Infographic
From Learning and training wiki
{{Term|INFOGRAPHIC|Blend of the words ‘information’ and ‘graphic’, the term indicates a visual representation of complex data or concepts through images, colours, graphs and illustrations. They are designed to make large amounts of complex data understandable ‘at a glance’; in fact, the visual element enhances the decoding and retention of the message. Well-designed infographics have perceptual, motivational, and cognitive characteristics that make them exceptionally valuable for instructional content, including improving:
- clarity and conciseness
- ability to make sense of complex information
- focus on key information
- engagement
- ease of remembering.
This type of visual representation is used worldwide in every discipline and many examples can be found in our everyday environment, from street signs and underground maps, to weather charts and newspaper articles.
Types of infographics
Traditionally, visualizations have included charts, maps or diagrams. Nowadays, infographics implement these elements with a creative and imaginative use of colorful icons and illustrations. There are several inspiring types of infographics; below are listed some of the most popular formats accessible online.
- Timelines (see [example]);
- Flowcharts (see example);
- Annotated maps (see example);
- Pie and line charts (see example);
- Diagrams (Venn, networks) (see example);
- Size comparisons (see example);
- Typographic (where typefaces are used to create an image, see example).
Overview of online tools for creating infographics
Provided below is an overview of the most popular online tools currently available to create infographics from different templates and customizable elements. Some of these tools come in two versions – free and proprietary. In general, free versions allow users, upon registration, to use basic templates and a limited set of graphic elements to create their infographic. Proprietary versions allow users to access a wider set of templates and functionalities.
 Using Accelerated Learning Techniques |
Guiding Principles
Learning is not merely "head" learning (conscious, rational, "left-brained," and verbal); it involves the whole body/mind with all its emotions, senses, and receptors.
Knowledge is not something a learner absorbs, but something a learner creates. Learning happens when a learner integrates new knowledge and skills into his or her existing structure of self. Learning is literally a matter of creating new meanings, new neural networks, and new patterns of electro/chemical interactions within one's total brain/body system.
The human nervous system is more of an image processor than a word processor. Concrete images are much easier to grasp and retain than are verbal abstractions. Translating verbal abstractions into concrete images of all kinds will make those verbal abstractions faster to learn and easier to remember.
The Learning Environment
People learn best in a positive physical, emotional, and social environment, one that is both relaxed and stimulating. A sense of wholeness, safety, interest, and enjoyment is essential for optimizing human learning. Feelings determine both the quality and quantity of one's learning. Negative feelings inhibit learning. Positive feelings accelerate it.
People learn best when they are totally and actively involved and take full responsibility for their own learning. Learning is not a spectator sport but a participatory one. Knowledge is not something a learner passively absorbs, but something a learner actively creates. Thus, Accelerated Learning tends to be more activity-based rather than materials-based or presentations-based.
People generally learn best in an environment of collaboration. All good learning tends to be social. Whereas traditional learning emphasizes competition between isolated individuals, Accelerated Learning emphasizes collaboration between learners in a learning community.
People learn best when they have a rich variety of learning options that allows them to use all their senses and exercise their preferred learning style. Rather than thinking of a learning program as a one-dish meal, Accelerated Learning thinks of it as a results-driven, learner-centered.
People learn best in context. Facts and skills learned in isolation are hard to absorb and quick to evaporate. The best learning comes from doing the work itself in a continual process of "real-world" immersion, feedback, reflection, and re-immersion. People learn how to swim by swimming, how to manage by managing, how to sing by singing, and how to care for customers by caring for customers. Checklist for conducting a courseBefore
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