SECTIONS for Technology Selection

Welcome back everyone. 

 As we resume our blog series, let's take a closer look at SECTIONS for #TechnologySelection in teaching and learning. As you continue to teach, these factors are quite important in 21st century education across all contexts, even if you are teaching in a face-to-face, blended or online format. 

 A – Selecting Educational Technology Tools 

The 21st century is characterized by an abundance and plethora of technologies. In teaching and learning, the selection and integration of these technologies should never be an arbitrary decision, but more so a systematic process. This process comprises several steps and factors that must be considered during the course/lesson planning stage – long before you deliver the instruction during the class. Perhaps the most critical factors in technology selection include the availability, flexibility and cost-effectiveness. For instance, if a technology tool is inaccessible/unavailable, or is not very flexible, then it may become more of a distraction when actually used in the teaching and learning process. As such, the aforementioned should ideally be the first considerations when evaluating/determining which technology tool(s) to integrate in your course or lesson. However, deciding how and when to incorporate certain technology tools in your course module or lesson requires a few more considerations. 

B – SECTIONS 

A Framework for Educational Technology Evaluation Within the context of instructional design, Bates and Poole (2019) put forward a very practical tool for the evaluation of technologies for teaching and learning. More specifically, SECTIONS is a research-based, practical framework that aids in the selection and use of even more contemporary technologies for teaching and learning, based on the following criteria and guiding questions:

We hope the aforementioned resources are helpful. 

Should you need any further assistance, please feel free to contact us.

Regards,

Justin Z.

Graphics: Words + Images

I've always loved graphics that go beyond the level of literal meanings. I think graphics that incorporate literary devices such as metaphors, sarcasm etc to be some of the most intriguing and hilarious! The graphic below does just that....it primarily relies on the image of a suitcase etc to convey its meaning - as opposed to solely text. The humor in this graphic would not have been possible if the graphic was solely text-based. So it means that there are somethings images/pictures can say, meanings they can convey, that words would not quite achieve.

But I think the meaning/message is even more effectively conveyed when text is combined with images/pictures (Mayer, 2005) - much like the image above. The combination of words and images can help to communicate messages/meanings that either one could achieve/convey independently. The graphic below illustrates just that.....meaning is enhanced when different forms (sound, text, image) are incorporated. More than just appealing to the various senses (i.e. multi-sensory), combining different forms of communication into one graphic may either change, manipulate or reinforce the point/message one is trying to communicate. This is perhaps the whole premise upon which memes (the popular craze that has flooded social media within the past few years - and as I stated in previous posts, you guys know how much i love memes! #hilarious 😁😅😆).

The image below is a fine example of this conflation. Without the text, for example, one may initially think this graphic is about love and possibly a successful marriage proposal. But the bold text tells us something quite different! It also adds to the emotions experienced by the ricipient/audience from one of love and calmness to one of laughter. The layering of text upon the image takes the graphic from being about strong/intense topics and emotions (love) to one that is less serious/intense (laughter). So this meme is definitely a mood-lifter (Clark & Lyons, 2011). Hahahaha.

Novice Graphics: Stop #HammerTime #RelaxABit

I've always loved when there's a move away from professionally done graphics to more novice or basic graphic creations. I find that such graphics often come with a certain level of creativity/innovation, context or specificity and humor (depending on how you look at it lol). The graphic below illustrates just that, incorporating all of these elements. A few years ago a similar graphic was created and found its way throughout (my country) Trinidad amidst controversy regarding a particular project the government was working on at the time. Persons spray-painted the traffic stop signs with "the smelter plant" instead of "Hammer Time" as seen below. That was an example of how a graphic (particularly one that is done by the average person) can be culturally specific, innovative and perhaps humorous all at the same time.

But for this week's post, I'd like to keep things very light-hearted. I find the design and entire graphic to be quite hilarious. But besides that, I think it is very applicable to the busy lives many of us lead, especially those of us who are always on the go - trust me, I know EXACTLY what that's like. I had quite a series of busy, demanding and stressful weeks that recently past. But in the midst of all of it, I had to find the time or take simple and short opportunities to stop, take a break and relax or #HammerTime ....even if it's just for a few minutes during the day. I think everybody needs a graphic like this at some point in time. If we follow what it says (despite its humorous amateur design), we might actually begin to live healthier or more balanced lives.

So the next time you are facing a stressful series of events, just remember to #Stop #HammerTime aka take some time to relax/ease your mind a bit.

Graphic Functions: Transformational, Procedural & Prior Knowledge

For this post, I'd like to venture a bit into the different types of graphic and/or graphic functions as outlined by Clark and Lyons (2011). The inspiration for this came as I was doing a lot of graphical work in my job over the past few weeks....especially within the past two weeks to be exact. I was preparing materials for a few training workshops and projects that I was spearheading. To this end, I was creating, editing and appropriating different visuals to accompany these ventures. For example, I decided to use certain graphics in a workshop on brain-based learning or animations in education to engage my workshop participants while at the same time creating teaching points. I used different graphic illustrations to show them how colors and images etc can mess with the dendrites in their brains. In these cases, the graphics I used fulfilled decorative and informative functions (Clark & Lyons, 2011).

But because I have been in quite a mood for humor despite my immense work schedule (humor helps to reduce the stress), I decided to go with more lighthearted graphics for this post. Now if you've been following my previous posts, you'd know I just have a love for hilarious memes. You may find the memes below to be quite humorous, but more than that, they fulfill several other graphic functions outlined by Clark and Lyons (2011). They fulfill a transformation or procedural function (Clark & Lyons, 2011) as they illustrate a process or series of steps from one point/state through a process/transformation to a different end product. The images below have been quite the buzz on social media particularly within the past few weeks….making fun/parodies of unrealistic celebrity make-up transformations. They go from the average person with various imperfections go through a quick process to miraculously look like celebrities....have a laugh 😅😂😂😂😂.

But in order to catch the humor in these memes, it helps if you are familiar with the celebrity they appear to look alike in the final part of each graphic. For example, in the last graphic, one may need to be familiar with the actor who plays Loki, the villain in the Thor as well as The Avengers movie franchises, to catch the joke. The humor is that the person really looks nothing like the actor/character but through some crazy, low-cost steps (like putting on a busted wig, using contact lenses etc) the high-priced celebrity look is easily/unrealistically achieved. And this brings us to the other function these graphics fulfill. They stimulate us to rely/use our prior knowledge. It plays on our prior knowledge of the celebrity (what he/she looks like, the work they've done etc)....and that easily, they graphics have a psychological function! Amazing huh? Here are some more for you to enjoy below:

We Can Do This! #Motivation

This week I stumbled upon this picture and it resonated with me because I definitely needed some motivation! With literally just one line and a picture of a baby, it's as simple as simple can be. Nevertheless, there were some emotions I attached as a recipient of the document. I went from fear, sadness and frustration to feelings of trust and anticipation. This is why it became a source of motivation which I shared with two of my friends and they felt the same way.

Plutchik (1980) elaborates on the emotions that are triggered/experienced from graphics. According to Plutchik (1980), these emotions can be classified into four main categories:

1. Joy and sadness, 
2. Trust and disgust, 
3. Fear and anger, and 
4. Surprise and anticipation. 

The aforementioned emotions can influence how the message of a graphic can be received/interpreted/impact a viewing audience. The use of a baby, the baby's face and clenched hands/fist, as well as the baby's clothes and background of the sea, and even the text style and size and exclamation mark all connect with human emotions. For example, the use of the baby, the baby's face and clenched hands/fist, as well as the baby's clothes not only grasps attention but triggers emotions such as joy and determination or resilience. This is perhaps the reason this graphic was a major source of motivation (Plass, Heidig, Hayward, Homer, & Um, 2014; Moreno & Mayer, 2000) to my friends and I not just while exercising together (because we run up hills etc for fitness) but also in our everyday lives .

So whatever challenges you might be facing, do like the child in this picture and know that "YOU CAN DO THIS!" - if a baby can do it, then so can you!😀😂🙆

Using Graphics: Explaining the Elephant Theory & Learning Theories

This week, I was conducting another faculty development/training workshop, and I was trying to explain several theories that inform educational practices (learning theories). These theories included Cognitivism, Behaviorism, Constructivism, Social Learning Theory etc. After I gave a synopsis of each theory, I was trying to make the point that each of these theories are needed/ should inform their instructional practices. To do this, I wanted to use something that they may be able to relate to - The Elephant Theory!

The Elephant Theory was not something I had known before, so it was a risk trying to use it in the workshop in the first place (I was so nervous). But this graphic was a huge help in helping me explain/summarize the theory without going into much detail.

The Elephant Theory states that the blind men were all touching/focusing on different parts of the elephant (eg the tail) and concluded that the elephant felt like unrelated things (eg a wall) based on what they felt with their hands. But the point I was making is that each component of the elephant that they felt (despite their perceptions) made up/accounted for the entire elephant - similar to the way educational/learning theories work.

I used the aforementioned image with the video below to provide some clarity. The video had additional images with text and voice. It is important to note that I designed the sequence of the graphics in such a way that the video illustrated the elephant theory/poem, and the image was used to illustrate the point I was trying to make regarding the parts of the elephant and learning theories.

By the end of both graphics, they totally understood what I was trying to do as they subsequently explained it back to me. The moral here is that sometimes graphics can be more effective when they are layered with different modes/types (e.g. a still image with a video as opposed to a video alone). #graphics #MessageDesign

Instructional Message Design: The Laws of Simplicity - The One

Let's delve into the final law of simplicity according to Maeda (2006) - the one! Maeda (2006) summarizes this law by stating that "simplicity is about subtracting the obvious, and adding the meaningful." (p. 89). This pretty much sums up all of the laws of simplicity, and all of the laws discussed in this blog thus far. By focusing on meaning (ensuring that the message is clearly and unmistakably communicated...and removing distractions/ambiguity/complexity), one should aim for a simple approach. "Simplicity is hopelessly subtle, and many of its defining characteristics are implicit" (Maeda, 2006, p. 89), and this is what i love about simplicity....that things can be so subtly profound/effective yet easy to comprehend/execute.

A few weeks ago someone told me this acronym that they called "The KISS Principle" which means "Keep It Simple Stupid" (Dalzel & Victor, 2007)....and I think that pretty much sums up what Maeda (2006) has been trying to say all along.....just keep it simple....

PS: But I couldn't help but think about Maeda's (2006) laws of simplicity when I was introduced to that KISS principle/acronym a few weeks ago. I think it makes it easy to remember the essence of the laws of simplicity! Hahahaha. 😎😉