Easelly

In this chapter we will be exploring a web 2.0 technology called Easelly in an example 30-40 minute lesson. Easelly is a great creation tool that can help the design and development of an infographic delivered in a seamless, smooth way. 

The syllabus point this example task addresses LW1.e; discuss using examples, how the values and needs of contemporary society can influence the focus of scientific research. 

This task takes on the social constructivist and design-based approach. 

What is Easelly's role in this activity. 

Teachers can use Easelly as a tool to help students develop and design their infographics in a smooth and easy way. The visual facets of this website are similar to Canva and accessibility of the tools are easily accessible for all students, including those with limited digital literacy skills. 

What does the task for the lesson encompass?

An example of how this technology can be used in a classroom activity could potentially involve the first part of the activity being a guided research task; students are required to choose one non-infectious or infectious disease from a selection and investigate the key characteristics and features of the disease, cause, treatment, and implications on society and lifestyle or other potential organisms. The second half of the research activity involves a presentation. Students co-construct an infographic and present their research findings to their peers in groups and ask leading questions to elicit group discussions. 

This activity is a research guided task and further scaffolding is provided for students to help set up their infographic, rather than starting from scratch. Teachers can use exemplars and non-exemplars to demonstrate the standards and expectations of the task. Exemplars make marking criteria more comprehensible for students. Having students exposed to examples of past work of different standards has been supported on improving student performance, and enables students to become familiar with the criteria (Rashid-Doubell et al, 2018). This can likely drive students to complete the task because this bridges the gap between their current schema and learning goals. 

How does this technology boost student motivation?

This example task is designed to be a dialogue-run and interactive activity. Students co-construct and present an infographic material on their chosen disease to a group of peers and answer related questions. This results in greater meaning making through collaboration and discussion. Presenting Infront of a small audience, the easy use of the tool and the creative process involved are factors that drive student motivation and engagement in the task (Bower, 2018). Furthermore, the ability to share ideas and present can become a positive, high challenge task, thuerefore, leading to deeper engagement with their learning (Hartshorne et al, 2009). 

How can teachers assess this learning?

Since the example activity involves positive discourse and presentation, students will be assessed by their peers on knowledge, visual presentation and quality of their responses. Formative assessment in this task includes peer assessment so that all students understand the expectations of the task, and help students develop their communication skills (Nejad et al, 2019).