapter/10.1007%2F978-3-540-79486-8_10

Wilhelm, Jeff. (2000, March). Literacy by design: Why is all this technology so important anyhow? Voices from the Middle, 7(3), pp. 4-14. (Discusses why teachers should consider making space for alternative writing places, spaces, and tools in 21st Century classrooms and outlines the benefits of using design-based curricula with students)

=RESOURCES:=

[Insert Jessica Haxhi's Materials Evaluation Rubric here]

//Post high quality texts in// //Spanish/Portuguese// //that could serve as the foundation for a lesson or project here.//

- Blog by Zachary Jones with links to materials in Spanish that reflect popular culture

[|A Kid's Tour of Latin Music Through Google Maps] - A Google Map with links to videos of both folk and popular music from Spanish-speaking countries around the world

- Links to advertisements from around the world

- A Ning community that contains links to a blog and podcasts re: Brazilians living in the U.S.

- Extensive library of digital texts (including children's literature and museums) from Colombia

- A collection of links to newspapers, radio, and TV from countries around the world. You can filter them by country, language, topic, or type of media



- A database of culturally authentic Creative Commons images, organized by language and topic

- Searchable collection of videos in hundreds of languages from around the world. Choose the 100% option in order to get a subtitled version of the video. You can also select the "country" tab to find videos from a specific country.

- Very nice collection of Spanish & Latin American literature (navigation on the left)

- Culture-based websites in Spanish

- Searchable database of language maintenance/proficiency development lessons (reading and listening) in a wide variety of languages. Allows you to limit the search to video-based lessons. Click on the individual links to launch the lesson modules



- Children's picture books online - search for your language

- Check out CDs of music, content materials, [|culture kits], flags, and/or maps from the [|Outreach Resource Library] at BYU's Kennedy Center for free. The Center can also help you schedule [|free presentations] for your classroom regarding specific countries. You may also wish to explore their [|CultureGuides]--conuntry-specific teaching units for both elementary and secondary classes

- Latin American Network Information Center - Extensive list of texts in Spanish & Portuguese (organized by country)

- Interactive map with legends and folktales from around the world--many available in different languages

- Over 1,000 TV stations, organized by countries from around the world (available as streaming video)

- List of audio courses and podcasts in a variety of languages, including Spanish & Portuguese

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- Site in Argentina containing Quino comics & Mafalda videos

Searchable database with links to faculty-reviewed, culturally authentic images, media, and materials from multiple countries

- Excellent grammar practice activities based on culturally authentic multimedia materials

- Extensive list of resources for Spanish literature and linguistics

- Links to sites related to literature in Spanish & Portuguese

..EDU - Search for educational videos in Spanish
 * [|Depende] (4:28 – Spanish – Video based on art that plays with perspective – would be a great foundation for launching a discussion re: the pros/cons of Spanglish)
 * [|Don Quixote de la Mancha] (“translated” into Spanglish)
 * [|The Job] (3:00 – English - Parody)
 * [|Mujeres migrantes] (3:23 – Spanish – Ad re: problems faced by women who are migrants)
 * [|Manu Chao - Clandestino Clip Inmigrantes] (3:01 – Music video)
 * [|Los prejuicios contra los inmigrantes] (:31 – Spanish – Public Service Announcement)
 * [|Spanglish 2] (4:28 – Spanish & English - Movie clip that would be excellent for Translation classes)

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TOOLS: