By now, if you have been following our posts, you will be an expert in graphic design (or at least very close)! As educators, we must ask the question- how can we use graphic design in the classroom?

Broadly, graphic design can be used to teach students how to visually express themselves so that others can understand their ideas. Graphic design can be found anywhere in the classroom- from posters to power-point presentations to info-graphics. It also can be used to set up our students for the future by helping them create resumes and cover letters for employers. If students are able to present themselves in a visually appealing manner, they are more likely to get jobs in the future. If an employer is deciding between giving an interview to someone with a poorly designed/unorganized resume or someone who is demonstrating organizational and design skills, who do you think they would give it to?

Graphic design can also be used by teachers to create concept maps and info-graphics to help enhance student learning. Teachers can also use it to create flyers for school events to send home to parents/guardians. Parents/guardians receive so many flyers from schools that they rarely read all of them. If you want your idea/event to stand out above others you need to design a flyer that does that.

Sketchnoting & Twine

Today in EDCI 336 we had the opportunity to explore Sketchnoting. Sketchnoting is the practice of taking notes that include words and visuals. It has been proven to improve memory and help concentration. Verbal to Visual posted a helpful graphic about sketchnoting:


Rich McCue took the class through a helpful workshop on how to effectively sketchnote. This workshop included practicing drawing shapes, different types of lettering, and common doodles. Sketchnoting is quite similiar to the trend of bullet journalling. Here is a picture of two pages in my colleague Maeve‘s bullet journal:

We also explored Twine in our class today. Twine allows users to creative interactive adventure stories (like the Black Mirror Episode “Bandersnatch”). I would love to use this tool in the classroom. First, I would ask my students to write stories. Then, I would ask them to put their stories into twine. I think that this activity would be exciting, exploratory, and engaging for a middle school class. Twine also allows students to explore coding if they are interested in that. Personally, I do not know anything about coding. However, I know that my future students will likely be knowledgeable about it. I am sure that they will be able to teach me more than I could ever imagine!

Minecraft Edu Reflection

Today in EDCI 336 we had the amazing opportunity to work with Heidi James and her grade 6, 7, and 8 students today. Heidi and her students taught us how to use Minecraft in the classroom. Heidi has used Minecraft as a tool to teach science, social studies, and math. In social studies, Heidi had her class create various components of ancient civilizations. In teams, the students created entire civilizations as a final project. Heidi assessed the students on whether or not they had all necessary components in their civilization and also how well they worked as a team. She had access to all of their work and could check up on their progress along the way. In math, they used Minecraft to learn about coordinates in 3 dimensions (coordinates x, y, and z). All of the students who came to talk to us seemed passionate about Minecraft and excited about using it in the classroom. They were also confident in their abilities enough to teach us, a group of adults, how to use it. As a student, I think it would be empowering to be able to teach others, especially adults, how to do something. Minecraft also promotes collaboration in the classroom. It challenges students to problem solve in order to reach one goal.

I would love to use Minecraft Edu in my classroom one day. There are so many possibilities to incorporate Minecraft into the classroom. There are also countless opportunities for cross curricular connections. Minecraft allows students to explore and inquire about the possibilities of the world that they are in. It gives students endless opportunities to create and be leaders in their own world. I am a little intimidated about the prospect of using Minecraft in my own classroom because my knowledge is limited. There are lots of tutorials and resources for teachers available, so I would not be alone in the learning process. I also keep reminding myself that my learners will be able to help me because they will likely have a wealth of knowledge to share.

Reflection on Jesse Miller’s Presentation

During Tuesday’s class we had the pleasure of listening to Jesse Miller talk to us about social media, internet safety, and using technology as educators. I have listened to many talks about internet safety that focused on “scaring everyone straight”. It was refreshing to listen to a presenter talk about social media in a positive way, without using scare tactics. Jesse highlighted the fact that lots of kids do amazing things with technology and, as educators, we should encourage this. He also talked about the fact that adults often point fingers at kids and say that they do not use social media appropriately. Jesse countered this by asking, “do adults really use social media appropriately?”. The answer to this, for the most part, is no. Jesse spoke about the importance of using social media appropriately as a teacher. There are many concerns as a teacher using social media: remaining professional, adhering to school rules, and keeping student information private. Another issue that I am glad Jesse made me aware of is the fact that your principal can track your use of the internet when you use the school network. He also talked about the necessary steps to make a class Instagram account. Personally, I am not interested in doing something like that. However, it is good to know in case a colleague ever asks me for help when they are creating one.

Jesse’s Website: https://www.mediatedreality.com/

Jesse’s Twitter: https://twitter.com/MediatedReality?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor

Today in EDCI336 we had the pleasure of video-conferencing Verena Roberts. Verena is a teacher and an expert in open pedagogy. In her own teaching, she values inquiry, active participation, and community engagement. I have included some notes that I took during her presentation below:

Open Education Practice: intentional design to expand and share learning opportunities for all learners across classroom walls encourage network participation from different cultural groups

  • Designing for sharing
  • Multiple perspectives (everyone has a voice)
  • Participatory learning
  • Develop and encourage personal learning networks (PLN)
  • Design and value safe learning spaces
  • Expanded learning environments do not just have to be online
  • Creating resources with the intention to share them openly (Google Classroom makes it hard to share resources–use Trello instead!)

RELATIONSHIPS: intentional interactions, collaborations, connections that facilitate digital literacy

Verena used an innovative polling tool (polleverywhere) in order to interact with both of the groups and get to know us all before she started her presentation.

Verena’s research questions:

  1. How do I search & communicate online? Finding credible content, communicating online
  2. Who is my online audience? Data, security, digital mapping, data analysis
  3. How do I solve a community problem? à Authentic resources, using social media, connecting outside the classroom, using open content
  4. What is my story & how does my story inform my identity? Critical thinking, storytelling/perspectives (Indigenous lens)

Find Verena on twitter: @verenaz

Tech Inquiry BlogPost #4

By watching this video, we were able to learn that colour is an important aspect of graphic design and that colour is all around us. Colour can evoke a certain mood or emotion and therefore it is important to understand the basics. Colour theory is something that we learn from a young age. Colour theory is primary (red, blue, yellow) and secondary (orange, green, purple) colours.

The main components of colour to consider are:

  • Hue → the colour itself (ex. blue)
  • Saturation → how intense the colour is (ex. turquoise vs. navy)
  • Value → how dark or light a colour is on a scale going from white to black

The colour wheel is a key element to learning about colour. By using the colour wheel, we are able to achieve colour harmony. There are several different types of colour harmony:

  • Monochromatic – one colour/hue, these colours will always match (ex. red and pink)
  • Analogous – colours that are next to each other on the colour wheel (ex. red and orange)
  • Complimentary – colours that are opposite on the colour wheel, this adds variety (ex. blue and orange)
  • Split Complimentary – three colours using the ones on either side of the compliment, to form a triangle (ex. red, green yellow, green blue)
  • Triadic – three colours that are evenly separated, creates a sticking effect (ex. orange, purple, green)
  • Tetradic – four colours that create a rectangle on the wheel, two complementary pairs, often one will dominate and the others will serve as accents (ex. purple, orange, yellow, blue)

Here are some final tips for working with colours:

  • make sure your colours are readable and letters can be seen
  • too much colour can be overwhelming
  • balance colours with white, black, and grey
  • consider the tone of the message you are sending (less saturation can be more professional looking

Here are some colour palettes:

Assessment, E-Portfolios, And Much, Much More…

Today the class had the pleasure of video-conferencing Ian Landy (whose blog I have linked at the bottom of this post), an educator who is an expert on using technology to document and make assessments based on student work. The video conference itself was a unique experience. To be completely honest, I was thoroughly distracted for the first 15 minutes of the class because I could see the mirror image of our class on one of the screens. When Ian changed the screen that was showing the image of the class to his slides, I was finally able to concentrate. The quality of the video conference was quite high, much higher than I am used to when I have used tools such as Skype and FaceTime in the past. The audio cut out a couple of times, but it did not detract from the overall experience.

In terms of content, Ian went above and beyond. I wish we had more time to talk to him because he clearly has a wealth of knowledge to share. I was fascinated by his approach to formative and summative assessment. I was shocked when he said that he hadn’t used letter grades in thirteen years. Are letter grades necessary? I pondered this question throughout his entire lecture and I will most likely ponder it for my whole degree.

I like Ian’s idea of using e-portfolios as a tool to facilitate pedagogical narration. I have paper portfolios from elementary school, filled with art work, math tests, essays, and I absolutely cherish them. Having the opportunity to make an e-portfolio for every student means that the teacher can include videos of the learning process or the final project. This is highly valuable because learning cannot always be easily expressed on paper. This approach also shows that learning is unique to each individual and works exceedingly well with the new inquiry based BC curriculum. I love the idea of giving every student a detailed portfolio that documents their progress, but I do think that it would be a difficult adjustment for me as a teacher. Ian did say that experienced teachers can complete portfolios quicker than they complete report cards, but it is still a rather daunting task.

Maeve, Me, Chloe, and Ian taking possibly the most awkward selfie of all time. I love it.

Ian Landy’s blog: https://technolandy.wordpress.com/