Abstract
The purpose of this study was to explore the degree to which an infographic assignment facilitated student learning around health science issues, as well as the ways in which the assignment was an effective teaching tool. The objectives of the assignment were to (1) understand the purposes of and potential uses for infographics, (2) cultivate creative visual communication skills, and (3) disseminate a complex health topic to diverse audiences. The infographic assignment was developed at Montana State University and piloted at Portland State University. Students were assigned to small groups of three or four to create an infographic focused on a health science issue. The assignment was divided into four steps: brainstorming, developing, designing, and finalizing. Focus groups were conducted to assess how learning occurred throughout the assignment and identify any opportunities for modification of the assignment. This study was conducted with freshman students enrolled at Portland State University, a public university located in downtown Portland, OR, USA. Thirty four students completed the assignment and 31 students participated in one of three focus groups. Four themes emerged from focus groups: (1) Communicating Science-Related Topics to Non-experts, (2) Developing Professional Skills, (3) Understanding Health Issues, and (4) Overall Experience. This article outlines the assignment, discusses focus group results, and presents assignment modifications. It is clear that the infographic assignment facilitated learning about accessing and translating data. This assignment is ideally suited for use with diverse college-age audiences in health education and health promotion fields.
Highlights
AND RATIONALE: DIGITAL TECHNOLOGY AND HIGHER EDUCATION PEDAGOGY IN THE HEALTH SCIENCESFrom static chalkboards to collaborative Internet, the contemporary higher education environment contains multitudes of tools to facilitate teaching and learning
The purpose of this study was to explore the degree to which an infographic assignment facilitated student learning around health science issues, as well as the ways in which the assignment was an effective teaching tool
Stu dents found that the infographic assignment facilitated practice translating science-related topics to the general public
Summary
AND RATIONALE: DIGITAL TECHNOLOGY AND HIGHER EDUCATION PEDAGOGY IN THE HEALTH SCIENCES. From static chalkboards to collaborative Internet, the contemporary higher education environment contains multitudes of tools to facilitate teaching and learning. Educational technology research shows the changing nature of students’ access to information and engagement in deep learning. Research about digital technology in higher education indicates that students today utilize social media to research information that they already perceive as credible (1) and successfully learn course content through social media platforms that extend the classroom (2). Digital technologies create opportunities to open new doors to information, facilitate creativity, and inspire deeper learning (4). To successfully engage students in this technology-rich learning environment, faculty must carefully construct assignments around each technology and provide ongoing support (5)
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