Universal Design Example

I found the image for this week's assignment on one of my favorite "Spanish teacher" websites: Zachary Jones' Zambombazo. His post provides the info-graphic, or "infografía", as well as an accompanying lesson plan. The original image, though, was published by Ciudadano 0,0, an organization promoting sustainable development in Spain. I have inserted the image in its entirety below, or you can also check it out, in context, on the original post by Ciudadano 0,0.

Universal Design "employs design principles (visual and otherwise) to create environments accessible to as many people as possible" (Lohr, 2008, p. 5). I feel that the graphic I found does many things to promote Universal Design. In fact, due to its ease of use, it can serve as both a "performance support visual" for its intended audience, as well as an educational image or "text". Although this info-graphic was created to help Spaniards eat healthier and save money while enjoying in-season fruits and vegetables, I will also be using it in my Spanish 1 class as part of our food unit. I like to use "authentic materials" whenever possible, and this image provides a wallop of content in a very scaffolded, sheltered manner. The wide appeal and usability of this info-graphic is a strong testament to its Universal Design.

So what, specifically, contributes to Universal Design? The National Center on Universal Design for Learning, among its three guidelines, recommends that educators "provide options for language, mathematical expression, and symbols" (CAST, 2011, "Guideline 2" section).  Of the specific "checkpoints" identified under this guideline, I think the image I've chosen does an especially good job with the following criteria:

• Checkpoint 2.1: Clarify vocabulary and symbols. 
• Learners of different linguistic backgrounds can appreciate almost all of the details in this "text" because of its graphic design elements. Key vocabulary words (like the two categories "fruits" and "vegetables", the four seasons, and all of the fruits and vegetables) are presented with graphic clues. The typography and icons used in this image support viewers and readers of all backgrounds by illustrating the meaning.
• Checkpoint 2.2: Clarify syntax and structure.
• The structure of this graphic is obvious and explicit, organizing words and images to show the relationships between major and minor elements. At a glance, one can easily see where the fruits are, where the vegetables are, as well as where each season can be found. Layout, proximity, color, and font all contribute to this organization. Then, as the viewer focuses in on a specific segment of a circle, the months emerge, as well as the lines showing the length of season for each food. These details could be very tedious if presented in text format alone. 
• Checkpoint 2.4: Promote understanding across languages.
• As previously discussed under Checkpoint 2.1, the non-linguistic elements of this image make it accessible at almost any literacy level. Vocabulary, main ideas, and structure are all clarified visually.

References

CAST (2011). Universal design for learning guidelines, version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines

Lohr, L.L. (2008). Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). Upper Saddle River, NJ: Pearson.

Roberto, C. (2013, December 9). Comer más sano cuesta menos aprovechando frutas y verduras de temporada. Ciudadano 0,0. Retrieved from http://www.ciudadano00.es/2013/12/09/calendario-frutas-y-verduras-de-temporada/

Generated by: Ciudadano 0,0

Personal Introduction Image

Tree silhouette clip art copied and modified with permission from Bob G, via Flickr.
Creative Commons License available here.

For this week's class, we were asked to use Adobe Fireworks to create an image of introduction. Initially, I was sure I wanted to work with personal photographs, creating some kind of collage. But as I watched the tutorials and started to explore some of the capabilities of Fireworks, I decided that I wanted to try out some of the drawing and design features. Being new to Fireworks, this turned out to be a challenge, but I ended up learning a lot.

My image represents me in many ways. I chose a tree because it's a common symbol for life and growth, and also because I love to be in nature. Many of my favorite memories have happened under starry skies, against a backdrop of silhouetted trees. I tried to recreate that feeling of connectedness and magic without being too literal. The reflection (or "roots" part of the tree) also holds meaning for me, in that I am very aware of how my past experiences and my current environment have shaped (and continue to shape) who I am today. 

As a final reference, I was also influenced by my daughter's art. Here is an example of how she draws trees. The multi-colored leaves always make me smile.

Art by Eira, age 4.