The document discusses visual information and media literacy. It defines visual media and outlines its purpose and importance. Some key types of visual media discussed include photography, video, infographics, and data visualization. The document also examines various visual design elements that make up visual media like line, shape, color, texture and form. It provides examples of how these elements are used to effectively convey information and stories visually.
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 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 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
Exploring the Purchase and Use of Drone Aerial Camera from the Viewpoint of T...IJAEMSJORNAL
The growth of Taiwan's camera drone, commonly used in today's film and media industries, has allowed more people to see the deeper beauty of Taiwan, and a wave of drone purchases and use has arisen in Taiwan. This is a business opportunity in the sky. While artists around the world have been widely using drone aerial cameras in their art creations, it is worthwhile to explore the willingness of domestic graphic artists to purchase and use drone aerial cameras. Therefore, this study attempts to use the "Task-Technology Fit Theory (TTF)" and the "Diffusion of Innovations (DOI)" as the theoretical basis for the empirical study. The study will be conducted using an online survey (online questionnaire) with a sample of 300 participants, and the hypotheses will be statistically analyzed through structural equation modeling using SmartPLS. The results of the study can be used by graphic artists as a reference for the use and purchase intentions of technological products and to enhance the presentation of high spatial aesthetics.
How to Improve Research Visibility and Impact: Session 4, Online CVNader Ale Ebrahim
A curriculum vitae (CV) allows you to showcase yourself and your academic and professional achievements in a concise and effective way. Creating an online profile/CV/Researcher Identifier presenting who you are to your academic and professional peers. Creating and maintaining your online profile/CV/Researcher Identifier is an essential tool in disseminating your research and publications. Scholarly identifiers and online profiles like ResearcherID and ORCID provide a solution to the author ambiguity problem within the scholarly research community. They can also help you to track and measure the impact of your scholarly research publications.
What’s in your BA Toolbox – Has User experience and Usability gone to the way...Glenn Teneycke
Susan Bernstein, CGI
Glenn Teneycke, Rogers
Large companies generally have a user experience (UX) department where these designers are mostly utilized for building public facing applications. User Experience designers complement a business systems analyst and vice versa. But, when the UX designers are not
available for non-public facing internal applications, the company’s department then relies upon the BSA for user design. Too many times, these applications lack in user design and usability. Even the simplest changes can be implemented incorrectly.
How does a BSA gain expertise in this area? This presentation offers pitfalls discovered in applications and how to avoid them.
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
Exploring the Purchase and Use of Drone Aerial Camera from the Viewpoint of T...IJAEMSJORNAL
The growth of Taiwan's camera drone, commonly used in today's film and media industries, has allowed more people to see the deeper beauty of Taiwan, and a wave of drone purchases and use has arisen in Taiwan. This is a business opportunity in the sky. While artists around the world have been widely using drone aerial cameras in their art creations, it is worthwhile to explore the willingness of domestic graphic artists to purchase and use drone aerial cameras. Therefore, this study attempts to use the "Task-Technology Fit Theory (TTF)" and the "Diffusion of Innovations (DOI)" as the theoretical basis for the empirical study. The study will be conducted using an online survey (online questionnaire) with a sample of 300 participants, and the hypotheses will be statistically analyzed through structural equation modeling using SmartPLS. The results of the study can be used by graphic artists as a reference for the use and purchase intentions of technological products and to enhance the presentation of high spatial aesthetics.
How to Improve Research Visibility and Impact: Session 4, Online CVNader Ale Ebrahim
A curriculum vitae (CV) allows you to showcase yourself and your academic and professional achievements in a concise and effective way. Creating an online profile/CV/Researcher Identifier presenting who you are to your academic and professional peers. Creating and maintaining your online profile/CV/Researcher Identifier is an essential tool in disseminating your research and publications. Scholarly identifiers and online profiles like ResearcherID and ORCID provide a solution to the author ambiguity problem within the scholarly research community. They can also help you to track and measure the impact of your scholarly research publications.
What’s in your BA Toolbox – Has User experience and Usability gone to the way...Glenn Teneycke
Susan Bernstein, CGI
Glenn Teneycke, Rogers
Large companies generally have a user experience (UX) department where these designers are mostly utilized for building public facing applications. User Experience designers complement a business systems analyst and vice versa. But, when the UX designers are not
available for non-public facing internal applications, the company’s department then relies upon the BSA for user design. Too many times, these applications lack in user design and usability. Even the simplest changes can be implemented incorrectly.
How does a BSA gain expertise in this area? This presentation offers pitfalls discovered in applications and how to avoid them.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. LEARNERS WILL BE ABLE TO…
define visual information and visual media
(SSHS);
discuss the purpose and importance of visual
media (SSHS);
describe the different dimensions of visual
information and media (MIL-11/12VIM-IVc-7);
LEARNING COMPETENCIES
3. LEARNERS WILL BE ABLE TO…
discuss the elements of visual design (SSHS);
comprehend how visual information and media
is/are formally and informally produced,
organized and disseminated (MIL11/12-VIM-IVc-
8); and
LEARNING COMPETENCIES
4. LEARNERS WILL BE ABLE TO…
evaluate the reliability and validity of visual
information and media and its/ their sources
using selection criteria (MIL11/12-VIM-IVc-9).
LEARNING COMPETENCIES
5. I- VISUAL INFORMATION AND MEDIA
A. Definition
B. Purpose and Importance
C. Types and Formats
D. Visual Design Elements
TOPIC OUTLINE
19. CLASS ACTIVITY
1. Write the story of the graphic novel in
your notebook. You are not allowed to
talk to your classmates. (5 minutes)
FORMATIVE ASSESSMENT
20. CLASS DISCUSSION
1. What is the story in this graphic novel?
2. Who is the main character in the story?
How did you know?
3. What do you know about the main
character? How did you know it?
FORMATIVE ASSESSMENT
21. VISUAL
INFORMATION
VISUAL MEDIA
EXAMPLES OF VISUAL MEDIA
• Photography
• Video
• Screenshots
• Infographics
• Data Visualization (charts
and graphs)
• Comic Strips/Cartoons
• Memes
• Visual Note-Taking
22. PURPOSE OF VISUAL INFORMATION
gain attention
create meaning
facilitate retention
23. PURPOSE OF VISUAL INFORMATION
Source: http://www.comoxvalleyrd.ca/EN/meta/whats-new/news-archives/2015/practice-how-to-drop-
cover-and-hold-on-during-shakeout-bc-day.html
24. The Power Of Visual Content BY DemandGen Report (2014)
Source: https://www.demandgenreport.com/industry-topics/rich-media/2906-the-power-of-visual-content-infographic
26. THE POWER OF VISUAL CONTENT MARKETING
Source: http://springboardpr.ie/the-power-of-visual-content-marketing/
27. KNOW YOUR IMAGE FORMAT
HTTPS://MAKEAWEBSITEHUB.COM/IMAGE-FORMATS-MEGA-
CHEAT-SHEETS/
COMMON VISUAL MEDIA FILE TYPES
28. KNOW YOUR IMAGE FORMAT
HTTPS://MAKEAWEBSITEHUB.COM/IMAGE-
FORMATS-MEGA-CHEAT-SHEETS/
29. KNOW YOUR IMAGE FORMAT
HTTPS://MAKEAWEBSITEHUB.COM/IMAGE-
FORMATS-MEGA-CHEAT-SHEETS/
30. KNOW YOUR IMAGE FORMAT
HTTPS://MAKEAWEBSITEHUB.COM/IMAGE-
FORMATS-MEGA-CHEAT-SHEETS/
31. KNOW YOUR IMAGE FORMAT
HTTPS://MAKEAWEBSITEHUB.COM/IMAGE-
FORMATS-MEGA-CHEAT-SHEETS/
32. KNOW YOUR IMAGE FORMAT
HTTPS://MAKEAWEBSITEHUB.COM/IMAGE-
FORMATS-MEGA-CHEAT-SHEETS/
33. ELEMENTS OF VISUAL DESIGN
VISUAL DESIGN ELEMENTS
P
.123 MIL TEACHING GUIDE BY CHED
THE BUILDING BLOCKS OF VISUAL DESIGN BY TEO SIANG
https://www.interaction-design.org/literature/article/the-building-blocks-of-visual-design
34. LINE
describes a shape or outline
create texture and can be thick or thin
may be actual, implied, vertical,
horizontal, diagonal, or contour lines
VISUAL DESIGN ELEMENTS
P
. 123, MIL TEACHING GUIDE BY CHED
37. SHAPE
a geometric or organic area that stands
out from the space next to or around it,
or because of differences in value, color,
or texture
VISUAL DESIGN ELEMENTS
P
. 123, MIL TEACHING GUIDE BY CHED
40. VALUE
the degree of light and dark in a design
contrast between black and white and all
the tones in between
VISUAL DESIGN ELEMENTS
P
. 123, MIL TEACHING GUIDE BY CHED
42. VISUAL DESIGN ELEMENTS
P
. 123, MIL TEACHING GUIDE BY CHED
TEXTURE
way a surface feels or is perceived to feel
illusion of the surfaces peaks and valleys,
resulting in a feeling of smoothness or
roughness in objects
47. VISUAL DESIGN ELEMENTS
P
. 123, MIL TEACHING GUIDE BY CHED
COLOR
determined by its hue (name of color),
intensity (purity of the hue), and value
(lightness or darkness of hue)
used for emphasis, or may elicit
emotions from viewers
50. VISUAL DESIGN ELEMENTS
P
. 123, MIL TEACHING GUIDE BY CHED
FORM
a figure having volume and thickness
an illusion of a 3-dimensional object can be
implied with the use of light and shading
can be viewed from many angles
61. REFERENCES
Media and Information Literacy Curriculum
Guide by DepEd
Media and Information Literacy Teaching
Guide by CHED
Media and Information Literacy by Boots C.
Liquigan, Diwa Learning Systems Inc.
62. REFERENCES
The Building Blocks of Visual Design by TEO SIANG
https://www.interaction-design.org/literature/article/the-building-blocks-of-visual-design
Digital Image File Types Explained
http://users.wfu.edu/matthews/misc/graphics/formats/formats.html
Know Your Image Format
https://makeawebsitehub.com/image-formats-mega-cheat-sheets/
