Visual Explanations

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Session 2 of the Learning Objects module -- let's think about visual explanations.

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  • There is a disturbing cultural tendency to rely solely on language for the communication of complex ideas, and use images frequently, but with little thought for their powerful potential if used with thought and insight. Education, in particular, abandons imagery after the first few years, and even classifies the study of visual imagery as not only secondary to the aquisition of language, but as optional. In a culture whose reproduction of images is increasing not only in volume, but format: from television, to cinema, advertising, and the web - we are being buried in optic imput that we have learned to decode by enculturation. We can experience it, but we have not learned how to reflect on it - to analyze it, or to create our own vision. It is my firm belief that an education in decoding and creating imagery - to move from simply receptive to active - will not only be beneficial, but necessary. Extact from http://pages.slc.edu/~ebj/minds/student_pages/adrian/index.html
  • Visual Explanations

    1. 1. Visual Displays<br />of Information <br />and <br />Visual Explanation<br />By<br />Daniel Churchill<br />
    2. 2. THIS PRESENTATION CONTAINS AUDIO INFORMATION<br />Make sure that you enable audio on your device – speakers or earphones<br />
    3. 3. Your Work so far <br />Have you started your Google Sites?Let me know the web address of your Google Site by completed the form: <br />Your RepresentationAll group members to present their one slide introductions in the Google SitesVisit each others’ slides<br />
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    5. 5. Using RISAL Repository<br />Risal is available at http://risal.cite.hku.hk<br />There is excellent tutorial showing step by step instructions<br />Register using your HKU email or you will only be able to use limited set of functions. <br />Start building your collection. <br />
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    7. 7. Visualization<br />Visuals can communicate complex ideas with clarity, precision, efficiency and convey the most knowledge in the shortest time in the small space.<br />~ Tufte (1983)<br />
    8. 8. Hadol’s satiric map of Europe in 1870 that turns the geographic shapes of countries into robust, imaginative figures that vividly portray national characters and political attitudes (Southworth)<br /><br />
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    10. 10. What this Image Tells You<br />
    11. 11. In which direction this bus moves?<br />
    12. 12. In which direction this bus moves?<br />
    13. 13. On Visual Language<br />While language is a socially constructed and conventialized mode of expression no corresponding single visual language exists <br /><ul><li>JOHN-STEINER, V. (1997). Notebooks of the Mind: Explorations in Thinking. New York: Oxford University Press.</li></li></ul><li>
    14. 14. (Source: http://www.macrovu.com/VLBkExmplPgsMenu.html)<br />Source: http://www.macrovu.com/VLBkExmplPgsMenu.html<br />
    15. 15. Concept of Multimodality<br />Using variety of modes (visual, text, audio, video, transition) to communicate information<br />Modes supplement, not replace, each other<br />All modes work hand-in-hand to communicate information in mode powerful way. <br />
    16. 16. Key Points from Tufte, 1983<br />Well designed graphics are far more effective than words<br />Human eye can make remarkable number of distinctions within a small area – graphics can place millions of bits of information on a single page before human eyes<br />Presents text and numbers as visual ideas rather than parades of words and numbers<br />Visuals are instruments that help people to reason about information<br />
    17. 17. Key Points from Tufte, 1990<br />Principles of information design are universals – like mathematics – and are not tied to unique features of a particular culture.<br />The world is complex, dynamic, multidimensional, the paper is static, flat – envisioning information is escape from it.<br />Envision of information works at intersection of images, words, numbers, art.<br />It is not how much information is there but rather how effectively it is arranged<br />Confusion is failure of design not attribute of information.<br />
    18. 18. Key Points from Lester (2000)<br />Pictures invented to communicate complex thoughts. With invention of print words become more important that pictures<br />Produce powerful pictures so that viewers can remember their content<br />Analyzing images makes you take long careful look. First image becomes part of your general knowledge. The more you know the more you see<br />Deconstructing Visual Information by questioning who the visualization was made for, by whom, why, and based on which data. <br />Individuals do not have good visual literacy:<br />Reading and writing became curriculum requirements, but visual literacy wasn’t considered a necessary component of individual’s education<br />
    19. 19. Types of Visuals<br />Photorealistic Images<br />Paintings and drawings <br />Caricatures, cartoons, abstract art, etc<br />Maps of territories (real and abstract)<br />Symbols and icons<br />Diagrams and charts<br />Mindmaps<br />3-dimensionas <br />Here are some resources to explore: http://www.graphic.org/goindex.htmlhttp://www.idiagram.com/<br />
    20. 20. Task 1<br />What makes effective visual display?<br />Your task is to examine five visual display of same information. Select one that you think is the best. Prepare to justify your selection by developing arguments for effectiveness of that visual. <br />
    21. 21. Task 1 <br />http://www.albertocairo.com/jomc/projects/jason1.html<br />http://www.albertocairo.com/jomc/projects/vu1.html<br />http://www.albertocairo.com/jomc/projects/lindsay1.html<br />http://www.albertocairo.com/jomc/projects/mike1.html<br />http://www.albertocairo.com/jomc/projects/mariel1.html<br />
    22. 22. Key Question<br />Size?<br />Color?<br />Location?<br />Movement?<br />Feeding?<br />Life Photo?<br />Multimodalities<br />What makes an image effective for communication?<br />
    23. 23. Some Visual Stuff<br />Kids do it in classrooms...<br />
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    37. 37. Visual and Interactive Elements<br />Hot-spots<br />Buttons<br />Hyper-links<br />Sliders<br />Haptic Input<br />Pull-down Lists<br />Text-inputs<br />Key-press<br />Check-boxes<br />Radio-buttons<br />COLOUR<br />
    38. 38. http://www.elmundo.es/elmundo/2002/graficos/jul/s4/calamar.html<br />Some more work from Alberto Cairo:<br />http://www.albertocairo.com/book/book.html<br />
    39. 39. Technology Tools<br />PowerPoint is one of most used tool for development of visuals for teachers<br />Photoshop, Illustrator, Fireworks are excellent professional tools<br />If you want something free, try:http://www.freeserifsoftware.com/<br />You can also try FotoFx free software from:http://www.fxfoto.com/<br />For 3-dimensional graphics, 3D Studio Max and Swift 3d or PixAround for QTVR<br />This days we are moving towards Cloud Computing<br />
    40. 40. Task 2<br />Information about this task is here:https://docs.google.com/document/d/1CVRuoaVXyAmZF0j2yHXGeEv8BZRKhYotJFwNaS9uPyk/edit?hl=en&authkey=CKa49vQD<br />You need to present your competed tasks in your Google Sites and then engage in commenting to completed tasks of other class members. <br />
    41. 41. Some Readings (If you have time)<br />Recommended Reading – interesting as it opens some important areas for discussion<br />Polemics of Visual Thinkinghttp://pages.slc.edu/~ebj/minds/student_pages/adrian/index.html<br />Tufte, E. R. (1983). The visual display of quantitative information. Cheshire, Connecticut: Graphics Press.<br />Tufte, E. R. (1990). Envisioning information. Cheshire, Connecticut: Graphics Press.<br />Lester, P. M. (2000). Visual communication. Belmont, CA: Thomson Learning.<br />Suggested reading for your interest in case that you want to explore more about semiotics<br />Semiotics for Beginnershttp://www.aber.ac.uk/media/Documents/S4B/semiotic.html<br />

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