The users of my final project will be students from grades 4-12 and adult instructors. The majority of the students are advanced readers. Both students and instructors will need to become familiar with the location of the different parts they will use for building robots. This graphic is intended to provide an overview of the three main sections of storage units in our lab. Two of our other units are focused around static and dynamic building so our parts are separated to make finding either category of parts easier.
I selected rectangular prisms to be simple representations of the drawer units we use to store parts. It is set up in the same order in our lab: clear, blue, and red. I am not able to select which colors to use for the storage units since they are already part of our lab. I did decide to color code the text to match the units. Lohr (2008) stated, “Use the same color to chunk/group content” (color insert p. 3). In her example, the grouping helped learners make the connection between two items that went together amongst other similar pairs.
I used four different size fonts and shadowing to add depth to my graphic. Lohr (2008) stated, “Scale, or relative proportion of objects, communicates relative importance and creates an element of complexity or detail that signify depth” and “shadows give an image dimension, or depth” (p. 272). Having a larger title makes the objective of the graphic clear. I think having the same size font for the next three levels ties the main idea of the color-coding of parts together.
I had a friend look at my instructional message. We discussed use of flat rectangles instead of the 3D boxes, but we both felt that the 3D boxes would help a student relate the graphic to the physical units we have in the lab. My friend questioned the size of the clear unit being smaller, and I explained that in the lab, the unit for the robotic parts is half the size of the other two. He liked the shadowing behind the text because it made items stand out a little more and goes well with the style of boxes used to represent the storage units. He also thought that the color coding of the text and storage units will help students make a connection between the color and contents.
Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.). Upper Saddle River, NJ: Pearson Education.