While I was working with clients at Cheetahmail, I often had to analyze the results of their quarterly campaigns and take all that Excel data, make it pretty, put it on a deck of slides and present this to the clients. I would then get on a call with them and go through all the slides one by one. After reading this guide by Frédérik Ruys, I realize that perhaps I could have done that all on an infographic, and probably had animated it a bit to show some growth in Click Rates, Usage Patterns and all the online media statistics the would want to see.

MYP Design Cycle

Before: MYP Design Cycle

Make Something!

After: Make Something!

In the classroom, I was working with Grade 3 during their unit Forces Unit. Their summative involved creating an arcade game based on the documentary Caine’s Arcade. The students needed to figure out how forces affect movement and then build their own arcade game based on their ideas and findings. I felt though, that before the students started throwing ideas and start building, there needed to be some thought into why, where, how, who. I tried to look up a simple design cycle (we are a PYP school). What I found was the MYP design cycle and many videos done by students and teachers to explain this. Mind you, many of the student’s English is not that fluent. I needed a way to show the design process to the students in a simplified way so I thought an infographic using Canva that shows sequence may work. The terminology was changed to fit the age group and understanding.  Using the images, verbiage, and colors, I was able to communicate in a few words how the students could be approaching their project. I printed this out and left this in the room during the course of the unit so the teachers and students to refer back to this. Not only to realize which part of the project they were on, but so that the arrows going back and forth show that its ok to go back and revise what your original plan was.

For the same grade 3 classes, I thought I would introduce this interactive infographic to give them the sense of how valuable the water we use is as a tuning in activity:

Students would then be able to think about how much water consumption they have per day as an individual and then as a household. They could then inquire into where the water in Beijing is coming from and the systems that support that.