Hello. I’m Imogen. I spent 20 years doing scientific graphic design.During 2008 and 2009 I edited about 70 posters for publication by NAIRTL.I have a 2-hour workshop on poster design that I teach. This is the 6 minute version, as requested by Iain MacLabhrainn for the CELT 2010 conference.
A snappy title’s a big help but you have to know what you are trying to achieve.- General fuzzy PR?- Your ticket to a conference for less work than a paper?Or do you actually want to create a conversation?Oh, and I’m very keen on wearing something that goes with your poster…
Most mobile phones have a voice memo recorder. Try using it at poster sessions to record interesting comments or thoughts for follow up, or to keep contact details.May be continue the discussion on your blog or facebook page?I’m saying: don’t think of your poster as one-way propaganda, but as a conversation.
I chose a physics poster specially for Iain…You want to be selected.You want to be remembered for the right reasons…And you want to get your ideas talked about.
Think about all the different ways in which posters are read. To create something for all these situations is not a trivial task even for trained designers.Most people start with their title – which means first, they have to be able to precis the research idea….
Narrative is remembered. This slide is probably the only thing you’ll rememberfrom this presentation. That’s because it has a story and a memorable image. And very little text.
It’s important to think about graphics early on in the project, not in a rush at the end.Don’t be afraid to use online picture libraries like Corbis – they aren’t that expensive and can often be the easiest solution. But choose digital rights-free images – so you can pay once, and use often.
It’s not a dissertation.It’s not a paper.You can’t condense a PhD to an A1 or A2 poster so don’t try.Recent memory research (Cowan,Rouder and Morey 2008) indicates there are only three or four slots in most people’s working memory “buffer”, so even five thoughts could be excessive.
Some posters comparing two methods/ or two timelines/ or two groups may only work portrait styleBut landscape’s more flexible and can be easily re-used as a slide for teaching, or on digital signage to advertise an event.
So now we can start to get creative and think about idea shapes.The snail’s just for fun, although I’ve always wanted to a spiral shaped poster for a startup of some description. Another poster idea I’d love to do is a game grid like a simple version of snakes and ladders.
I actually can’t find the final version of this poster, but it’s a typical description of a project which is intended to become a circular, iterative process – the ticks indicate those elements of the cycle completed.
It doesn’t matter if your research doesn’t produce pretty graphdata.Anything can be visualised, but you have to plan it instead of thinking about it the week of the conference…Or the night before the abstract submission deadline…
It is of course true that many events have specific standards about formats and sections they want to see, but there is no reason you have to ape an 80s newsletter…I think one reason posters are often considered boring and repetitive is because they all look so similar.
I like the use of colour in this one to indicate phases and topic segments. I still think it’s far too complicated. But it is consistent in its use of similar graphic styles for similar classes of information.
Legibility is the concern of the typeface designer.Readability is the concern of the information designer (and that’s you!)Your responsibility is to pick the typeface, and edit the text.
What works on a computer screen may not work on paper.This is particularly true if you get tempted to use text that is lighter than its background (“reversed out”)Computer screens are viewed by transmitted light. Printed posters are viewed by reflected light, so keep printing out from an early stage.
Try reading a whole paragraph without a breath. White space on a page is where your brain draws a breath when you readSilently to yourself....By the way, if you want to keep the white space white, pay the price to get your poster laminated.
We’ve reduced the text and added graphics. It was hard work.So now make the poster available on social media if the organisers allow.Slideshare.com, shown here, is a great way to get coverage. Others include:Delicious social bookmarking /Facebook/ twitter – Converse and discover!
No time to go through this in detail as I want to show you some real posters and get your responses… we can all hire a designer if we have budget, but what happens when real people are let loose to be creative? It can be messy… but it’s interesting.
So what do you think of these real posters by non-designers? And what do you think about your own last poster?
Think one word or a short phrase about each of these…
I don’t like this one but lots of students love it and think it stands out well from the crowd.
My research question for you: can you alter the direction of research by thinking about the shape of the research idea early on through graphical poster presentations?
Could doing a poster at the beginning, not the end of a piece of research actually improve creative thought?
So: who the ****’s this?<br />Imogen Bertin blog website: www.ctc.ie<br />
What makes a successful poster?<br />Newsflash!<br /><ul><li>Communication and research are moving to a “shared construction” model.
Oh, and wear something that goes with your poster…</li></li></ul><li>What’s the point without feedback?<br />Don’t forget to get the contact details of the person making the comment!<br />
Why should you care about design?<br />No-one’s going to read this because there’s too much text<br />
How willposters be read?<br />Across a room by people drinking coffee and talking<br />With someone watching you read – uncomfortable!<br />In detail in a post-conference publication<br />On a digital signage system<br />Online/onscreen<br />
The American President exercise<br />An old trick to teach summarising skills reduced each US Presidency to one sentence such as: <br />“Abraham Lincoln wrote the constitution and freed the slaves”.<br />
Good graphics get remembered<br />Try to think of opportunities for graphics from the moment you start the research. <br />Use your camera phone<br />William Glaser: text-only = 10% retention<br />With pictures, 30% retention<br />
Readability and legibility<br />Line length not to exceed a-z plus a-m in the typeface chosen<br />Careful not to affect legibility with background colour or image<br />Make your design choices consistent with your information hierarchy – people subconsciously weight information by its graphical context: sizes, colours, typefaces.<br />NEVER more than three heading levels including the title.<br />
Transmitted and reflected light<br />Images of a reconstruction of one of Faraday’s early microscopy experiments with reflected and transmitted light.<br />
24 pt body text; References can be 16 pt.<br />Not more than three heading levels<br />Capitals: If in doubt, leave it out.<br />Copyright of graphics, clip art?<br />Use model release forms when you photograph or video<br />Minimum standards and boring bits<br />
‘The Game is Afoot!’: The Pedagogical Case of Teaching for Understanding, <br /> Sherlock Holmes and Scientific Problem-solving in Economics<br />ByDaniel Blackshields, Department of Economics, University College, Cork firstname.lastname@example.org<br />Chapter III: A Quest for a Solution:<br />Performances of Understanding <br />‘ It is my business to know things. Perhaps I <br />have trained myself to see what others overlook.’<br />Holmes, A Case of Identity <br />The performance perspective of TfU <br />directs students to engage in a variety <br />of thought-provoking performances<br />with a topic. It enables teachers<br />to systematically develop a <br />problem-solving programme <br />that is student-performance focused. <br />Sherlock Holmes is an exemplar <br />detective using the scientific <br />method. The problems that Holmes solves, like those encountered byeconomists, have a social ontology.<br />Chapter IV: Mr Holmes’ Discourses<br />‘You know my method…’<br />Holmes, The Boscombe Valley Mystery <br />Introductory Performance: <br />The Economist as Detective<br />Students perform as economic experts <br />solving the economic problems of ‘Robin <br />Hood’s org’. Students reflect on the nature <br />of problem-solving as economic experts.<br />It has always been my habit to hide none of my methods, either from my friend Watson or from anyone who might take an intelligent interest in them.<br /> Holmes,The Reigate Puzzle<br />Guided Performance: <br />Watching the Detective<br />The process of problem-solving in a <br />scientific manner is explored by <br />engaging in a meta-analysis of the Holmes’<br /> case ‘ The Adventure of the Six<br /> Napoleons’. In groups, students <br /> act as Dr Watson exploring the<br /> case and isolating the key<br /> elements and steps of the <br /> scientific process for social <br /> phenomena and the roles, values <br /> and dispositions of the scientific<br /> researcher. <br />Culminating Performances:<br /> i) Reviewing ‘The Case of Robin Hood’<br /> Students engage in ‘reflection on action’<br /> questioning their own problem-solving<br /> process from the introductory <br /> performance in light of meta-level model <br /> developed in the guided performance.<br />ii) ‘The Case of Creative Industries’<br /> Students again perform as economic <br /> experts exploring diverse problems <br /> in a variety of creative industries.<br />NAIRTL: International Perspectives on Teaching & Learning in<br /> Higher Education (9th-10th Nov, UCC)<br />Chapter I: <br />A Statement <br />of the Case<br />‘It is a capital<br /> mistake to <br />theorise before<br />one has data’<br /> Holmes, A Scandal <br /> in Bohemia<br />The performance<br />perspective of the<br />TfU allows a <br />teacher develop <br />a ‘cognitive <br />apprenticeship’ <br />programme of <br />expert problem-<br />solving & apply <br />the metaphor of <br />Sherlock Holmes<br />for the scientific <br />exploration of<br />economic <br />problems.<br />Chapter V: <br />The Personal <br />Reminiscences of<br />Mr. Blackshields<br />‘It is the scientific<br />use of imagination’<br /> Holmes, The <br /> Hound of the <br /> Baskervilles<br />Using TfU to <br />develop my <br />instructional <br />programme has<br />allowed me to: <br />Consciously move <br /> to performance-<br /> based teaching.<br /> Appreciate the<br /> importance of <br /> understanding <br /> from the student <br /> perspective.<br />Systematically <br />encourage self-<br />reflection & self-<br />governance by <br />Students.<br />Bibliography:<br />Blythe, T et al (1998) <br />The TfU Guide. San <br />Franciso: Josey-Bass<br />VanSickle, R. (1992)<br />Learning to Reason <br />with Economics. <br />Journal of Economic <br />Education. Winter <br />56-63.<br />List of Sherlock <br />Holmes Cases <br />http://www.sherlock-<br />holmes.co.uk<br />List of images:<br />www.imaginaire.<br />ca/Images2/Holmes<br />-Image-Loupe.jpg<br />www.artintheblood.<br />com/scan/sherlock<br />.jpg<br />www.scottishillustra<br />tors.com/.../sscott1.<br />jpg<br />Chapter II: A Pedagogical Puzzle<br />‘It is quite a <br />three-pipe problem’<br /> Holmes, The Red<br /> -Headed League<br />Problem i:<br />To teach students<br />to reason <br />effectively in <br />Economics<br />Problem ii:<br />To facilitate the <br />self-management <br />of problem-<br />solving.<br />Problem iii:<br />To develop an <br />instructional <br />programme that <br />engages a diverse student body. <br />
This poster contextualises how the Teaching for Understanding framework was used in designing the course content for an Introductory Auditing Module.<br />AC2215: Auditing, Control and Ethics <br /> Ms. Claire O’ Sullivan Rochford, Dept of Accounting, Finance and Information Systems<br />THROUGHLINES<br />What is an Audit?<br />What do Auditors actually do?<br />“Let’s Audit”<br />ONGOING ASSESSMENT<br /><ul><li>Informal feedback between teacher and student
End of Module Exam (70 marks)</li></ul>GENERATIVE TOPICS – The Journey Ahead<br />Control<br />Risk<br />Auditors<br />Key to Teaching for Understanding Framework:<br />Throughlines (Overarching goals/ understandings)<br />Generative Topics (main concepts/ themes of course)<br />Understanding Goals (focusing goals for each topic)<br />Performances of Understanding (demonstration of understanding by students)<br />Ongoing Assessment (Feedback/ Reflections from teacher during process)<br />Ethics<br />PERFORMANCES OFUNDERSTANDING <br /><ul><li> Engage in In-class Discussions
These enable the students to reach the “peak” of their ability.</li></ul>A.L.P.S. (Active Learning Processes for Students)<br />UNDERSTANDING GOALS<br /><ul><li>Students will grasp what exactly an audit is, what the various types of audit are and what an auditor does both from a regulatory and a practical perspective.
Through the Audit Process Model students will:
Learn to define controls and to identify and test controls
Participate in the audit of a number of key areas on the Balance Sheet/ Income Statement</li></ul>The teacher’s aim was to bridge the gap between auditing theory and auditing practice in designing both the materials and the method of delivery for this module. The TFU framework enabled her to do this. The key message of the poster is to outline the journey students will face in studying this Introductory Auditing module and the process is presented using the different elements of the TFU framework. On reflection while the learning and teaching activities were well planned they need to be further designed and refined to meet the needs of future students.<br />
The Learning Journal as a Human Rights Learning Tool A ‘Novel’ Approach to Human Rights Education<br />Introduction<br />Teaching human rights theory to third level students in developed countries can often be an abstract exercise, as many of these students tend to have little personal experience with human rights violations. In order to efficiently convey the true lessons of human rights education, it is worthwhile to attempt to personalise the learning of these concepts. The case study detailed here examines the innovative approach of using a fictional novel - John Boyne’s The Boy in the Striped Pyjamas - which is based on the real events of the Holocaust to deepen the quality of learning of a group of first year university students following a course in citizenship and human rights.<br />‘This exercise has been an interesting and eye-opening experience...It wasn’t until I was given this assignment, to read a book and keep a learning journal simultaneously, that I have ever read a book in the truest sense of the word. Reading a book isn’t just about following the story, it’s about understanding the meaning of the story and why it’s being told.’ (Student , April 2008)<br />‘Throughout the course of this learning journal, I have found myself deliberating over issues of morals, inequality, human interaction, learning and personal enlightenment.’ <br />(Student, April 2008)<br />What Students Gain from the Process<br />Learning Journal Theory<br />According to Moon (2006: 1/2), ‘by learning journal, we refer to an accumulation of material that is mainly based on the writer’s processes of reflection…made over a period of time.’ Moon (2006) believes the purpose of journals to include the following:<br /><ul><li>To facilitate learning from experience;
To support understanding and develop critical thinking;
To increase involvement in and ownership of learning;
To increase ability in reflection and thinking;
For reasons of personal development and self-empowerment.</li></ul>Research shows that there are four individual learning styles, including:<br /><ul><li>Activists who involve themselves fully and thrive on any new experiences;
Reflectors who like to stand back and ponder experiences;
Theorists who adapt and integrate observations into sound theories;
Pragmatists who are keen to try out ideas, theories and techniques to see if they work in practise. (Barclay, 1996:29)</li></ul>A learning journal, which records and tracks personal development through regular reflection, is one method of incorporating all of the above four into students’ learning cycles.<br />The Assignment<br />Students are required to keep a regular record of their experience of reading the prescribed text, The Boy in the Striped Pyjamas, in a Learning Journal. It is recommended that entries are categorised under the headings outlined below:<br />Events - This includes an account of key happenings in the students’ reading of the specified text. It also involves analysing their feelings/behaviour and the behaviour of any others involved in the situation.<br />Reflections - This element focuses on the students’ learning and is in two sections:<br />(a) Reflections in terms of their personal feelings about the event - whether they felt the experience was positive/negative; what issues were raised for them, etc.<br /> (b) Reflections in terms of links between theory and practice. This involves relating theoretical issues/debates and research covered in this course to the events they have recorded. Making links and connections with their own lives and those of other people, course modules, previous study, wider public debates, Government policies is an important part of this process.<br />Action Plans - This is linked to the previous element and involves a discussion of how the students feel about the overall process of recording their learning journal. The process of situating the events dealt with in the prescribed text, both in a personal and theoretical context, can assist them with identifying what skills/abilities, learning needs and actions they need to pursue in the future (further research/reading, apply their learning to a particular project/programme, etc.) <br />Broadening the Scope of the Learning Journal<br />The teaching of human rights is critically important in the contemporary world, given both the widespread violations of rights throughout the planet and the advent of new rights challenges emerging from a host of sources including migration, climate change, the availability of water and food, and the depletion of hydro-carbon fossil fuels. While our approach attempts to address the learning processes within a formal university setting, we see its potential as ‘a vehicle for reflection’ (Moon 2006) in a diversity of educational contexts and cultures.<br />References<br />Barclay, Jean (1996), ‘Learning from experience with learning logs’, Journal of Management Development, 15: 6, pp.28-43.<br />Moon, Jennifer A. (2004), ‘A handbook of reflective and experiential learning – Theory and Practice,’ RoutledgeFalmer, Oxon.<br />Moon, Jennifer A. (2006), ‘A handbook for reflective practice and professional development’, RoutledgeFalmer, Oxon.<br />Contact: Dr Séamus Ó Tuama [email@example.com] & Ms Lyndsey Power [firstname.lastname@example.org], Department of Government, University College Cork.<br />
Inter-Professional Teamwork in Medical Education: Diabetes Care as a Case Study <br />Patrick Henn1,Rossana Salerno-Kennedy1, Siun O’Flynn,1 Jennifer Buckley2, Emily Howarth2, Margaret Humphreys2<br />1School of Medicine, University College Cork, Ireland; 2Cork University Hospital, Cork, Ireland<br />Background<br />Medical students are expected to work in an interdisciplinary team on graduation. Students in medicine, nursing and other health professions traditionally have little contact with one another in their undergraduate education and little planned collaborative learning experiences designed to promote such relationships. <br />The literature shows that separate training encourages different health professional groups to maintain their independence and autonomy. Changes in patterns of health care delivery and the structure of the Health Service have impacted upon the development of the health professions and have prompted calls for collaboration between professions in health and social care. .1,2,3<br />Design<br />A lecture on Diabetes Mellitus that included a patient perspective, followed by a joint presentation delivered within the classroom by members of the diabetes multidisciplinary team (a specialist dietician, podiatrist and clinical nurse), on team work and their role in the management of diabetes. <br />Results:the following themes emerged:<br />An insightful view of the role of the multidisciplinary team in the management of the person with diabetes<br />Use of case based studies was very helpful<br />Importance of team work in patient care <br />Importance of communication between team members to deliver effective care<br />Importance of evidence based medicine in patient care<br />Suggestions by students to improve the session<br />Include a patient with diabetes with the multidisciplinary team<br />More hands on experience within the session<br />More similar teaching and learning sessions <br />Aim<br />Explore the feasibility of introducing interdisciplinary education to second year medical students using Diabetes Mellitus as a chronic disease requiring inter-disciplinary management. <br />Evaluate the benefits to students learning by using written free-form feedback.<br />Conclusion<br />The encounter with other professionals in the classroom acts as a powerful driving force for students to reflect on their professionalism and learn how to work in a team.<br />References<br />DeWitt C, Baldwin JR. Territoriality and power in the health professions. Journal of Interprofessional Care, October 2007; 21(S1): 97-107.<br />Singleton JK, Green-Hernandez C. Interdisciplinary Education and Practice: Has Its Time Come? Journal of Nurse-Midwife. Vol. 43, no. January/February 1998.<br />DeWitt C, Baldwin JR, Baldwin MA. Interdisciplinary education and health team training: A model for learning and service. Journal of Interprofessional Care, October 2007; 21(S1): 52-69.<br />
Autoethnography: Informing the present based on the pastJoanne MaloneDepartment of Languages, Tourism & Hospitality, Waterford Institute of Technology, Waterford, Ireland <br />Background<br />Autoethnography has multiple connotations and is used in a variety of contexts such as anthropology, sociology, and literacy. The author of an autoethnographical piece of writing is the person under study. It is a blend of biographical writing combined with personal narrative in a specified context. Each story is unique as it describes culture and life. In its most basic form autoethnography requires delving into the past, in the hope this will provide new insights for both the author and his / her audience. <br />How<br />Performance Process Analysis <br /><ul><li>Personal reflection
Blogs </li></ul>Return on experience<br />Attend to feelings<br />Re-evaluation of the experience<br />Rationale<br />Autoethnography is an inward creative discipline, requiring reflection in terms of actual events and the personal feelings associated with these events. By reviewing these events in context we can effectively learn from our own past experiences. <br />What I am advocating is that educators share their individual experience in the hope it will provide insight into their work and bring about constructive feedback. <br />Considerations<br /><ul><li>Autoethnography can become a self-indulgent process and the forum of narcissistic individuals .
Research often lacks validity and generalisability, largely attributed to its context-specific method and lack of transferability.
Personal narratives, while highly valuable, can be extremely vulnerable when shared with a wider community. This can be avoided with the use of a pseudonym. </li></ul>Benefits<br /><ul><li>Helps to achieve greater insight into work practices
Learning from the personal experience of others</li></ul>Conclusions<br />These findings clearly support the view that educators can benefit greatly from undertaking autoethnographical practices. Its systematic evaluative practices can be used to enhance the learning experience of both learner and teacher. <br />