Evaluation of Non-Projected Material

I took the material at https://www.google.com.ph/search?q=sample+of+visual+aid+in+science&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi86ePgj5LUAhWBx7wKHWQ-A-AQ_AUIBigB&biw=1366&bih=638#tbm=isch&q=sample+of+chart+science&imgrc=oPt-QZNpsIP8UM:

9cbf3d1a967fa872160ffc481cad9067.jpg

ELEMENTS
Visual Elements The poster shows a well graphical presentation of each kind of “push”. It is good for the audience from pre-school to grades 1 to 3. I think this one is effective in representing each kind of “push”.
Verbal Elements For verbal elements of the poster, the letter style is not well designed. It is better if the font of the texts is more on serif type like Palatino. Faiola (2000, as cited in Smaldino, et. al. 2004) suggests that serif type fonts are better on printed materials or much like this poster. For instance, the word “glue” there is not legible enough to be read by the students. I suggest also to make the words in sentence case wherein the first letter is capitalized and the others are in small caps. According to Smaldino and colleagues (2004), we letters in small caps are more legible than those of in the upper case. And besides, I think elementary students could easily read words in lowercase letters. Moreover, the size of the heading is good, but to make this poster legible enough for a larger class view, we could resize the words in it into larger size . The color match is good with regards to the contrast in the background. We could also improve the spacing of the letters here so that it can be more legible. The meaning of the word “push” is small so we could improve it by making it larger in size and changing the font.
Elements that add appeal For this element, I could not see any surprise, texture, and interaction in this poster. I think we could improve this by making this poster interactive, 3D and with surprise effect. Perhaps, we could make the pictures her in 3 dimensions to add some texture, then cover up the words, including the meaning of “push” and let the students uncover it.
PATTERN
Alignment The alignment of the visuals and texts here is not well. The scattered visuals could not easily convey the message that those are examples of acts of pushing. I think, one way to establish it is to group them and aligned them on an imaginary horizontal line below the description.
Shape The visuals here, I think, does not establish with an imaginary shape, that is why they tend to overlap and form different alignment. But, I think, the visuals used here could be better established by enclosing them in a shape that would promote connectivity
Balance There is a balance of 3 visuals in the left as well as in the right towards the center.
Style The style served well for pre-school and elementary students.
Color Scheme The color combination of the poster is somewhat good in terms of the visuals. However, the meaning of the “push” here is not well established. We could do this by highlighting the meaning and resizing it.
Color Appeal The color used here is really effective for children. According to Smaldino and colleagues (200$) stated that “children seem to prefer warm colors” (red, orange, yellow and pink)
ARRANGEMENT
Proximity According to Smaldino and colleagues (2004), objects that are far from each other seems to be unrelated. Hence, following this argument, the visuals used here do not promote proximity. To promote proximity, we could do my suggestion on the alignment column above.
Directionals The verb push requires really a direction, so to fully demonstrate the act of pushing, we could add in this poster arrows that directs pushing of an object. In this poster, it was not established well.
Colored Elements The colors used here is not that however attracting. According to Smaldino and colleagues (2004), red and blue or extreme colors are effective in attracting the attention of our learners. Hence, to make this more attractive, we could change the lightness of pink, brown and I think the background itself into more striking colors. We just have to make sure that the background color should complement the visuals and texts.
Figure-ground Contrast Well the figure and texts here are contrasted well with a white background. However, white seems not so attracting in children. I think we could change it to a more colorful poster.
Consistency There is some consistency found here, such as the font style, and visual colors. However, we could enhance the consistency on this poster by following what Smaldino and colleagues (2004) suggest: “…place similar elements in similar location….” Perhaps we could change the location of the visuals and the texts that correspond each visual.

Evaluation of Projected Material

I got this powerpoint presentation at http://www.worldofteaching.com/biologypowerpoints.html.

The following are the 11 slides of this presentation:

The first thing I noticed about this presentation is the choice of font and the cluttering alignment and design of texts and visuals. As you can see on the slides, each heading have different font styles and sizes. As far as from what I have learned from the readings I have read (Smaldino et. al. 2004 & Lamb, 2005), the choice of fonts style is crucial to promote cohesiveness and unity of the presentation. As per Lamb (2005), we must stick to one or two font style and sizes only when we are lay-outing our fonts in each slides. As you can see also in this presentation, the background of each slide does not complement to the texts. This is not so simple presentation and thus, could promote distraction. With regards to graphics and visuals, they are also not consistent throughout the presentation. Lamb (2005) suggests that we should “…orient the visual, width and length, uniformly.” But the good thing about this presentation is that, it is highly participative. However, I think, the use of hyperlink was abused and too much.

I will go on each slide one by one and then I will be commenting and suggesting ways to improve the presentation in bullet form.

SLIDE One. (Title Page)Slide1

The good thing about this slide is that it leads you to each topic as soon as you click the specific image or text. However, the slide is too much distracting due to its clattered design. These are my suggestions:

  • The title page could be just the title itself and one visual. Then put the “systems” on the next slide.
  • Change the font style into a sans serif font, perhaps Helvetica into a 36-point font or bigger. According to Lamb (2005), Sans-serif fonts are much easier to read. Moreover, Lamb (2005) also stated that we should “select large font sizes (24-point above).
  • Retain the plain white background or change it to a plain cool colored background.
  • Use transitions that will promote excitement from the presentation of title to each picture of systems.
  • If you are going to put these images of systems, make it the same in length, and width, without distorting the original photo.
  • Choose appropriate color of the visuals that will contrast the background
  • You could also opt to put lines or shapes that will enhance and emphasize your title

SLIDE two (Digestive System) Slide2

  • Set the specific size of the visuals that you are going to use, then apply it to the photo in this slide.
  • Change the header into a more formal way. Use san serif font in 36-point.
  • Align the text and highlight in a straight line
  • Make the background consistent with the other slides, you could just have 1 plain background

SLIDE three (Circulatory System)Slide3

  • Match the size of the visual used to the size used on the second slide
  • Change the header into a more formal way. Use san serif font in 36-point.
  • Change the font color into darker one to match the contrast of the highlight.
  • Use one format of the capitalization of the font.
  • Align the “video” hyperlinked text to the other texts
  • Change background to simpler plain background consistent with other slide

SLIDE four (The Life Pump)Slide4

  • Standardized the style of header—match it with the style used on the preceding slides.
  • Change the color of the header “The Circulatory System” and match the size and style with the preceding slides
  • Match the size of the visual to the standardized size for the presentation
  • Change background to simpler plain background consistent with other slide.
  • Put some transitions or what Lamb (2005) called “disclose” to the texts in bullet form.
  • Standardize the use of font style

SLIDE five (Respiratory System)Slide5

  • Change the header. Match it with the preceding slides.
  • Match the size of the visual from the preceding slides
  • Change color choice of texts and highlight. Contrasting color is the best. (Black and Yellow according to Lamb, 2005)
  • Change background to simpler plain background consistent with other slides
  • Standardize the font style

SLIDE six (Nervous System)Slide6

  • Change the header. Match it with the preceding slides
  • Match the size of the visual from the preceding slides
  • Use contrasting color of font relative to the background
  • Change background to simple plain background consistent with other slides
  • Standardize the font style

SLIDE seven (Skeletal System)Slide7

  • Change the header. Match it with the preceding slides
  • Match the size of the visual from the preceding slides
  • Change background to simple plain background consistent with other slides
  • Standardize the font style
  • Align the texts in a straight line

SLIDE eight (Muscular system)Slide8

  • Change the header. Match it with the preceding slides
  • Match the size of the visual from the preceding slides
  • Use contrasting color of font relative to the background
  • Change background to simple plain background consistent with other slides
  • Standardize the font style

SLIDE nineSlide9

  • Match the size of the visual to the standardized size for the presentation
  • Change the choice of font color into a contrasting one say white or yellow font in black highlight

The things that I really learned from the readings are:

  • Keep it Simple
  • Consistency is the best policy
  • Sans serif are better to read for body and serif for headings
  • Standardize the font style (size, color, and type)

References:

(Smaldino, S. E., Russell, J.D., Heinich, R., and Molenda, M. (2004). Visual principles (Chap 4). In Instructional technology and media for learning (8th ed), 79-105. New Jersey: Prentice-Hall. Available at https://navelmangelep.files.wordpress.com/2013/08/instructionaltechnology-and-media-for-learning-8th-ed.pdf)

(Lamb, A. (2005). Designing and developing resources: Projected materials (Chap 9). In Building treehouses for learning: Technology in today’s classrooms. Available athttp://eduscapes.com/treehouses/TL9projected.pdf)

Advertisements