I got a 35, I reckon!


It shouldn’t end with a question mark. It should end with an exclamation point.

I’ll give myself a 35 for the infographic (815KB) that I posted the other day (My First Stab at Infographics..) for your consideration. I get that many points for the effort, probably about ten hours of work. The effort was good. Each time I scrapped the whole thing and started again, it was because I learned something. It was because I realized that I was going down a wrong path — a path I will not take again. Each path, never to be taken again, is worth at least 5 points.

Some of the 65 points that I didn’t get was explained to me by Steve Ruddy, who commented..

An infographic usually uses the info to convey a point, I cannot figure out what you want me to deduce by all of this information. Most importantly I don’t see what the top half has to do with the bottom half at all. Hope this feedback helps you make better infographs.

He’s absolutely right.  All that I did was to convey individual chunks of data as blocks of images and then stack those blocks in a way that made sense to me.  There was a story there.  There was a purpose to the sequence of blocks.  But I didn’t tell tell story.  There was no mortar to give the blocks substance and meaning.  To Ruddy and others who viewed the graphic, it was just a stack of blocks with no exclamation point.

Thursday’s IGAD usually points to a data source that teachers or learners might use to craft their own infographic or data visualization. Today, however, I add an extra post about “breaking news” infographics, which are explicitly designed to tell a story. The examples are graphics, telling the story of the raid on Abbottabad.

As a result?  Well, I’m scrapping my current infographic and starting over again.  But it’s not so much to reshape the blocks, but to mix the mortar.

My point in sharing this is to say that I’m still proud of that 35.  I didn’t fail, because I learned from that experience and will do a little better next time.  But, as a learner, it makes me wonder…

Is it wrong to expect a 100?  Does that emphasize the wrong thing?

Shouldn’t we wait until the end of the course for something near 100?  ..or the end of the term? ..or graduation? ..or a long time after that?

Author: David Warlick

David Warlick has been an educator for the past 40+ years. He continues to do some writing, but is mostly seeking his next intersect between play, passion and purpose, dabbling in photography, drone videography and music production.