EdTech 506: Organization

Gilin Organization

Users: The users are high school sophomores, juniors, and seniors, ages 15-18 that should all be at, or about at grade reading level. Students will have most likely heard of “lower prices” and “new and improved products,” but probably have not heard of “economic utility” at this time.

Why Will These Work?: This image was created to help students understand the 3 economic benefits of marketing. Ch. 6 helped me better understand organization through hierarchy. I wanted to organize the information using shapes and cues – which are “a form of hierarchy that uses visuals such as arrows, headings, and lines in instructional materials” (Lohr, 2008, pg. 123). I wanted to be a little more creative than using arrows and lines so I used dotted lines to direct the learner to each economic benefit of utility. I also wanted to create a direction of the students’ eye when reading the graphic. “By placing important information onto a horizontal or vertical alignment, it is more likely to be noticed” (Lohr, 2008, pg. 128). I worked to accomplish this by placing the most important information at the top and then include the three benefits below. The user will use the vertical and horizontal alignment to direct their eye, top, then left to right. I used figure 6-4 on page 129 for inspiration. I tried to incorporate some nice colors and use of shapes as well and really enjoyed this assignment!

User Test/Changes: Originally, I did not have the black box around the “Economic Benefits of Marketing” title. After the user test, my friend mentioned that I should ad this in to make the groupings and hierarchy clearer. I really like the added contrast between the black and pink as well. She also suggested that I make the dotted lines thicker as they were smaller and had more dots that were not as easy to see. Finally, I ended up changing the fonts in each circle, because I felt it was blurry and looked a little hard to read. All changes have been updated and I am really pleased with the final visual! Please let me know if you have any further feedback.

References:

Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.).  Upper Saddle River, NJ: Pearson Education.

EdTech 506: Color & Depth

Gilin Color

Users: The users are high school sophomores, juniors, and seniors, ages 15-18 that should all be at, or about at grade reading level. Students have been studying the definition of marketing all year and should be familiar with most terms within the definition.

Why Will These Work?: For this assignment, I wanted to create a visual that clearly states the definition of marketing, but also provided images to help students learn and understand. The definition is broken down into three parts with corresponding images. Color is defined as “a tool of instruction that can make or break the appearance and effectiveness of a document or image” (Lohr, 2008, pg. 264). I used a grey background to provide contrast to the images and text. For the text, a primary color (blue), complimentary colors (blue and orange), and secondary colors (orange and purple) were used. Depth was utilized by having the main background blue and layering black before the grey. My goal was to create a frame-like visual for the definition to “make the information stand out” (Lohr, 2008, pg. 270). I believe this was accomplished!

User Test/Changes: Originally, I did not have the images and the graphic was not as visually pleasing. It looked incomplete with just the definition broken into parts. I also had the text and visuals closer together which made it look too crowded. This was all feedback from the user test. I found several helpful images to describe each part of the definition and spaced it out better, making it look more organized and effective. The above image is the updated version. I feel as though this image will help students not only learn, but actually understand the meaning of marketing.

References:

Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.).  Upper Saddle River, NJ: Pearson Education.

EdTech 506: Selection Project

Gilin Selection Project

Users: The users are high school sophomores, juniors, and seniors, ages 15-18 that should all be at, or about at grade reading level. Students have most likely heard of the words “form” and “utility,” but probably not in the context in terms of marketing.

Why Will These Work?: After reading Chapter 5, I tried to focus on three of the characteristics to “create an effective instructional visual: concentrated, concise, and concrete” (Lohr, 2008, pg. 102). The graphic is concentrated because there are key visual points, such as the fabric, thread, and button, and a key text point, the word “form” that are emphasized (Lohr, 2008, pg. 102). I made the visual concise by keeping it as simple as possible. It is concrete because the message is meaningful to represent one of the five economic utilities. In addition, I changed the background to a light grey and added in black boxes/bubbles to add contrast. I changed the opacity of the shirt to make it look lighter so that each aspect that makes up the shirt was the main focus.

User Test/Changes: Originally, I had a different font for the form utility definition. I also did not have the black background boxes behind the title and definition. After the user test, she suggested that I change the font so that it was easier to read, and also add some contrasting boxes to add to the parts of the shirt theme and make the title/text look more organized. The above image is the updated version.

References:

Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.).  Upper Saddle River, NJ: Pearson Education.