In past offerings of this course, I’ve organized a student poster session on the last day of class, giving students an opportunity to see the good work of their peers. I’ve included a few below as examples, but all of the infographics are on the course blog. Other than these interactions, the students worked on their own, producing some very impressive infographics.
They took on a project proposed by another group of students, a process made easier by the fact that all of the project proposals had been posted to the course blog.
#Science infographic rubric software
I helped a few groups with questions about statistics and about R (the statistical software we’re using in the course), and one group had to ditch their original project idea when it became clear they couldn’t get the data they needed. Then the students went to work, with relatively little assistance from me along the way. I also provided them with some resources for creating infographics, some suggestions for finding and using Creative Commons images, and answers to several frequently asked questions about the assignment. I distributed this version of the rubric to the students so they would know what I was expecting for their infographics. This isn’t an entirely objective rubric, particularly when it comes to aesthetic appeal, but I don’t think a little subjectivity can be avoided in this genre. It’s the second page that is all new, featuring some visual thinking standards (spatial relationships, colors, text), a little info literacy (sources), and a couple of more holistic categories (organization, aesthetics). The first page is similar to rubrics I’ve used for this assignment in the past when the student product was a five-page paper. What’s happened since then? I took the draft rubric and refined it, yielding a more-or-less final version that I’ll use to grade the students’ infographics. This gave them a chance to think more concretely about the qualities of effective infographics, and gave us all a greater shared understanding of those qualities. I used their suggestions to design a draft rubric, which they used to evaluate a couple of sample infographics. Then they identified aspects of effective infographic design (organization, use of color, data visualization, and so on) and drafted descriptions of different levels of quality (poor, acceptable, good, excellent) for those aspects.
I thought I would follow up on my earlier post about the rubric and describe the rest of my process for this assignment, including the “seated poster session” that wrapped it up.įirst, a recap of that earlier post: I asked students to find and share examples of good infographics. The infographics are complete now and are available over on my course website. Students used the statistical techniques they learned this semester to answer questions about “real world” data sets, then communicated their results via infographics. That rubric was created in service to the final application project in my spring stats course. A few weeks ago here, I wrote about a rubric for evaluating infographics that my students helped design.
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