INTE 6710 Your Semester Saved In The Cloud

INTE 6710 Creative Designs For Instructional Materials “Your Semester Saved in The Cloud” Kirk Lunsford (kirklunsford@gmail.com) 9/25/2016

Kirk Lunsford | Your Semester Saved in The Cloud | INTE 6710 Fall 2016

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Contents I. Overview II. Design Decisions III. Formative Evaluation Responses IV. Bibliography

Introduction

What inspired this infographic and why is it necessary?

I currently work as an instructor of design and CAD at Front Range Community College (FRCC) Larimer campus in Fort Collins, Colorado. I am a part-time, or adjunct instructor only. However, staff often looks to me, or other adjunct faculty for technical expertise. I teach the most technical of courses in the Spring semester which is a portfolio course for the interior design program that is a capstone course for the two year associate’s degree. Every semester, whether it’s a new student or a student I have familiarity with for the entire two years, it seems a couple students lose their previously saved work. This of course is a huge problem in order to retain students in the courses where their work is lost, and of course, if the student intends to graduate at the end of the semester we risk losing them completely and they drop out.

Additionally, I have observed most students have poor digital work habits such as, poor ways for working between school and home / on the go, or poor ways of saving and documenting or ordering files. These observations are familiar with other staff as well and we have discussed ways to address the issues. The most severe issue, losing saved work, is only a symptom of a larger problem which is lack of digital literacy and the development of good digital work habits and procedures.

There are no required introductory courses for these CadHu (Creative Arts Design Humanities) students to begin to understand digital literacies or “how to use a computer for design.” Furthermore, basic digital literacies are not addressed in any design course objectives, according to CCNS curriculum for any required design course at FRCC. Last semester, in order to address this I offered to teach a one credit workshop “Digital Literacy For Design.” However, since it was not required, only three students signed up and only one student retained interest by the time the workshop was to commence. Ultimately, we could not run the workshop because of lack of enrollment. Prior to that moment, most students have expressed interest in knowing more about “computers” or “digital literacies” at FRCC based on a brief questionnaire among the design club. What I suspect, is most students do not have the time in their already full schedule, thus, no one can dedicate themselves to a credit based workshop. Faculty experienced similar scenarios for non-credit based more casual workshops as well. People are just too busy it seems.

Because of my experiences over the years with this department, program, and students, I thought the next great way to reach them may be through an infographic. The infographic is intended to be available both printed and digital, but I can see this infographic serving us well posted in the hallways and in the classrooms with computers or computer labs. Nearly all of the classrooms for CAD and design have computers where students spend most of their time. It’s also a great reminder for staff who may also struggle with some of these basic digital literacies. So my task is two-fold, to reach both staff and students in the CadHu department.

Kirk Lunsford | Your Semester Saved in The Cloud | INTE 6710 Fall 2016

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Overview

The goal of the infographic: To inform FRCC staff and students in the CadHu department to most effectively store and transfer digital files by use of USB hardware and cloud file storage services with focus on cloud storage.

The following will serve as an outline or framework to address the goal by means of an infographic which will be printed and displayed in the hallways, computer labs, and classrooms in the CadHu department at FRCC. The infographic will also be displayed online in the LMS, on my blog, and select social media for anyone to access. By offering this graphic in social media outlets, it allows cohorts and colleagues outside of my immediate network to find a use for the infographic. Availability on social networks potentially makes it more accessible to colleagues and students as they navigate their routine online behaviours, rather than logging into D2L to see the infographic. The infographic is intended to serve many members of the potential audience. It is not assumed one sort of demographic or audience member would benefit the most from viewing the infographic. Therefore, the infographic will be designed to appeal to a universal audience.

Format: Print 11”x17” (vertical), Online: Pinterest, my blog, D2L (Desire To Learn LMS) as .jpg.

Audience: FRCC (Front Range Community College) students, staff, and faculty in the CadHu (Creative Arts Design and Humanities) department in Red Cloud Peak. Secondary audience, online design communities and followers in my network.

Tools and Methods for Production: The primary software used to create the infographic is Adobe Illustrator. Illustrator is a software that specializes in vector graphics that can be scaled to various sizes without losing quality of image. The image can be exported and optimized for both digital and print media. The components or assets created can also serve other purposes beyond the use of this infographic such as in video production, branding, banners, or other various means of communication. The utility of production in these ways is ideal for longevity of themes that can be replicated in other learning resources. In my experience creating graphics for various types of purposes and presented in various ways, Adobe Illustrator is the best software to create illustrations of this nature. I do not expect to need to use any other software for the project.

Objectives: 1. Inform CadHu staff and students of the need to save computer files in multiple locations by USB flash drive, external hard drive, and cloud services in order to save and store computer files over the course of the semester.

2. Promote the use of cloud storage services to CadHu staff and students as a critical resource in order to backup work over the course of the semester.

3. Generate awareness among CadHu staff and students of some key pro’s and con’s of file storage on USB flash drives, external hard drives, and cloud storage devices by means of compare and contrast.

4. Inspire CadHu staff and students to find out more about cloud storage services to use over the course of the semester by means of “call to action” links.

Kirk Lunsford | Your Semester Saved in The Cloud | INTE 6710 Fall 2016

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Design Decisions The design of the infographic was carefully crafted given the format, audience, setting, goals and objectives. The title and heading graphics, the way in which information was presented along with symbols, the flow, and the color scheme all work together to tell a story to the viewer. These components of the infographic were analyzed in more detail as part of the “design decisions” section.

Design decision 1: Title and heading I established a strong title to grab the target audience’s attention. While considering ways in which to engage viewers of the infographic and grab their attention, I created an exercise for myself to explore different titles or catch phrases for the infographic. I was really interested in the process and analysis of ways to make ideas “stick.” The “SUCCES” checklist, by Chip & Dan Heath, or “Simple, Unexpected, Concrete, Credible, Emotional, and Story was a great way to help me think through some “one liners” or catch phrases to introduce the infographic to my audience (Heath, C., & Heath, D. (2008). I used a checklist to create an ideation exercise for myself to present ten different catch phrases and infographic ideas. The ideas generated were assessed by myself using SUCCES as a guide. The phrases generated were: 1.So you just dropped because you lost your data... Next time follow these 3 steps to successfully saving and backing up your work.

2. Learn to save in 3 simple steps.

3. Have you ever dropped because you lost your data? Try this next time!

4. Keep calm and save on...The right way!

5. The future is now, save to the cloud!

6. The cloud is your savior.

7. If you’re using one of these (image of USB flash drive) you might… (show consequences).

8. Keep your data in the cloud not your head!

9. Your data in the cloud (show pros) - Your data on a memory stick (show cons) 10. Save like a boss, avoid data loss!

As an ideation exercise, the list was generated rather quickly. The goal was to defer judgment to some degree in order to generate many ideas without getting bogged down or over thinking a concept. After the list was finished, greater assessment was provided through the SUCCES checklist. I asked myself, “Is it Simple, Unexpected, Concrete, Credible, Emotional, and does it tell a story?” Some ideas were better than others based on this assessment, however I walked away with a few promising ideas. (see below)

Kirk Lunsford | Your Semester Saved in The Cloud | INTE 6710 Fall 2016

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Design Decisions After researching some of the roots to the chosen titles or catch phrases numbers 4 and 10, as can be seen in the associated blog post, “Keep Calm and ‘Sticky’ Like a Boss,” I decided to abandon these ideas which I previously chose to pursue further. I liked the ideas of using sayings that are popular in memes and have gone viral in several ways, however I wanted to be more original and I did not want any potential negative connotation associated with these phrases. Instead, I created a new title “Your Semester Saved in The Cloud,” and ran it through the same SUCCES checklist, which I believe it checks out.

By using “Semester” it draws attention to college students. By giving more visual weight to “SAVED,” if provides a simple, yet impactful, focus. This also gives a sense of “immediacy” to grab instant attention of the viewer (Dunlap, J., & Lowenthal, P. R. 2016). Although the infographic provides some information on saving through multiple methods, the use of “in the cloud” is perhaps the unexpected component in the title which acts as a secondary focal piece with less visual weight. However, the arrows above and below “in the cloud” draw the eye in. Overall, the focus, impact, original and sticky qualities of the title portion for the infographic create intrigue to engage the viewer to read on.

Design decision 2: Compare and contrast I generated compare and contrast relationships because I wanted the viewers of the infographic to understand the pro’s and con’s of the most common means for digital file storage, with focus on the cloud as the most effective and positive means. This method overall establishes a visual structure that reveals the key intent of the story communicated in the infographic (Dunlap, J., & Lowenthal, P. R. 2016). infographic is clearly bias towards saving to the cloud. The cloud graphic to the middle right of the infographic has the most visual dominance in the image secondary only to “SAVED.” The orange ( - ) signs, or negatives, overwhelm the USB flash drive and external hard drive formats, where the ( + ) signs, or positives, are dominated within the cloud side of the infographic. Some of the bias is minimized by some negatives on the cloud side and some positives on the USB device side. However, the goal is to drive people to seek out cloud storage services as they are the most reliable and versatile platform for students to contain their work. The intent is to “shape the viewer’s perception” of how they may best save their data (Krum, R. 2014)

Design decision 3: Symbols and icons I created ways for the viewer to recall the infographic and make connections to the various parts by use of symbols. The three dominant symbols created for the infographic, the flash drive, the external hard drive, and the cloud icon, help the viewer coordinate the text in the pros and cons section with the symbol.

According to Krum (2014), “Combining relative images with your text dramatically increases how much your audience remembers by 650 percent” (p. 22). The relative size of the cloud in the infographic also gives dominance to the focus of the composition to enhance the viewer’s recall of the purpose or intent of the infographic, which is to utilize cloud storage. It’s well known relative to other objects, items larger than others obtain more focus, in addition to color and value, and orientation or location of objects to each other in the composition (Medina, J. 2008). This is why the cloud icon is strategically placed midupper third, and to the right, third of the infographic and carries the weight of the body portion where most of the information is contained. (see symbols above) Kirk Lunsford | Your Semester Saved in The Cloud | INTE 6710 Fall 2016

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Design Decisions

Design decision 4: Flow I devised a plan for the flow of the infographic to achieve story that lead to the call to action.

The overall flow of the infographic can be read from top down and from left to right. However there are key focal points and specific ways which the viewers eyes can travel through the infographic. The viewer most likely starts out by reading “SAVED” and holds their attention to read the title at the top of the infographic then move down the page. The secondary focus after reading the title is the pie chart showing how common it is for someone to lose computer data. This creates interest in learning more about the common ways to save such as USB flash drive and external hard drive followed by the cloud.

The viewer travels through this portion of the infographic by following the light blue line which travels down the page and then back up with the arrow pointing to “Best Practices: Save to the cloud! Backup on external hard drives and have multiple copies.” Above this the viewer can see all the positives of saving to the cloud under the visually dominant cloud icon. Assuming the information is enough to invite the viewer to learn more, their eye proceeds to read the footer contained in the darker blue section at the bottom of the page. The result of the way a viewer likely travel through the infographic demonstrates a level of “coherence,” or a sense of completeness due to the logical structure and flow (Dunlap, J., & Lowenthal, P. R. 2016).

Through this process, the viewer is engaged in a sort of story about saving. The viewer learns it’s likely they will use their data or someone they know is likely to lose data. They learn that USB devices are unreliable and that the cloud is more reliable, yet having multiple copies in multiple locations is key. After the viewer finishes this story, they are encouraged to check out the resources at www.cloudwards.net.

This is the “call to action” component where viewers can directly compare cloud storage services and choose a service that may work for them. This can be described as the “introduction, ah-Ha! Moment, and call-to action,” (Krum, R. 2014). (See flow of infographic below)

Viewer focus, start, introduction

Ah-Ha! moment Eye may travel from USB device to cloud and back to compare End, call to action

Kirk Lunsford | Your Semester Saved in The Cloud | INTE 6710 Fall 2016

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Design Decisions

Design decision 5: Color Scheme I established an appropriate look for the infographic with color given the intent and setting.

The infographic, first and foremost, was intended to be displayed in the computer classrooms and labs at FRCC in Red Cloud Peak. Given this environment a few things needed to be considered like creating appropriate contrast to be seen in low light areas and using color and value to display information hierarchy. Lighter tints to fade into the white background were used for elements treated as subsidiary like the light blue line that connects the USB devices to the cloud section of the infographic (Reynolds, G. 2009). The color also communicates an “airy” quality associated with the idea of clouds. This was achieved by the mostly monochromatic blue hues. Colors such as the green and orange, were only used to show contrasting relationships such as the pros and cons. The monochromatic blue-teal colors are also soothing and appropriate for a sometimes stressful setting like a computer lab (Reynolds, G. 2009). Finally, the color scheme coordinates well with other Front Range Community College publications. Although this infographic is not an official project by the college or graphics department, it’s important to respect the idea of brand as communicated through color and graphics. It would be relatively simple to integrate this infographic into more official publications given the color scheme. The FRCC logo can be integrated seamlessly in the footer portion of the infographic. Consumers are likely to remember and assign credibility to a publication displaying the company logo (Krum, R. 2014). In the setting of the college it may be important to know this infographic may be officially sanctioned by the college by the display of the logo and use of brand identity effectively. (See example swatches below)

A more saturated palette was used to make the colors more visible in lower light settings such as a computer lab. The bright palette also contributes to the “lighter” feeling associated with the cloud theme.

Kirk Lunsford | Your Semester Saved in The Cloud | INTE 6710 Fall 2016

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Formative Evaluation Responses

5 peer review questions with purpose: 1. Does the info-graphic convince you that it is most important to utilize cloud services for file storage? Why or why not?

This was asked because there is emphasis on using the cloud. A positive response to this question would mean that the overall goal was achieved. Peer’s could not simply state “yes” or “no” to this question because it’s a two part “why or why not.” The question was phrased this way as opposed to a more negatively phrased question in order to utilize positive commentary to support the infographic.

2. Assuming you don’t know what “the cloud” is, does the information presented make you want to look into learning more about cloud services?

Question two was asked because it’s highly likely a majority of the viewers of this infographic are not sure about the cloud. This question helped me determine if there was enough information presented to be curious about learning more and leading the viewer to the call to action at the bottom of the infographic.

3. Is the information presented in a clear and practical manner given the subject matter? What other information, if any, may be useful to present?

Three asks the reviewer if they can understand the material clearly in the infographic. It asks the reviewers to provide other information would be useful for the infographic. Although due to the size of the infographic it would be challenging to add much more to it, I wanted to see if there was something critical I was missing that needed to be added.

4. Does the graphic layout and color scheme lend itself to the subject and make it easy to discern the data and text? If so how, if not, what can be improved?

This question asks the reviewer if they think the infographic can be improved by layout or color scheme and text. I wanted to be sure items part of or related to “CARP” were appropriate for the infographic.

5. Does the heading / title for the graphic grab your attention as a college student? For students who may have struggled in the past due to lack of technology and digital literacy experience; do you think this could help inform them and invite them to use cloud services and storage? Why or why not?

The last question is a three part question in order to avoid simple “yes or “no” responses and get as much out of the review as possible. I wanted to know if the infographic grabbed the attention of college students by how the title was presented. The second part of the question assumes the reviewer knows enough about digital literacy issues to assess whether or not the infographic could provide some basic information about the cloud. This was important to ask as I may suffer from “the curse of knowledge” regarding this subject (Heath, C., & Heath, D. 2008).

Kirk Lunsford | Your Semester Saved in The Cloud | INTE 6710 Fall 2016

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Formative Evaluation Responses

Rensponses from reviewers A & B: 1. Does the info-graphic convince you that it is most important to utilize cloud services for file storage? Why or why not?

A: After reading through the entire infographic, I understood that the goal was to show that it is most

important to utilize cloud services. At first I was confused as to why you were giving negative facts about USB flash drives and external hard-drives but then I saw that the goal was about clouds.

B: The design certain is convincing. I like you put two orange minus signs when you list the disadvantage of USB and hard drive. The points you brought is hard to argue. The green plus signs on the clouds area indicate the positive advantages it features. What you did is very subtle and smart!

2. Assuming you don’t know what “the cloud” is, does the information presented make you want to look into learning more about cloud services?

A: Yes, I actually am someone who does not fully understand how the cloud works because it doesn’t

make sense to me that all my stuff could just float somewhere. That part of technology doesn’t make sense to me and I am not someone who uses the cloud on my computer or even my phone. I back everything up somewhere else and then when my computer crashes, I run into a problem in someway. I feel like the links you provided are definitely something that I am interested in checking out to learn more about the cloud to maybe eventually transfer over to using it.

B: I already know what “the cloud” is, but for someone doesn’t understand its concept, I would imagine

they would like to click on the resources links on the bottom of the infographic to get more information.

3. Is the information presented in a clear and practical manner given the subject matter? What other information, if any, may be useful to present?

A: I definitely think the information is clear once you figure out that’s the goal. Maybe emphasize it a little bit more in the title - the part about the cloud is small and I focused solely on the fact that my semester information was going to be saved. Because I originally thought your goal was to tell us about saving the semester, I was confused as to why there was negative facts on there.

B: Overall, I think your design is very clean and rich in details. I understand the point of this infographic to

convince your audience to switch to clouds for data storage. However, I would like to see you including some drawbacks of the clouds to be in the matter of fact. The reason is I have read news about how some celebrities stored their personal pictures on clouds and then their information was leaked out after their clouds storage has been hacked. So the clouds are not 100% secure. Also, clouds service is not free, some service fee can be expensive for a certain people.

Kirk Lunsford | Your Semester Saved in The Cloud | INTE 6710 Fall 2016

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Formative Evaluation Responses

4. Does the graphic layout and color scheme lend itself to the subject and make it easy to discern the data and text? If so how, if not, what can be improved?

A: I think the color scheme is perfect for the information you are trying to present. When people think

about clouds, blue and white are the first colors that come to mind. The color scheme makes everything easy to read and clear.

B: I believe the layout of this chart is very organic. The tiny arrows on the background naturally lead my reading all the way to the end without me realizing it. The choice of the font and style follows the standards of CARP very well. I admire you did such a good job on the first try!

5. Does the heading / title for the graphic grab your attention as a college student? For students who may have struggled in the past due to lack of technology and digital literacy experience; do you think this could help inform them and invite them to use cloud services and storage? Why or why not?

A: I already mentioned my thoughts about the title but I definitely think that it will grab a student’s

attention especially if your plan is to hang these up somewhere local for college students to see. Students want to see whys in which they can “save” their semester - in different ways maybe - and will stop to read.

B: Yes, The title did a fine job getting my attention as a college student. I like how you used a different size for the word “saved” to bring the focus to your audiences. Actually, I think your design is actually very versatile, it could serve many more other audiences. But since your design mainly targets towards college students. The word “semester” does grab the attention of your audiences.

Responses to critical feedback: 3. A and B 3A: Maybe emphasize it a little bit more in the title...

I chose not to address the response by altering the infographic. Reviewer A provided some critical feedback that can be interpreted as the title is perhaps not substantial enough to support the goal. The purpose of the title is to grab the attention of the viewer to engage the infographic as it tells a story to utilize cloud services. It’s highly possible because of the emphasis in the title a viewer could skip the cloud text “in the cloud” and ignore the cloud icon in the top right corner and the large cloud icon in the middle right of the infographic at first. But once the eye travels through the rest of the page the eye returns back up to the large cloud graphic and the plusses to utilizing the cloud.

3B: However, I would like to see you including some drawbacks of the clouds to be in the matter of fact...

The feedback provided by the reviewer here was important to address in the infographic. We already know the infographic is biased by how it’s presented in compare contrast format and context (Krum, R. 2014). It’s likely that most infographics that are persuasive in nature are biased this way. However, more fairness can be given to in the infographic by provided some plusses to the USB devices and some negatives to the cloud. As long as all statements are factual this will allow the viewer to make some assessments about the file storage technology without being overtly persuaded by the negatives and positives. It allows for more critical thinking by the viewer which provides more engagement and perhaps invites the viewer to find out more by following the “call to action.”

Kirk Lunsford | Your Semester Saved in The Cloud | INTE 6710 Fall 2016

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Lessons Learned

Overall the creation of the infographic was a challenging exercise in visual communication, psychology, and instructional design. After reflection on this exercise I discovered three key “take aways”: 1. What I know (curse of knowledge) can hinder what I want the audience to know. It’s not about me, it’s about the target audience. It’s important to “test” the infographic through peer review or test groups to break the curse of knowledge and revise the design based on feedback (Heath, C., & Heath, D. 2008).

2. Every subtlety and nuance of the visual design in combination with text is interpreted through complex, often effortless, psychological thought by the viewer. Careful and purposeful use of visuals is key to obtaining intended objectives.

3. Creating an infographic is perhaps the most purposeful use of visual graphics in order to obtain an objective. I have faced no greater challenge in combinging visuals with data and textual information to achieve a an intended result.

Bibliography

References Dunlap, J., & Lowenthal, P. R. (in press). Getting graphic about infographics: Design lessons learned from

popular infographics. Journal of Visual Literacy Heath, C., & Heath, D. (2008). Made to stick: Why some ideas die and others survive. New York, NY:

Random House.

Krum, R. (2014). Cool infographics: effective communication with data visualization and design. Retrieved

from http://www.coolinfographics.com/sample-chapter/ (chapter 1) Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle,

WA: Pear Press.

Reynolds, G. (2009). Presentation zen design: Simple design principles and techniques to en-hance your

presentations. Berkeley, CA: New Riders

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