![]() ![]() Infographics hold potential to serve as a critical teaching and learning tool that effectively combines student technology skills (existing or emergent) and disciplinary domain knowledge. Infographics use evidence- and practice-based data, compelling statistics, easy-to-read fonts, complimentary color schemes, simple charts, bold graphs, and other graphics to disseminate information in quick and easily digestible format. Infographics are graphical depictions of complex information that rely upon visual elements to clearly and concisely communicate data, concepts, and/or ideas to diverse audiences ( 7). Pedagogical Framework and Principles: Infographics for Critical Teaching and Learning This paper seeks to fill that gap by demonstrating how infographics can function as a creative assignment within the health sciences that promotes deep learning, requires critical information analysis, and facilitates collaboration. Despite the growing body of research about digital technology use in higher education, there is little scholarship specifically addressing the pedagogical benefits of infographics, particularly in the health sciences field. ![]() In recent years, infographics have become a popular digital technology for sharing information graphically in various sectors, including the news media, business, social media, and research ( 6). To successfully engage students in this technology-rich learning environment, faculty must carefully construct assignments around each technology and provide ongoing support ( 5). With growing popularity of digital technologies in higher education, it is critically important to consider how digital technologies reorient the purpose and practice of teaching. Digital technologies create opportunities to open new doors to information, facilitate creativity, and inspire deeper learning ( 4). Research about digital technology in higher education indicates that students today utilize social media to research information that they already perceive as credible ( 1) and successfully learn course content through social media platforms that extend the classroom ( 2).ĭigital technologies undoubtedly influence how learners learn ( 3). Educational technology research shows the changing nature of students’ access to information and engagement in deep learning. This assignment is ideally suited for use with diverse college-age audiences in health education and health promotion fields.īackground and Rationale: Digital Technology and Higher Education Pedagogy in the Health Sciencesįrom static chalkboards to collaborative Internet, the contemporary higher education environment contains multitudes of tools to facilitate teaching and learning. It is clear that the infographic assignment facilitated learning about accessing and translating data. This article outlines the assignment, discusses focus group results, and presents assignment modifications. Four themes emerged from focus groups: (1) Communicating Science-Related Topics to Non-experts, (2) Developing Professional Skills, (3) Understanding Health Issues, and (4) Overall Experience. Thirty four students completed the assignment and 31 students participated in one of three focus groups. This study was conducted with freshman students enrolled at Portland State University, a public university located in downtown Portland, OR, USA. Focus groups were conducted to assess how learning occurred throughout the assignment and identify any opportunities for modification of the assignment. ![]() The assignment was divided into four steps: brainstorming, developing, designing, and finalizing. Students were assigned to small groups of three or four to create an infographic focused on a health science issue. The infographic assignment was developed at Montana State University and piloted at Portland State University. ![]() The objectives of the assignment were to (1) understand the purposes of and potential uses for infographics, (2) cultivate creative visual communication skills, and (3) disseminate a complex health topic to diverse audiences. The purpose of this study was to explore the degree to which an infographic assignment facilitated student learning around health science issues, as well as the ways in which the assignment was an effective teaching tool. 4Food and Health Lab, Montana State University, Bozeman, MT, United States.3Community Health Program, Portland State University, Portland, OR, United States.2OHSU-PSU School of Public Health, Portland State University, Portland, OR, United States.1MSU Library, Montana State University, Bozeman, MT, United States. ![]()
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