EDUC-6305: Desktop Graphic

Today we were asked to create an image, from scratch, that we might use in class. I found this task a bit difficult, as I’m an auditory learner and often find diagrams and illustrations distracting. I realize however, that the use a graphic elements in classroom instruction can aid more visually-driven learners significantly. To that end, I chose to incorporate a visual within the context of a worksheet.

Freytag’s Pyramid, the literary concept that action rises out of conflict to a climactic point and subsequently falls toward resolution, can be fairly easily represented in the form an angled line, designed to reflect a story’s plot. This by itself is a fairly simple process, and can easily be sketched on a blackboard or overhead, which is why I decided to add content blocks around the graphic to make it a reproducible worksheet. For this process, I used Microsoft Publisher (but I’m sure it could just as easily be made with PowerPoint, Word, Paint, corresponding Open Office applications, and any other program with basic graphic utilities). In constructing the graphic, I primarily used the ‘AutoShapes,’ ‘Textbox,’ ‘Line,’ and ‘Format’ utilities. I considered playing with line and fill colors as well, but ultimately decided that colors might detract from the graphic’s comprehensibility. I did alter the line color around “Conflict” however, to emphasize its presence and break the otherwise monochrome monotony.

After completing the worksheet, I saved it as a JPEG document so that it could be easily opened in basic Windows applications such as Paint and Widows Picture and Fax Viewer. The graphic can additionally be accessed via Internet Explorer, Mozilla FireFox or by using the link at the end of this post. Additional image specifications are as follows:

Image Dimensions: 1650px × 1275px
Size of File: 141.67 KB

In creating this graphic, I’ve realized that there are a multitude of academic applications for computer-based image creation and sharing. This worksheet represents a diagram activity that can be easily reproduced for classroom use. Other examples might include visual adaptations of student responses and simple graphics to illustrate academic processes or connections. The technological component addresses TPCK within the classroom, while the process and artifact itself engage NETS ISTE standards 2 and 3: "Design and Develop Digital-Age Learning Experiences and Assessments" and "Model Digital-Age Work and Learning" respectively. Specific content areas, which might be addressed include student comprehension of writing and literary methods, brainstorming, note taking, and any other standard, which might readily lend itself to classification and charting.

After saving the file to my own computer, I uploaded and published it to Google Documents via the same process used for our Resume Assignment –Though I did have to resize the graphic so it would fit on one page if printed. To view my finished product, click here.