Infographic Evaluation Questions

In your groups, answer each of these questions, finding specific examples to point out to the class. When you report out, everyone should have a chance to talk.

1. What’s the main argument in your infographic and how do you know?
2. What’s something that we can learn about approachability, transparency, or efficiency from this infographic? (Give a specific example.)
3. Where’s a specific example of one of the principles of design we discussed today? (CRAP)
4. What features of this infographic might be useful to replicate?
5. What about this infographic would you change or improve?

Infographic Planning Questions

Answer the following questions in a post on a new page on your blog, titled Infographic. We’ll also post your final infographic and reflection here.

1.  What topic (misconception) are you considering for your research project and why?

2.  In one sentence, state the goal of your infographic as it relates to the misconception you’ve chosen. What is it supposed to show?

3.  Who will be the intended audience for your infographic. (Think specifically here. Don’t just say “Anyone who is interested in…”)

4. Lessig writes that good remixes deliver a more powerful message than any original source or than text alone. How will your infographic accomplish this? Why will it be more persuasive to your audience than the individual sources you read?

5.  Which one or two infographics from the course text would you like to use as an example for your own work? Why?

6.  Make a detailed list of the data and information that you need to find and consider some ideas for the types of sources you might look for. The more developed this section is, the better you will be able to use your library time on Friday.

Conclude your post by asking for specific feedback from readers. What questions could your peers answer that would help you improve your idea or your research agenda?

Practice Creating Data Visualization Elements

In class, we’re going to practice creating an element for an infographic. Once you get your assigned number, read about the corresponding myth in this article from Parents’ Magazine.

Starting with a blank canvas, create an element related to your myth that could appear in a larger infographic that Parents’ Magazine might publish for their readers to dispel misconceptions about vaccines. You may Google for more data if you need to.

The goal of this activity is to get you familiar with Piktochart’s features and to help you figure out what is possible as you begin to narrow down your own topic.

Texting Socrates

Here are some highlights from the dialogues you sent me.

#BeAGoodFarmer

#BeAGoodFarmer

Socrates  @phaedrus writing is all lies. Anything can be written
Phaedrus @socrates I heard dat

Sacrates- The trees stopped talking to me. I miss the good old days.

Phaedrus- how do you even?

Sacrates- People lie when they write, no one has ever lied by word of mouth.

Phaedrus- K.

You’re just making stuff up…

People used to like hearing stuff instead of reading.

Socrates: Wouldja just throw your pizza in the oven and ignore it? No dawg. Ur house would be blazin…

Pheadrus:  Smh….

Socrates: Writing can’t defend itself when you berating it.

Phaedrus: yeah cause it ain’t alive.

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Sample Laptop Policies

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From Dr. Summers’s other syllabi: 
Laptops and Other Electronics
I expect you to use electronic devices in class only to participate in classroom activities. Texting, email, games, social media, work for other classes, or other distractions will result in your being marked absent for the day.

From other syllabi:
“Students are not encouraged to bring laptops to
class. A closed laptop rule during lecture will be
enforced and other communication devices will need
to be on ‘silent’ during lecture.” (U. Michigan Syllabus)

“Laptops may be used only for legitimate classroom
purposes, such as taking notes, downloading class
information from TWEN, or working on an in-class
exercise. E-mail, instant messaging, surfing the Internet,
reading the news, or playing games are not considered
legitimate classroom purposes; such inappropriate
laptop use is distracting to those seated
around you and is unprofessional.” (Mazzie, 2008)

A more experimental approach from UMKC Law Professor David Achtenberg:
Students who select seats in the back rows of the
class may connect to the internet. If they choose to do so,
students in the Internet Connected Area may surf the web, e-mail
others (except for students in this class) etc. Since they are in
the back of the class, I’m working on the assumption that their
doing so will not distract students outside the Internet Connected
Area. A student who selects a seat in the Internet Connected Area
accepts the fact that others in the area will have permission to
use their computers in ways that the student may find distracting.
Obviously, there are limits on the use of computers even in the
“Internet Connected Area.” For example, students need to have the
sound turned off, should not access sexually explicit sites, and
should not use the University internet system in any way that
violates UMKC policy. If anyone believes that a student has
exceeded those limits, he or she should either speak to the student
about the situation or bring it to me.
Students who do not select seats in the back of the class will be
in the “No Internet Area.” Those students may use laptops for note
taking and for retrieving files that they have saved on their hard
drives or thumb drives — ordinarily word processing, powerpoint,
or spreadsheet files. They may not connect to the internet during
class.
They may not play games or use their computers in other ways that
might unreasonably distract their colleagues, e.g., leafing through
picture albums. In return, they will have the right to assume that
their colleagues in the “No Internet Area” will be bound by the
same restrictions.
In both cases, your choice will be binding for the semester. I
reserve the right to tell everyone to put down their pens and close
their laptops at any time.

“But first, let me take a selfie.”

As part of our infographic project, we’ll use Piktochart, an online resource for creating and distributing infographics. In the past, the HSS department has generously paid for the class to have “Pro” subscriptions, which gives you access to more templates, larger storage space, and additional file formats. This year, Piktochart is giving away classroom subscriptions for Pro accounts as part of their #BacktoSchool campaign. To enter the contest, we need to take a selfie and tweet it to Piktochart. Who’s in?

Here’s the result of our #BacktoSchool selfie:
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