This week in EdTech 506 we learned about organization and
integration. I chose to create a graphic organizer to demonstrate principles
learned.
The intended users for this graphic are high school students
taking an online U.S. History course. The students can read at or near grade
level or are able to gain access to assistance for words they cannot
comprehend. Since this is a web-based course, these students should be familiar
with web navigation and basic computer skills (cut and paste, snipping tool,
saving documents, etc.).
The graphic organizer is related to the MAIN causes of World
War One topic. In this organizer the student must complete 3 tasks. In task #1,
the student demonstrates that they know what the four main causes of WWI were
(recall). In task #2, the student must research and select an image that would
show a relationship to the causal factor identified in the block above (making
connections). In task #3, the student must explain how the image they selected
in the block relates to the causal factor described (prove by citing evidence
to support).
This graphic organizer incorporates gestalt principles. Closure
is demonstrated through the gaps and empty blocks in the graphic. According to the
gestalt principle, the mind would want to fill in these gaps of information to
provide closure on the concept as a whole (Lohr, pg. 162).
Contiguity is
demonstrated by placing similar items close to imply relationship (Lohr, pg.
162). Each task box is in a horizontal row across from the task directions to
imply relationship for the task type and each box for the MAIN causal factors
are connected by lines horizontally to show relationship to the overall theme
of MAIN.
Similarity is
established by keeping directions and task boxes the same size across the image
(Lohr, pg. 162). Lines were used to connect boxes to similar concepts as well, reducing
cognitive load and enabling the learner to draw connections more easily.
Regarding organization,
hierarchy was demonstrated in the
vertical alignment of the graphic (Lohr, pg. 128). The boxes all connected
vertically, but the overall theme of the MAIN causes of WWI was located at the
top, exemplifying the theme of the graphic as a whole. Cues were used in the form of connector lines to show relationship
(Lohr, pg. 123).
Chunking was used
both horizontally and vertically in the graphic. Horizontally the groups were
chunked into similar task types whereas vertically the boxes were chunked according
to the MAIN causal factors of WWI. The vertical arrangement actually existed in
harmony with the horizontal in that from the top down the boxes followed a
logical sequence of completion regarding tasks (Lohr, pp. 125-26). Task #1 was
a recall task, a Level 1 task on Webb’s depths of knowledge (Webb, 2005). Task #2
required the learner to identify and relate an image to the knowledge recalled
in task #1, a Level 2 task. Task #3
required the learner to explain how their image selection related to the causal
factor, in essence connecting their knowledge of the image to the causal factor
and proving their selection had validity, a Level 3-4 task.
I showed the graphic organizer to my wife and she said it
was easy to understand and she could really see the organization and flow of
the image. She said she didn’t see any changes that needed to be made.
I will likely use this graphic organizer in my classes this
year as it requires the learner to demonstrate their knowledge through their
own interpretation and understanding of the causal factors. It also gives them
ownership in their own education, something I always wish for them to possess.
Works Cited
Lohr, L. (2008). Creating graphics for learning and
performance: lessons in visual literacy (2nd ed.). Upper Saddle River,
N.J.: Pearson/Merrill/Prentice Hall.
Webb, Norman L. and
others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of
Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. http://www.wcer.wisc.edu/WAT/index.aspx
Organization and Integration Graphic
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