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EDDL 5131 Week 5/6 Activity 3,4 and 7
EDDL 5131

EDDL 5131 Week 5/6 Activity 3,4 and 7

Activity 3

Here is the original picture and the cropped picture

 

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I used Sumopaint’s cropping tool to crop the section of the image that I wanted. The reason I cropped this image is that I wanted to use it for an article int he staff briefing newsletter. I wanted to focus to focus on us dressed up for World Book Day and not  be distracted by the roof, doors and pavement. The cropping of this image would help enhance the representational function of the image as well as motivate the reader (Clark, R.C & Lyons, C, 2010). Additionally, it will create compellingness and evoke the reader’s interest (Dunlap, J.C & Lowenthal, P. R, 2016)

 

I found Sumopaint really easy to you. However, the inbuilt cropping tools of my camera phone and the Snipping Tool app on my laptop/desktop are just as effective and don’t require me to create an account, log in, upload an image and then save again and so I will likely just use these in future.

Activity  4

I then resized the image to 10% to use this as thumbnail in the department LMS/VLE

 

   

 

This was quick and easy and I would definitely use Sumopint to resize some of the images that I have t fit my G-Sites more effectively.

 

Activity 5

 

I used Google Drawings to create this graphic. However the same effect can be achieved in SumoPaint using the layers features. The learning objective that this would support would be ‘Describe the 5 basic categories that should be used when building a budget’.

 

5 categories of budgeting
5 Categories of budgeting

 

The second example has the % on there as well. The learning objective that this would support would be ‘Describe the 5 basic categories that should be used when building a budget and identify an approximate % allocation’.

5 categories of budgeting with perentages
5 Categories of budgeting with suggested percentages.

 

WORK IN PROGRESS- I hope to make a version where the sections are proportionate to the % (like in a pie chart) to allow for more visual differentiation.

Activity 7

The English Department dressed up as their favourite character for World Book Day
English Department, 2016, World Book Day

The ALT text reads: The English Department dressed up as their favourite character for World Book Day

 

 

References

Clark, R. C. & Lyons, C. (2010). Three views of instructional visuals. In R. Taff (Ed.), Graphics for learning: Proven guidelines for planning, designing and evaluating visuals in training materials (2nd ed., pp. 15–28). Pfeiffer. http://site.ebrary.com.ezproxy.tru.ca/lib/trulibrary/reader.action?docID=10469757&ppg=37

Dunlap, J. C. & Lowenthal, P. R. (2016, September 8). Getting graphic about infographics: Design lessons learned from popular infographics. Journal of Visual Literacy, 35(1), 42–59. https://doi.org/10.1080/1051144X.2016.1205832

119 Comments

  1. Keith Webster

    Hi Sarah,

    I like your graphic and agree that making the sections proportional to their percentage value would be more effective. I probably wouldn’t display the one where the sections are equal but different percentages are shown as it would be potentially confusing.

    There are lots of choices now for image manipulation. I think it’s good to have a ‘go to’ that you know can work quickly for you. In some cases you will want a computer-based solution (even if it’s web-based) to things like meet a specific pixel size.

  2. Sarah Cook

    Thanks for the feedback; I am definitely getting more confident with what I can do and totally agree that the version with equal sizes but different % is confusing!

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