Piktochart and Academic Posters

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Adding to my many niche specialisms, I seem to have become infographic and poster girl. It’s a rubbish super hero name tbh, but not a bad niche. I’ve done a couple of sessions recently that were very mixed experiences. The first, if I’m honest, wasn’t good at all, but the one I did on Tuesday went down a treat. The difference? The venue. The first time around I was teaching in a funny semi-open access area we have in one of our buildings which has banks of computers in long rows. It’s loud, it’s hot, and even with me shouting at the top of my voice the people at the back couldn’t hear me. That meant I was having to walk up and down, repeating things to different groups of students which meant getting them all at the same place was nearly impossible. It was so bad that the academic and I decided to do a re-run which was on Tuesday, this time ensuring that we booked a proper computer room. What a difference it made. You could see, and hear, things clicking into place for the students. It was incredibly satisfying, and goes to show the power of providing the right environment which is conducive to learning.

What I was teaching was how to use Piktochart to create infographics which could then be used as part of an academic poster. The students’ brief was to create something similar to the country profiles used by the New Internationalist magazine, but with an emphasis on health. My example used Wakanda for topical, pop-culture fun. It’s a little rough, terribly plagiarised, and I made up all the stats, but it served it’s purpose well. The poster template itself is a PowerPoint template from Poster Presentations, a cracking little resource I wish I had known about a few years ago instead of creating my own.

This was to level 6 sociology students and more than one commented on how useful the tool was and how they wish they had been taught it in their first year as they could have used it in other work. It was great feedback, and I strongly suspect that the programme leader is indeed going to build this into the programme at an earlier stage in future. At which point, to my mind, instead of providing ad-hoc sessions directly to students, what I’ll do is teach the programme team who can then build it into their teaching.

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