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EdTech506 Justification Paper

EdTech506 Justification Paper

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Published by danielmatthews
This paper outlines the final project from Graphic Design for Education and how the 8 images created in the course meet the course standards.
This paper outlines the final project from Graphic Design for Education and how the 8 images created in the course meet the course standards.

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Published by: danielmatthews on Sep 23, 2013
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Daniel MatthewsJustification Paper 
 – 
Cells and Body Tissue Unit of InstructionBoise State UniversityEdTech 506
 – 
Graphic Design for Education
User Assumptions:
The users for this unit of instruction are Georgia high school students in 10
th
 
 – 
12
th
grades. Theywill come into the course having had Biology and a passing score on the End-of-Course-Testfrom Biology. Although it is not a prerequisite, about 90% of the students taking HumanAnatomy have also taken and passed Chemistry. The students taking this are also college boundstudents who are usually highly motivated students working to earn money for a HOPEscholarship which awards Georgia high school students with four years of scholarship money if they attend any in-state college or university.When this unit begins, the students have already learned about the biochemistry components of the body in the previous unit, and have learned the basics about the human body including anoverview of the body systems and they will be familiar with the types of tissue. This unit will fitinto the State Standards in the order they have been adopted. It is the third unit of instruction andit addresses the fourth and fifth state standards for Human Anatomy and Physiology.The unit of instruction will begin by describing the parts of the cell and will progress to overallcell functions, then to how those cells group together to form tissue, and ultimately to how thetissues build organs. The flow in the course is typically to start with the smallest building block 
which we call the “micro” or very small and then builds to the “gross anatomy” which are
structures that can be observed by the naked eye.The website is not intended to be an independent study. It will be used to supplement instruction.Students may use it as a reference as they are working through the chapter for additional help or for pictorial representation of some of the topics covered in the unit. The lesson plans on the siteare to help the instructor be able to best use the website to help supplement the instruction. Thewebsite is in no way a comprehensive breakdown of the unit of instruction. The website will alsoact as a multimodal f 
orm of review for the students to “…
represent the content knowledge in ways thatmesh with different lea
rning styles that may appeal to different modal preferences” (Sankey, Birch & Gardiner,
2006).
The website includes some graphics, to help student understand and recognizeinformation, some textual information, for review, and some videos.
Graphic Descriptions
Graphic 1
 – 
 Cell City Analogy (second image down the page)
 
The cell city analogy has been around for a long time. The assignment itself was not original, butthe worksheet has always been very simple and had little excitement included in it. Lohr said thatgreen is cited as one of the favorite colors and it is associated with greater visual acuity, so the plain white background was replaced with a light green background. A new font that has better spacing made the paragraph easier to read, and the bolded and underlined key phrases in the paragraph make it easy for the user to find the important phrases in the paragraph.
Some “white space” between the paragraph and the questions keep
the sections separated. Thetitle has shadowing to make it more interesting and give it some dimension. The title has beenscaled large to show more importance and the actual assignment at the end is in red, a contrastingcolor to the green background. Finally a clipart skyline (city) has been added to the top toincrease interest, but keep it very simple so as not to distract from the purpose of the document.Graphic 2
 – 
 Cell Diversity (second image on the page) This image was originally created with the principals of ACE PAT in mind. However when theimage was created I had missed the boat on the purpose of ACE PAT which is to use the graphicto encourage students to do some learning on their own. So I recreated the image which is theone that is listed on the Cell Diversity assignment. Next to the image I also gave the students anassignment they can do after the explanation.The image has organizational cues that show the truck which is carrying cells to the factorywhere they will be used to build tissue. The assignment for students will be to create their ownlist of some things that are built with the same types of materials. An example could be a sandcastle which is built out of sand.The image represents blood cells being carried into the body tissue which in this case would bethe blood stream. Since blood is the only liquid tissue in the body I thought this was anappropriate analogy, and students will use that to come up with some of their own examples of similar cells that make up body tissues.Graphic 3
 – 
 Passive Transport (second image on the page) This passive transport image represents how molecules will move from a high concentration to alow concentration slowly over time. They will pass through the cell membrane into the lower concentration. Once the two sides are balanced on the right side, the molecules then moveequally in both directions. The white space in this one shows the passage of time, and the
asymmetry between the right and left sides will draw the user’s eye to the fact that a major 
change in the arrangement of the molecules has occurred.Graphic 4
 – 
 Phases of Mitosis (second image on the page) This image was created as part of the CARP assignment. CARP stands for contrast, alignment,repetition, and proximity. I used each of these elements when the image was created. I usedcontrast in the image title and in the header of each section by making the headers bold. I tried to
“make things look really different” like Lohr suggests (p. 201). I used alignment by aligning
 
 both the descriptions and the images to make it visually appealing. This should also help reduce
the cognitive load on the students because the images are aligned to form “perceptual chunks”
for the students (Lohr, 2002). I used repetition in the visuals are the same size and similar colorsand the font is the exact same font throughout the image. Finally, I used proximity so a user knows which description go with which images and can tell the separate stages of mitosis.Graphic 5
 – 
 Tissue Types Concept Map (second image on the page) This graphic was created in the form of a concept map using the concepts from the textbook byLohr on page 250. I used a 4:3 display ratio which is appealing to the eye and then used color to
draw the eye to the center of the image. Once in the center, the user’s eye would be drawn out
and the different levels of tissue types are represented by different shapes. The text is easy toread and appealing to the eye. I used lines to show the direct connection between the types of tissue and their subcategories.Graphic 6
 – 
 Tissue Locations This image was created using type to typography. The purpose of typography is to create anassociation between the type and the associated image the type is portraying. The purpose of typography is to help students associate the words from the section or unit with the images theyrepresent (Smith, 2008).This image represents 3 types of tissue located in the human body, and it represents where theyare related to one another. The 4
th
concept is the concept of mitosis which is critical for thetissues to stay alive and intact in the human body. The epithelial layer is on the outside as it is a protective layer surrounding the body. The word epithelial flows over the outside just like our skin flows over the outside of our body. The coloring of epithelial also loses its color slightly asit nears the top, as our epithelial tissue does when it is stretched. The muscle stretches and has a bulge in the center like our muscular tissue does and it contains subtle horizontal linesrepresenting striations or layers in the muscular tissue. The words
connective
tissue”
representour bone and tendons which attach muscles to bone. Connective tissue has also been texturedsimilar to the texture of our bones and the words that attach to the muscle taper to the point of attachment to the bone. Mitosis is shown dividing into 2 separate parts representing the processof mitosis which is cell nucleus division.Graphic 7
 – 
 Classification of Epithelial Tissue (second image on the page) This graphic came from the principle of selection. In our textbook we had an image that lookedgreat but did not describe how epithelial tissue is classified. I took the concepts and drew a muchsimpler set of images. The new image has a simple background and the tissues themselves aredrawn very simply to reduce the distraction the user gets when looking at the images. The image
has spacing to draw the user’s eye to the main images on the picture and t
he text that goes withthe images. This is the intention and will help students understand the labels and the concept.Graphic 8
 – 

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