The document discusses the importance of visual content and media. It states that 40% of people respond better to visual information than text alone. Publishers using infographics grow traffic by 12% on average compared to those without. The document also outlines various types of visual media like photos, videos, and infographics. It describes how visual elements like line, shape, color are used in visual design and principles such as balance and rhythm to direct attention. Overall it emphasizes that visual content is important for gaining attention, facilitating understanding and retention of information.
Media and Information Literacy (MIL)- Visual Information and Media (Part 1)Arniel Ping
Learning Competencies:
1. define visual information and visual media (SSHS);
2. discuss the purpose and importance of visual media (SSHS);
3. describe the different dimensions of visual information and media (MIL-11/12VIM-IVc-7);
4. discuss the elements of visual design (SSHS);
5. comprehend how visual information and media is/are formally and informally produced, organized and disseminated (MIL11/12-VIM-IVc-8); and
6. evaluate the reliability and validity of visual information and media and its/ their sources using selection criteria (MIL11/12-VIM-IVc-9).
Topic Outline
I- VISUAL INFORMATION AND MEDIA
A. Definition
B. Purpose and Importance
C. Types and Formats
D. Visual Design Elements
Media and Information Literacy (MIL)- Visual Information and Media (Part 3)Arniel Ping
Learning Competencies:
1. create a text and visual media composed of digital posters that will share valuable information to the public (SSHS); and
2. produce and evaluate a creative visual-based presentation using design principles and elements (MIL11/12-VIM-IVc-10).
Topic Outline
I- Visual Information and Media (Part 3)
A. Performance Task: Project
1. Text and Visual Media: Digital Posters
Media and Information Literacy (MIL)- Visual Information and Media (Part 1)Arniel Ping
Learning Competencies:
1. define visual information and visual media (SSHS);
2. discuss the purpose and importance of visual media (SSHS);
3. describe the different dimensions of visual information and media (MIL-11/12VIM-IVc-7);
4. discuss the elements of visual design (SSHS);
5. comprehend how visual information and media is/are formally and informally produced, organized and disseminated (MIL11/12-VIM-IVc-8); and
6. evaluate the reliability and validity of visual information and media and its/ their sources using selection criteria (MIL11/12-VIM-IVc-9).
Topic Outline
I- VISUAL INFORMATION AND MEDIA
A. Definition
B. Purpose and Importance
C. Types and Formats
D. Visual Design Elements
Media and Information Literacy (MIL)- Visual Information and Media (Part 3)Arniel Ping
Learning Competencies:
1. create a text and visual media composed of digital posters that will share valuable information to the public (SSHS); and
2. produce and evaluate a creative visual-based presentation using design principles and elements (MIL11/12-VIM-IVc-10).
Topic Outline
I- Visual Information and Media (Part 3)
A. Performance Task: Project
1. Text and Visual Media: Digital Posters
Media and Information Literacy (MIL)- Visual Information and Media (Part 2)Arniel Ping
Learning Competencies:
1. discuss visual design principles (SSHS);
2. identify and evaluate visual design principles used in different visual media (SSHS); and
3. produce and evaluates a creative visual-based presentation using design principles and elements (MIL11/12-VIM-IVc-10).
Topic Outline
I- Visual Information and Media
A. Visual Design Principles
Media and Information Literacy (MIL) - Text Information and Media (Part 1)Arniel Ping
I- TEXT INFORMATION AND MEDIA
A. Definition, Characteristics, Format and Types, Sources, Advantages and Limitations, and Value
B. Text as Visual
C. Selection Criteria
D. Design Principle and Elements
Learners will be able to…
1. define text in the context of multimedia (SSHS);
2. describe the different dimensions of text information and media (MIL11/12TIM-IVb-3);
3. comprehend how text information and media is/are formally and informally produced, organized, and disseminated (MIL11/12TIM-IVb-4)
4. evaluate the reliability and validity of text information and media and its/ their sources using selection criteria (MIL11/12TIM-IVb-5)
MEDIA AND INFORMATION LITERACY (MIL)
LESSON 11 : VISUAL GRAPHICS DESIGN
Learning Objective:
Evaluate existing Web sites and online resources based on the principles of layout, graphic, and visual message design.
Use image manipulation techniques on existing images to change or enhance their current state to communicate a message for a specific purpose.
Create an original or derivative ICT content to effectively communicate a visual message in an online environment related to specific professional tracks.
Manipulate text, graphics, and images to create ICT content intended for an online environment.
Media and Information Literacy (MIL) - 3. Information Literacy - Information ...Arniel Ping
Learning Competencies
Learners will be able to...
1. define information needs (MIL11/12IL-IIIc-8);
2. locate, access, assess, organize, and communicate information (MIL11/12IL-IIIc-8);
3. demonstrate ethical use of information (MIL11/12IL-IIIc-9);
4. create an audio- visual presentation about what information literacy is and why information literacy skills are important (SSHS); and
5. produce and evaluate a creative text, visual, and audio presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd)
Topic Outline
I-Information Literacy
A.Definition and Importance
B.Components of Information Literacy
C.Ethical Use of Information
II- Performance Task- Project
A. Cooperative Work: Audio- Visual Presentation
Media and Information Literacy (MIL) - Intellectual Property, Fair Use, and C...Arniel Ping
Media and Information Literacy (MIL) Legal, Ethical, and Societal Issues in Media and Information (Part 1)
Topics:
1. Intellectual Property in International
and Local Context
2. Fair Use and Creative Commons
LEARNING COMPETENCIES:
1. explain intellectual property and its different types (SSHS);
2. explain copyright, fair use, etc.vis-a-vis human rights (MIL11/12LESI-IIIg20);
3. discuss current issues related to copyright vis-à-vis gov’t./provide sectors actions (MIL11/12LESI-IIIg21);
4. put into practice their understanding of the intellectual property, copy right, and fair use guidelines (MIL11/12LESI-IIIg17); and
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22);
Media and Information Literacy
Multimedia Information and Media
A. What is Multimedia: Types, Formats, Sources, Advantages, Limitations, Value
B. Selection Criteria
C. Design Principles and Elements
Media and Information Literacy (MIL)- Visual Information and Media (Part 2)Arniel Ping
Learning Competencies:
1. discuss visual design principles (SSHS);
2. identify and evaluate visual design principles used in different visual media (SSHS); and
3. produce and evaluates a creative visual-based presentation using design principles and elements (MIL11/12-VIM-IVc-10).
Topic Outline
I- Visual Information and Media
A. Visual Design Principles
Media and Information Literacy (MIL) - Text Information and Media (Part 1)Arniel Ping
I- TEXT INFORMATION AND MEDIA
A. Definition, Characteristics, Format and Types, Sources, Advantages and Limitations, and Value
B. Text as Visual
C. Selection Criteria
D. Design Principle and Elements
Learners will be able to…
1. define text in the context of multimedia (SSHS);
2. describe the different dimensions of text information and media (MIL11/12TIM-IVb-3);
3. comprehend how text information and media is/are formally and informally produced, organized, and disseminated (MIL11/12TIM-IVb-4)
4. evaluate the reliability and validity of text information and media and its/ their sources using selection criteria (MIL11/12TIM-IVb-5)
MEDIA AND INFORMATION LITERACY (MIL)
LESSON 11 : VISUAL GRAPHICS DESIGN
Learning Objective:
Evaluate existing Web sites and online resources based on the principles of layout, graphic, and visual message design.
Use image manipulation techniques on existing images to change or enhance their current state to communicate a message for a specific purpose.
Create an original or derivative ICT content to effectively communicate a visual message in an online environment related to specific professional tracks.
Manipulate text, graphics, and images to create ICT content intended for an online environment.
Media and Information Literacy (MIL) - 3. Information Literacy - Information ...Arniel Ping
Learning Competencies
Learners will be able to...
1. define information needs (MIL11/12IL-IIIc-8);
2. locate, access, assess, organize, and communicate information (MIL11/12IL-IIIc-8);
3. demonstrate ethical use of information (MIL11/12IL-IIIc-9);
4. create an audio- visual presentation about what information literacy is and why information literacy skills are important (SSHS); and
5. produce and evaluate a creative text, visual, and audio presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd)
Topic Outline
I-Information Literacy
A.Definition and Importance
B.Components of Information Literacy
C.Ethical Use of Information
II- Performance Task- Project
A. Cooperative Work: Audio- Visual Presentation
Media and Information Literacy (MIL) - Intellectual Property, Fair Use, and C...Arniel Ping
Media and Information Literacy (MIL) Legal, Ethical, and Societal Issues in Media and Information (Part 1)
Topics:
1. Intellectual Property in International
and Local Context
2. Fair Use and Creative Commons
LEARNING COMPETENCIES:
1. explain intellectual property and its different types (SSHS);
2. explain copyright, fair use, etc.vis-a-vis human rights (MIL11/12LESI-IIIg20);
3. discuss current issues related to copyright vis-à-vis gov’t./provide sectors actions (MIL11/12LESI-IIIg21);
4. put into practice their understanding of the intellectual property, copy right, and fair use guidelines (MIL11/12LESI-IIIg17); and
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22);
Media and Information Literacy
Multimedia Information and Media
A. What is Multimedia: Types, Formats, Sources, Advantages, Limitations, Value
B. Selection Criteria
C. Design Principles and Elements
Multimodal Rhetorics
From Writer/Designer: A Guide to Making Multimodal Projects. Kristin L. Arola, Jennifer
Sheppard and Cheryl E. Ball. Boston: Bedford/St. Martin's. 2014.
Using Multimodal Rhetorics- Concepts and Activities
Purpose
Writing is not the only way people use rhetoric- ALL communication and argument is multimodal- meaning that
everything from images, video, gestures, body language, color, sound, spatial distance, and more contributes to
meaning and shapes how others are persuaded by it. Being better aware of how multimodal rhetorical choices
influence an audience can help you to be more critical of what others are saying to you, as well as to make use of
these strategies in your own communication. These notes and activities are excerpted from Writer/Designer:
Making Multimodal Projects by Kristin Arola, Jennifer Sheppard, and Cheryl Ball.
• Mode- a semiotic resource or means of
communication
• Multimodal- the ways we combine different
ways (or modes) of communicating in
everyday life
• Text- the artifact that results from
communicating in any mode or combination
of modes (words, images, sound, etc.)
• To produce a successful text, writers must
be able to consciously use different modes
both alone and in combination
• Each mode plays a role individually in the
overall message, but it’s their combination
that creates the full feel and function of the
text
• Five modes of communication:
o Linguistic- the use of language (word choice, delivery of spoken text, organization of writing or
speech into phrases, paragraphs, sentences, etc., the development and coherence of individual words
and ideas)
o Visual- images and other characteristics that can be seen (size, color, layout, style, etc.); very good at
communicating how something looks or how someone is feeling, how to do something
o Aural- focuses on sound as a means of communicating and/or understanding information (music,
sound effects, ambient noise/sound, silence, tone of voice in spoken language, volume of sound
emphasis, accent)- sound signals information
o Spatial- physical arrangement (layout, organization, proximity between people and/or objects)
o Gestural- includes facial expressions, hand gestures, body language, interaction between people-
provides an important way of making or understanding meaning, responses, and relationships
• Medium/Media- the specific expression of communication within a given mode (water color would be a
medium in the mode of visual expression)
• Affordances- the strengths and weakness of individual modes or media in a given rhetorical situation
One way to think about the different modes of communication is as a set of tools. You may not use all of them in a
single project because each mode has its own affordances and constraints (strengths and weaknesses)- just like a
wrench is probably more useful for fixing a faucet than a hammer. Sometimes, though, ...
Key Design Principles To Improve Your User Experience (UX)Belatrix Software
In this webinar, Belatrix user experience (UX) expert Barbara Lipinski, will outline the design principles underlying UX. This webinar is vital viewing for anyone who’s day-to-day job involves UX, and is trying to create a powerful UX for their product.
We will define the difference between UX and graphic design, as well as examine how they are related. In addition we will also explore:
Difference between art and design
Similarities between projectual process and the UX process, and the importance of the user in graphic design
Image-based versus text-based design
Typographical principles and paragraph
Concept and consistency of good design
Color theory, balance and weight
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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3. Forty percent of people will respond better to visual information
than plain text.
Publishers who use info graphics grow in traffic an average 12%
more than those who don’t.
Eighty percent of what is seen is retained.
Conversions increase by 86 percent when videos are used in a
landing page.
Twenty percent of words on a web page is read by the average
user.
Landing pages with videos are 40 times more shareable.
4. What does the info graph imply about
the importance of visual content?
5. 1.VISUAL MEDIA AND INFORMATION-materials, programs,
applications and the like that teachers and students use to
formulate new information to aid learning through the use,
analysis, evaluation and production of visual images.
2.TYPES OF VISUAL MEDIA-photography, video,
screenshots, infographics, data visualization (charts and
graphs), comic strips/cartoons, memes, visual note-taking,
etc.
6. 3. FORMALLY AND INFORMALLY PRODUCED VISUAL
MEDIA-visual media produced by formal organizations such as
schools, government, and established media/publishing outfits
are considered formally produced. Other visual media are
considered informally produced.
4. PURPOSE OF VISUAL INFORMATION-the primary purpose
of visual information is to gain attention, create meaning, and
facilitate retention.
7. 5. VISUAL DESIGN ELEMENTS-the building blocks or basic units in the construction
of a visual image
a.LINE-describes a shape or outline. It can create texture and can be thick or
thin. Lines may be actual, implied, vertical, horizontal, diagonal, or contour
lines.
b.SHAPE-usually a geometric area that stands out from the space next to or
around it, because of differences in value, color, or texture. Shape may also
be organic.
c.VALUE-the degree of light and dark in a design. It is the contrast between
black and white and all the tones in between. Value can be used with color as
well as black and white. Contrast is the extreme changes between values.
8. d. TEXTURE-the way a surface feels or is perceived to feel. Texture can be added to
attract or repel interest to a visual element. Visual texture is the illusion of the
surfaces peaks and valleys, resulting in a feeling of smoothness and roughness in
objects.
e. COLOR-determined by its hue (name of color), intensity (purity of the hue), and
value (lightness or darkness of hue). Color and color combination can play a large
role in the design. Color may be used for emphasis, or may elicit emotions from
viewers. Color maybe warm, cool, or neutral. It plays a major role in our visual
perception, as it influences our reactions about the world around us. It is therefore
important to create color palettes that evoke the appropriate audience reactions.
Color has three properties.
f. FORM-a figure having volume and thickness. An illusion of a 3-dimensional object
can be implied with the use of light and shading. Form can be viewed from many
angles.
9.
10. 6. VISUAL DESIGN PRINCIPLES:
a. CONSISTENCY OF MARGINS, TYPEFACE, AND COLORS is
necessary, especially in slide presentations or documents
that are more than one page.
b. CENTER OF INTEREST-an area that first attracts the
attention in a composition. This area is important compared
to the other objects or elements in a composition. This can
be by contrast of values, more colors, and placement in the
format.
11. c. BALANCE-a feeling of visual equality in shape, form,
value, color, etc. Balance can be symmetrical or evenly
balanced, or asymmetrically and unevenly balanced.
Objects, values, colors, textures, shapes, forms, etc can
be used in creating balance in a composition.
d. HARMONY-brings together a composition with similar
units. If for example your composition was using wavy
lines and organic shapes, you would stay with those
types of lines and not put in just one geometric shape.
12. e. CONTRAST-offer some change in value creating a visual discord in
a composition. Contrast shows the difference between shapes and can
e used as background to bring objects out and forward in a design. It
can also be used to create an area of emphasis.
f. DIRECTIONAL MOVEMENT-a visual flow through the composition. It
can be suggestion of motion in a design as you move in a design as
you move from object to object by way of placement and position.
Directional movement can be created with value pattern. It is with the
placement of dark and light areas that you can move your attention
through the format.
13. g. RHYTHM-a movement in which some elements
recur regularly. Like a dance, it will have a flow of
objects that will seem to be like the beat of music.
h. PERSPECTIVE-created through the arrangement
of objects in two-dimensional space to look like they
appear in real life. Perspective is a learned meaning
of the relationship between different objects seen in
space.
14.
15. WRITTEN WORK 1:
Paste your visual image cutouts taken from magazine on your notebook. Fill up and
answer the questions given below. Also, create a 1-page critique of the visuals.
1. Who is the intended audience?
2. Who is the producer?
3. What is the purpose?
4. What is the topic or message? What are the facts?
5. How was the information presented? Did it make use of appropriate design elements
and principles?
6. Is this this the best platform to use? Why?
16. GROUP ACTIVITY:
CREATE AN INFOGRAPHICS ABOUT SOCIALAND
ETHICAL ISSUE ON MEDIAAND INFORMATION
LITERACY
(GROUPS OF 5) PRINT IT OUT. Ask 10 teachers to rate
your work, 10 as the highest.
The sum minus 2 will be your score.