The need to be visually literate in the 21st century is continuing to grow. “In an uncharted world of boundless data, information designers are our new navigators,” begins a recent Times article, “When the Data Struts Its Stuff.” To bring home just how important it is to be able to navigate through a sea of data, check out how much content is created in just sixty seconds online.

Information graphics or infographics are visual representations of information, data or knowledge. These graphics are used where complex information needs to be explained quickly and clearly, such as in signs, maps, journalism, technical writing, and education. They are also used extensively as tools by computer scientists, mathematicians, and statisticians to ease the process of developing and communicating conceptual information.  Our student process half the information around them through images. Therefore infographics can be a powerful classroom tool.

There are many ways to use Infographics in the classroom.

Infographics can be a  source of information- Infographics are abundant online and in newspapers, magazines and books. It allow students a new medium to be introduced to complex data, gain understanding, draw conclusions and see relationships.

Infographics can be a powerful  tool to teach visual and critical literacy.  These are key 21st century skills.  Infographics are traditionally viewed as visual elements such as signs, charts, maps, or diagrams that aid comprehension of a given text-based content. Often more powerful than words or imagery alone, infographics utilize visual elements of design and words to convey a message in such a way that context, meaning and understanding are transcended to the observer in a manner not previously experienced.

Infographics can be a way for students to express their or others’ data.

The basic and key material of an information graphic is
  ·         the data
  ·         information, or knowledge that the graphic presents with limited resources.

There are many types of Infographics-   Statistical Based, TimeLine Based, Process based and Location or Geography Based.

More useful information on infographics:
Kathy Schrock- great explanation and large number of practical resources

Infographic a day for teachers- The always inventive  David Warlick’s site  presents useful infographics for teachers. 

Everyone can be a designer.  Design Thinking is a mindset. Thinking like a designer can transform the way you approach the world when imagining and creating new solutions for the future. There is a need to be

• aware of the world around  
• believe that you play a role in shaping that world, and
• take action toward a more desirable future.

Design Thinking gives you opportunities to tap in your creative abilities through  a process.
Ewan McIntosh from NoTosh describes Design Thinking as:
It’s Human-Centered.
Design Thinking begins by understanding the needs and motivations of people
It’s Optimistic. Design Thinking is the fundamental belief that we all can create change—no matter how big a problem, how little time or how small a budget
It’s Collaborative. Design Thinking requires conversation, critique and all-out teamwork.
It’s Experimental. Design Thinking creates a real space to try something new. It gives you permission to fail and to learn from your mistakes, because you come up with new ideas, get feedback on them, then iterate .

Design Thinking is a process that really allows people to get under the skin of the problem…instead of starting with brainstorming, it relies on students’ ability to be intuitive, to interpret what they observe and develop empathy,  before developing ideas that meet the needs they observe.It is
·         finding things that they didn’t realise they wanted to know about
·         helps cover curriculum from student led focus
·         helps students enthusiastic, ownership over a concept – not just what but how they learn
·         half time spent finding out what they want to learn
·         links to solving real world challenges
·         always a connection to here and now  and nearly always a connection to tomorrow

Design thinking involves four Stages :
·         Immersion: observation and empathy
·         Synthesis:  bringing ideas together
·         Ideation: coming up with fresh ideas to solve them
·         Prototyping:  giving it a shot and seeing what you can do

With a new Australian curriculum there is opportunity to think differently.  The Melbourne Declaration emphasises the importance to Australian schooling promote equity and excellence in education- a high quality of education that is accessible for all students. The second goal  is to create students who are confident, creative, successful, active and informed individuals. 

In the Australian Curriculum general capabilities play a key role in realising these goals. General capabilities encompass a set of knowledge, skills and dispositions that will assist students to live and work successfully in the twenty-first century. With our new curriculum the General Capabilities are the  enablers to 21st century learning.  These capabilities can be enabled through a Design Thinking Process.

To continue to teach, challenge and transform in the 21st century, we need to tap into the creativity of our students and our teachers, we need to prepare for a future of rapid change – and get on board. For that to happen,
"We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for ourselves."
--Stephen Downes

Podcasting allows students to create, discuss, inquire and reflect on learning.

Podcasting is a way of delivering multimedia files, such as audio or video over the Internet for playback on mobile device, such as an MP3 player or a computer. The audio (or video) file is posted on a web site, where it can be downloaded to a computer or MP3 player using a podcast client software. A podcast will have a web address for an RSS feed. iTunes (or another client) will check the RSS feed of the podcasts you subscribe to and automatically download any new ones. 

Investigating the rich podcast out there here are a few of my favourites:
Andrew Douch has created many biology podcast to assist his students:
http://biologyoracle.podomatic.com/
MIT Open Course Ware Physics lectures- videoed and podcast:
http://ocw.mit.edu/OcwWeb/Physics/8-01Physics-IFall1999/VideoLectures/detail/embed06.htm
A wonderful selection in iTunes U for k-12- and it will be evergrowing.

Some Classroom Uses for Podcasting
o English stories
o History projects- eyewitness accounts, interviews, time lining
o Science Experiments and Reports 
o Sportscasts
o Reflections
o Assessment- pre/post testing
o Tutorials
o Information sharing with community
o Visual Arts- describing artwork
o LOTE-verbal activities
o Radio Program
o Tours
o Excursions
o Oral Presentation

First Things First: Tips on the Plan 
Amazingly enough, this first step is the one many podcasters skip: develop a plan. Before you start recording, think about what you want to say, and organise your show accordingly. Make notes, prepare your interviews (if any), and try to improvise as little as possible. While a completely spontaneous show can sound good if you’ve got the knack, the best podcasters prepare their shows in advance and work hard to provide interesting content. 
1. Have something to say. You can certainly just ramble for a half-hour, but unless you have a unique voice (or are really funny) people won’t come back. If you make a podcast just to provide the drivel that’s on your blog, don’t bother; stick to text. It’ll save you time, and it’s easier to find out what you have to say.
2. Be prepared. Make notes before you start talking; only a rare few can improvise for a half-hour or an hour. In fact, few people can really improvise for more than a few minutes. Make detailed notes, and, if you’re interviewing someone, prepare questions in advance. However, don’t let notes or questions keep you from diverging if you find something better to say.
3. Be short and simple. Too many podcasts try and fill an hour with whatever it takes to fill that time. You will be much more likely to get listeners to try out your podcasts if they are short. If listeners like the shortcasts, then they’ll stick around for the longcasts.
4. Be clear. Learn how to record, edit, and produce your podcast. Also, if you’re interviewing someone, don’t interrupt. Learn when to talk and when to let the guest speak. You can edit later.
5. Be yourself. Unless you’re a professional journalist or radio broadcaster, you won’t make people think you are. Don’t try using that “radio voice”, and don’t try to talk about things you don’t know about. Do talk about what turns you on: even if it’s a hobby, such as beekeeping, an impassioned delivery by someone who knows the subject can be interesting.
6. Be unique. The best podcasts are the ones that are unique or original. Don’t copy in style or content. Podcasting, like writing, is creative. 
7. Provide detailed program notes. 
8. Add or sound effects to punctuate your show. Make sure the music you use has creative commons. 
To sum up, creating a good podcast is like creating any type of quality content, be it music, words or audio. With a fair amount of intention, originality and creativity, you can share your thoughts with others through podcasts. But only the good survive; so if you want to reach an audience, do your best to make sure that people come back for more.
There are thousands of podcasts available today, but it’s easy to pass most of them up because they don’t stand out - figure out your angle, and run with it! 


Tool to create a  podcast are:

• Audacity for PC
  
• Garageband for Mac
  
• Podium
  

QR Codes 

What are they? 

QR (Quick Response) codes are basically 3D barcodes. Being 3D as opposed to 2D, they can contain much more information that a regular barcode. They can contain up to 4000 characters (numeric, alphabetical, Kanji (Japanese/Chinese symbols). Traditional barcodes contain only 20 digits of data. 

A short piece of text, a Website address, an Email address or a phone number are just some of the types of information that can be stored in a code. In Japan, where QR codes originated, they are on most business cards – providing a link to a Google Map of where to find the business, or the business website in most cases, so users can simply scan the code with their phone to get direct access to information. 

Most Smartphones will have a barcode scanner as an app which will read QR codes. For the desktop you can also install a little bit of software that will use a webcam to read the codes. Whether children are using mobile devices or the webcam on a netbook, they will access digital resources in fewer clicks.

There are many websites that generate QR codes – one of the easiest is Kaywa QR Generator: http://qrcode.kaywa.com/

Why should I use them?

Convey large amounts of information easily
Provide easy access to websites/YouTube videos
Create scavenger hunts or self-guided tours
Provide information to parents
Provide easy access for students to websites - use a desktop scanner

The future of grocery shopping led British grocery chain Tesco  connect with busy people through an innovative new concept,they created billboards the subway stations that feature a range of products that customers can then select and scan using QR codes with their cell phones, only to have the selected groceries delivered later to their doorstep.

How to use them 
Create QR codes for  references in any KLA for direct student access 
A tour  can be made self guiding. Students use headphones plugged into phone/itouch and scan QR codes to listen to pre-recorded podcasts describing that part of the tour.
Create short videos depicting the consequences of various actions. Create a QR code for each video. Students read the description of the dilemma, then scan the QR code that relates to view the consequences of their choice. 
Include QR codes that direct students to websites with further information 
Websites and Tools 

40 interesting ways to use QR Codes: https://docs.google.com/present/view?id=dhn2vcv5_765hsdw5xcr&revision=_latest&&theme=blank&authkey=COX05IsF&cwj=true 
Desktop QR scanner: Quickmark: http://www.quickmark.com.tw/en/basic/index.asp 
More info about QR Codes: http://livebinders.com/play/play_or_edit?id=51894