Chapter11
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This chapter discusses how to read and create visual information such as charts, graphs, and photos. It explains that authors use visuals to efficiently convey information and connections. The chapter also provides guidance on selecting visual aids based on the type of information, such as using charts to compare data or timelines to show chronological events. Additionally, it emphasizes that visual aids can help students remember information even if they are not artistic, as the visuals only need to make sense to the individual learner.
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F inal presentation 261
Blake Bastin's final presentation outlined his learning commitments in Excel, Access, website development, and presentations. He committed to learning how to create charts in Excel and interpret them, learn basic Access functions, create a website portfolio, and design presentations more efficiently. Blake maintained these commitments by staying on top of assignments, focusing throughout the semester, asking questions when needed, and working hard. He learned how to use PivotTables and charts in Excel, analyze data and design a relational database in Access, and create his own website to insert presentations. Blake plans to use these skills in the future by explaining data sets to employers using graphs, building databases for events, explaining HTML and website creation, and delivering effective presentations in classes.
Background Tools
This document provides guidance on choosing a topic, narrowing it, and forming an issue question for a paper. It recommends topics be specific, narrow enough to adequately cover with limited writing, and wide enough to find relevant materials. Topics should be narrowed by adding details like location, group, or time period. Background tools and databases give contextual information to better understand issues and topics by outlining various viewpoints. They are important resources for papers. The best background tools mentioned are SIRS, Opposing Viewpoints, and CQ Researcher.
Determining Authority And Validity Of Web Pages
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To effectively search academic databases:
- Identify keywords for your topic and make a list
- Truncate keywords by cutting off the last part to include variations, but be careful as this can return too many results
- Use Boolean operators like "and", "or", and "not" to combine search terms and generate more specific results
Validity
This document discusses determining the authority and validity of information sources. It notes that not all sources are equal and that scholarly journals tend to be more authoritative than popular magazines as they are written for specific professional audiences. The document provides guidance on evaluating different types of sources based on the topic, whether it is new, popular, regional or long-discussed, and the amount of available information. It also discusses factors to consider in determining if a source has bias, such as the author's affiliations, potential personal gains, use of credible sources and acknowledgement of opposing viewpoints.
Chapter 8
This document provides guidance on creating effective support materials and visualizations for distance education courses. It discusses components of an interactive study guide, including photographs, drawings, self-tests, questions and lists. The steps for producing an interactive study guide are outlined, such as identifying objectives and creating a detailed outline. Design principles for interactive study guides are also covered, including size, font, color, alignment and capitalization. Finally, the document discusses using word pictures, diagrams and other visuals to clearly explain concepts for distance learning students.
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F inal presentation 261
Blake Bastin's final presentation outlined his learning commitments in Excel, Access, website development, and presentations. He committed to learning how to create charts in Excel and interpret them, learn basic Access functions, create a website portfolio, and design presentations more efficiently. Blake maintained these commitments by staying on top of assignments, focusing throughout the semester, asking questions when needed, and working hard. He learned how to use PivotTables and charts in Excel, analyze data and design a relational database in Access, and create his own website to insert presentations. Blake plans to use these skills in the future by explaining data sets to employers using graphs, building databases for events, explaining HTML and website creation, and delivering effective presentations in classes.
Background Tools
This document provides guidance on choosing a topic, narrowing it, and forming an issue question for a paper. It recommends topics be specific, narrow enough to adequately cover with limited writing, and wide enough to find relevant materials. Topics should be narrowed by adding details like location, group, or time period. Background tools and databases give contextual information to better understand issues and topics by outlining various viewpoints. They are important resources for papers. The best background tools mentioned are SIRS, Opposing Viewpoints, and CQ Researcher.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Academic database searching
To effectively search academic databases:
- Identify keywords for your topic and make a list
- Truncate keywords by cutting off the last part to include variations, but be careful as this can return too many results
- Use Boolean operators like "and", "or", and "not" to combine search terms and generate more specific results
Validity
This document discusses determining the authority and validity of information sources. It notes that not all sources are equal and that scholarly journals tend to be more authoritative than popular magazines as they are written for specific professional audiences. The document provides guidance on evaluating different types of sources based on the topic, whether it is new, popular, regional or long-discussed, and the amount of available information. It also discusses factors to consider in determining if a source has bias, such as the author's affiliations, potential personal gains, use of credible sources and acknowledgement of opposing viewpoints.
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This document provides guidance on creating effective support materials and visualizations for distance education courses. It discusses components of an interactive study guide, including photographs, drawings, self-tests, questions and lists. The steps for producing an interactive study guide are outlined, such as identifying objectives and creating a detailed outline. Design principles for interactive study guides are also covered, including size, font, color, alignment and capitalization. Finally, the document discusses using word pictures, diagrams and other visuals to clearly explain concepts for distance learning students.
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1) Organizing the information and images to be presented based on the story and criteria before starting layout.
2) Using a grid system and hierarchy to structure boards with impact images visible from a distance and details up close.
3) Keeping backgrounds plain, usually white, to make images and text stand out professionally.
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This is a presentation I gave on 'Graphic Design Essentials' as a part of STC India, Pune ZIP conference on June 9, 2018.
Please feel free to share it amongst your peers and friends.
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The document provides tips for effectively structuring and designing architecture presentation boards. It recommends:
1) Organizing the information and images to be presented based on the story and criteria before starting layout.
2) Using a grid system and hierarchy to structure boards with impact images visible from a distance and details up close.
3) Keeping backgrounds plain, usually white, to make images and text stand out professionally.
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Graphs,
Pictures,
Diagrams,
Narrative,
Timelines,
Check lists, etc.
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Chapter11
- 1. Critical Reading for College and Beyond CHAPTER ELEVEN
- 2. CHAPTER GOALS After learning Chapter 11, you should be able to demonstrate: • How to read visual information, such as charts, graphs, and photos. • Why authors select particular visuals to convey certain types of information to their readers. • How to create visuals to help you remember information your have learned from your texts.
- 3. Purpose of Visual Aids? • Visual aids provide a quick, easily accessible format for information that shows how information is connected and/or the meaning.
- 4. Types of Visual Aids in Textbooks • Charts and tables • Diagrams • Illustrations • Graphs – bar graphs, line graphs, pictographs, and pie graphs • Photographs • Time Lines
- 5. Creating Visual Aids • Outlines • Mind Maps • Charts • Matrices • Free Form Drawings Ways to Organize Text Mind Maps Outlines Charts
- 6. Guide for Selecting a Visual Aid • Charts – compare data • Diagrams – represent places, things, processes • Photographs – show actual events • Outlines – show linear organization • Time Lines – represent chronology of events
- 7. What If I’m Not an Artist? • You don’t need to be an artist to make effective visuals. • Visuals only have to make sense to you. • Visuals should be labeled so that you remember key information.
- 8. Chapter Vocabulary • Charts • Diagrams • Outlines • Bar Graphs • Pie Graphs • Photographs • Free-Form Drawings • Illustrations • Line Graphs • Tables • Time Lines • Mind Maps • Concept Maps • Pictographs