xkcd's brilliant mockery of the explosion of "info-junk" (at left) should remind us that the best infographics should efficiently combine quantitative data, prompt pattern recognition and cogent visual storytelling.
Perhaps aspiring infographic designers would do well to revisit the work of the Edward Tufte, the guru of the art form. I've had a chance to attend one of his inspiring workshops, but you easily appreciate his thinking from his books. In his classic “The Visual Display of Quantitative Information," he lays out his principles of Graphical Excellence (p 51) Graphical excellence is:
- well-designed presentation of interaction data - a matter of substance, statistics and design.
- consists of complex ideas communicated with clarity, precision and efficiency.
- that which gives the viewer the greatest number of ideas in the shortest time with the least ink in the smallest space.
- always multivariate.
- requires telling the truth about data.
In the same book he showcases what he feels to be the best narrative graphic of space and time - Charles Joseph Minard representation of Napoleon’s ill-fated invasion of Russia in 1812. Six variable are plotted - the size of the army, it's location on a two-dimensional surface, direction of the army's movement, and temperatures on various dates during the retreat from Moscow. The comparative sizes of Napoleon’s invading army (in tan) to his meager retreating forces (in black) tell the story with eloquence.
Click images to enlarge
This morning, Twitter broke the story of the events in Watertown MA. Following the hashtags #Watertown and #MITShooting, I selected a few of the early tweets for a Storify. Twitter scooped the major news organizations, but are we ready to curate our own news?
Too often teachers give students a Venn Diagram and ask them to compare. What looks like analysis on the surface is often no more than re-filling information from the source material into the Venn. Summarizing and comparisons are powerful ways to build content knowledge and critical thinking. But if students are going to master CCSS skills they need to design the model, find a way to express it to others, and have the opportunity self reflect on their product and feedback from peers. Here’s how to teach analyzing.
I will demonstrate how to meet these four keys to teaching analysis with FlipNLearn, a foldable that students design, print and share. It’s an innovative learning tool that students design on a computer, then print on special pre-formatted paper. FlipNLearn is a great way to give students a manageable design challenge that promotes teamwork, self-assessment and reflection. In 30 minutes, or less, they can produce tangible product that blends the best of PBL and CCSS skills in communication.
My iBook Why We Fight: WWII and the Art of Public Persuasion is now available at iBookstore. Designed as multi-touch student text, it focuses on the American response to WWII – especially the very active role played by government in shaping American behavior and attitudes.
It features 13 videos including rarely seen cartoons like “Herr Meets Hare” (1945) starring Bugs Bunny, government films “What To Do in a Gas Attack” (1943) and Hollywood wartime flicks like the “Spy Smasher” cliff hanger series (1942).
View naval deck logs detailing the attack on Pearl Harbor. Listen to FDR’s “Day of Infamy” speech while you read his handwritten notes on the first draft of the speech. Listen to man-in-the-street interviews recorded the day after the Pearl Harbor attack. Swipe through an interactive timeline map detailing early Axis victories of the war. Use an interactive guide to interpret over 40 wartime posters. Students can use an iPad-friendly historic document guide to analyze all the documents and share their observations with peers and teachers.