Infographics are visual representations of information, data, or knowledge. They’re also a great way for learners to represent data, visualize their understanding of concepts and explain processes.
Provide learners with their assigned topics. Learners can work individually or in groups. If they work in groups, assign specific roles to each member (e.g., researcher, writer, editor, designer).
- Review the learning outcome learners will need to achieve. Note: This activity will require that learners find, synthesize, and integrate a range of information and then arrange and design the content in a way that effectively communicates to a specific audience.
- Next, review the assignment rubric. This will depend on the learning outcome learners need to achieve, however, common components to an infographic assignment rubric include:
Accurate, detailed and well-researched information is presented and supports the topic/purpose or argument.
All content (visuals & text) are intentional and complementary to the purpose of the infographic.
Colours, fonts, graphics and data visualization effectively contribute to the topic and message being conveyed.
The infographic effectively informs the audience of its intended purpose.
Information is systematically organized and effectively aligns with the main message.
Full bibliographic citations are included for all sources of information referenced.
The infographic is free of spelling and grammatical errors.
Note: It’s helpful to show learners examples of infographics used for different purposes. A simple Google image search will bring up hundreds of options to choose from. Ask learners to walk through the rubric criteria and rate the different components of the examples shown.
Learners can use software applications such as PowerPoint or Photoshop to create their infographics. They can also explore other free or inexpensive online options. Here are a few of our favourites.
Learners can present their infographic options through asynchronous online discussions, or synchronously by sharing their screens and facilitating a group/class discussion on applications such as Microsoft Teams, Zoom, Blackboard Collaborate, Adobe Connect or other conferencing tools available to them.
Universal Design for Learning principles suggest providing learners with multiple ways to interact with content and show what they’ve learned. For example, you could provide learners with the choice to create an infographic, a video or a written essay to explain a concept. As long as the learning outcome still aligns with the type of assessment, the approach learners take to get there shouldn’t matter. For more tips on curriculum alignment, see the Curriculum Alignment Framework Guide in the Teaching and Learning Toolkit (need to add this and link this project to it.).
To learn more about Universal Design for Learning, visit the CAST website: http://www.cast.org/our-work/about-udl.html#.Xp4C5VNKhTY
Dean, Centre for Teaching, Learning & Innovation