Creatıng Infographics Based on the Bridge21 Model for Team-based and Technology-mediated Learning

Abstract

Aim/Purpose: The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background: As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. Methodology: This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. Contribution: This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Findings: Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. Recommendations for Practitioners: The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration. Recommendation for Researchers: The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. Impact on Society: In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. Future Research: The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing pre-practices and scaffolding.

The impact of integrating infographics into English language instruction on mother tongue use and reading/writing performance: A systematic literature survey

“…The impact of infographics on teaching and learning, specifically idiomatic phrases, has been the subject of substantial research (Alrajhi, 2020), grammar (Hamid, Halim, Sahrir, & Studies, 2020;Nhan & Yen, 2021), vocabulary and reading (Khan, 2021;Kongwat & Sukavatee, 2019;Meialldy;Radchenko, 2018) learning engagement and memory recall (Alqudah, Bidin, & Hussin, 2019;Alrwele, 2017;Basco, 2020;Chicca & Chunta, 2020;Hsiao, Laquatra, Johnson, & Smolic, 2018;Naparin & Saad, 2017;Nuhoğlu Kibar, Sullivan, & Akkoyunlu, 2019;Polowsky & Steciuch, 2020;Shanks, Izumi, Sun, Martin, & Byker Shanks, 2017;Surketi & Sitawati, 2019;Waller, 2020;Yildirim, 2016); independent learning and self-efficacy (Alrwele, 2017;Ozdamli & Ozdal, 2018), critical thinking (Al-Mohammadi, 2017;Basco, 2020), language and culture (Khan, 2021); visual literacy (Alyahya, 2019;Bicen & Beheshti, 2017;Damyanov & Tsankov, 2018;López Cupita & Puerta Franco, 2019;Noh et al, 2015;Skenteridou & Tsiakis, 2021) and writing (Maamuujav, Krishnan, & Collins, 2020;Mubarok & Asri, 2020).…”

Design, Construction and Evaluation of a Web Application for the Teaching-Learning Process on Financial Mathematics

“…Teachers have the possibility of building new spaces for learning and teaching through technology [12], [13]. In fact, technological skills of students facilitate the incorporation of ICT into and out of the classroom [14], [15].…”