Training Teachers-to-Be to Create Infographics and Its Expert

Evaluation

Nadiia V. Oleﬁrenko

1 a

, Nataliia O. Ponomarova

1 b

, Vira M. Andriievska

1 c

, Olena O. Gulich

1 d

Andrii Y. Gaidus

2 e

and Iryna A. Lyakhova

3 f

H. S. Skovoroda Kharkiv National Pedagogical University, 29 Alchevskyh Str., Kharkiv, 61002, Ukraine

Kharkiv Petro Vasylenko National Technical University of Agriculture, 44 Alchevskyh Str., Kharkiv, 61002, Ukraine

State University of Economics and Technology, 5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine

Keywords:

Creating Infographics, Infographics, Young Learners, Experimental Research, Expert Evaluation.

Abstract:

The study purpose is to develop methods for preparing students to create infographics for educational purposes

and its expert evaluation. Creating an educational infographic is an interesting, but quite complex activity for

a teacher, which requires both the expansion of existing psychological and pedagogical knowledge and skills,

and the formation of new ones. The modules “Infographics in educational activities” and “Expert evaluation

of e-tools’ quality for teaching students” are offered for teachers-to-be. The determination of the weighting

factor of each criterion by expert evaluations was organized. Experimental implementation of the developed

modules is carried out. On the basis of the criterion rank, the signiﬁcance of each criterion was calculated.

The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are

calculated with nonparametric methods of mathematical statistics. The conclusion is the expert evaluation has

different activity stages, gradually becoming a common phenomenon.

1 INTRODUCTION

The increasing speed of the modern digital world,

saturated with information and communication tech-

nologies, the habits of the modern young genera-

tion to multitasking, to the perception of a signiﬁcant

amount of information, lead to the need for changes in

the learning process. First of all, changes and signif-

icant modernization require didactic tools used in the

lesson – such tools must correspond to the methods

chosen by the teacher, the speciﬁc situation in the les-

son, the peculiarities of students’ perception of infor-

mation. In modern conditions, didactic tools should

be variable, comfortable, ﬂexible, adaptive, – those

that can be changed according to existing class needs

or new capabilities of technical means.

It should be noted that currently the range of avail-

able electronic tools has signiﬁcantly expanded for

https://orcid.org/0000-0002-9086-0359

https://orcid.org/0000-0002-0172-8007

https://orcid.org/0000-0003-1632-4045

https://orcid.org/0000-0002-3846-1916

https://orcid.org/0000-0001-8414-5765

https://orcid.org/0000-0001-7589-8351

the needs of the lesson on the methodical web portals

and pages of pedagogical forums the following types

of electronic resources are offered (depending on the

educational purpose) (Oleﬁrenko, 2015):

• means-sources of educational information: pre-

sentation of information about objects of study

(electronic textbooks and manuals, presentations),

models of objects of reality (ﬁgurative – photos,

images, illustrations, videos, etc., verbal – audio

recordings, sign – schemes, mental maps);

• means of organizing the assimilation of educa-

tional material (electronic simulators);

• means of control and diagnostics of educational

process (means of automated testing);

• means of research, creation and reproduction of

sources of information.

Infographics nowadays are one of the didactic

tools widely used in education, which provide a struc-

tured and systematic visualization of models of pro-

cesses and phenomena in static and dynamic form

(Ivanova et al., 2020). Currently, infographics are ac-

tively used in the presentation of news or analytical

data, in marketing, in journalism. Recently, in the

Oleﬁrenko, N., Ponomarova, N., Andriievska, V., Gulich, O., Gaidus, A. and Lyakhova, I.

Training Teachers-to-Be to Create Infographics and Its Expert Evaluation.

DOI: 10.5220/0010931200003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 311-322

ISBN: 978-989-758-558-6

311

form of infographics provide both educational infor-

mation and policy (including quite ofﬁcial).

There are a number of factors that motivate teach-

ers to use infographics in the learning process:

• infographics are modern, and currently the most

powerful way of presenting data, which is clear

and familiar to students;

• increasing the number of infographics in the en-

tire media product, in advertising materials, text-

books, etc. requires certain skills – read informa-

tion, compare it, correctly perceive the data, an-

alyze the data and draw conclusions, which de-

termines the feasibility of including tasks to work

with infographics in class;

• due to the brevity, conciseness of information, the

ability to compare data, the availability of images

that are easy to remember, students are quickly in-

volved in the process of its consideration, in work-

ing with data;

• the use of infographics contributes to the forma-

tion of students’ skills of the future – to analyze

and critically evaluate information, depending on

the information received to make decisions;

• dynamic infographics allow you to quickly com-

pare data and draw conclusions;

• involvement of students in the independent cre-

ation of infographics from the school course is

one of the effective ways to master the material,

as it requires a lot of work to collect data, select

the most useful, systematize information, design

it in a convenient form;

• acquaintance with the concept of infographics and

the formation of skills in the use of various meth-

ods of data presentation is provided by the cur-

riculum of the subject “Computer Science” for

students of 10-11 grades of secondary schools at

the standard level and in specialized classes.

Thus, our research on the training teachers-to-be

to create infographics and its evaluation is in line with

current issues.

2 RECENT WORK

The problem of training teachers-to-be to create vi-

sual teaching aids is revealed in many psychologi-

cal and pedagogical studies. The research (Bartlett,

1927; Bilousova and Zhyteneva, 2014; Davydov,

1988; Erdniev and Erdniev, 1976; Holub et al., 2020;

Kalmykova, 1959; Kravtsov and Pulinets, 2020; Ma-

zorchuk et al., 2020; Midak et al., 2021; Min-

sky, 2013; Raputo, 2010; Verbitsky and Kalashnikov,

2015) are devoted to the theoretical and methodolog-

ical bases of visualization of educational material in

the educational process. Despite the variety of exist-

ing interpretations of the concept of visualization, re-

searchers agree that due to the growth of information

ﬂows visualization is a new means of reﬂecting the

objective world in the mind of the subject, which has

signiﬁcant didactic potential (Raputo, 2010). Under

the conditions of visualization, visual images reduce

the chain of verbal reasoning and contribute to the

synthesis of the image of the concept of greater ca-

pacity (Biloshapka, 2007). Visualization helps to fo-

cus on the essential components of the learning mate-

rial and to understand the connections between them.

On the other hand, the use of visualization brightens

and makes more convincing educational material (Sa-

ﬁna, 2010), allows you to create the effect of situa-

tional expression, an atmosphere of ease, enriches the

educational process (Briantseva, 2006). It is impor-

tant that visualization stimulates students to compre-

hend, generalize, clarify perceived images, ensures

the completeness and integrity of their perception

(Bilousova and Zhyteneva, 2014), activates various

forms of thinking students visually effective, ﬁgura-

tive, associative and others (Polyakova, 2012).

The development of modern visualization tools is

a factor in the creation of both innovative teaching

methods and new pedagogical technologies. For ex-

ample, Manko (Manko, 2009) sees visualization as

the basis for the formation of a qualitatively new stage

of development of the fundamental principle of learn-

ing – the principle of clarity.

At the same time, Bilousova and Zhyteneva

(Bilousova and Zhyteneva, 2014) emphasize the need

for early preparation of teachers for the use of visual-

ization in the educational process.

In general, the use of visualization in teachers-to-

be training allows to solve a number of educational

and pedagogical tasks, including the activation of ed-

ucational and cognitive activities, the formation of

skills of systematization, analysis, highlighting, cod-

ing and recoding of educational information, devel-

opment of ﬁgurative perception and visual thinking,

development of visual culture, etc. (Movchan, 2017).

In turn, mastering the basics of infographics de-

velopment by teachers-to-be, in the opinion of ex-

perts, is appropriate not only in terms of acquiring

skills in developing modern teaching aids, but also a

powerful means of obtaining their own experience of

project activities use of information and communica-

tion technologies, etc.) (Grushevskaya, 2016).

Institutions of higher pedagogical education have

accumulated some experience in teaching the basics

of infographics development. For example, work-

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312

shops on information technology have been devel-

oped, the purpose of which includes mastering a wide

range of the most common services of creating info-

graphics (Ponomareva, 2015). Teachers-researchers

offer separate methods of teaching infographics de-

velopment in institutions of higher pedagogical edu-

cation – work of Grushevskaya (Grushevskaya, 2016)

presents the experience of teaching future teachers

to create infographics as a multi-stage process, in-

cluding goal setting, collecting and verifying infor-

mation, systematization of data and concept develop-

ment, prototyping, implementation.

Noteworthy are the attempts of scientists to imple-

ment new methodological approaches (e.g., acmeo-

logical) to prepare teachers-to-be for the visualization

of educational information (Briantseva and Briantsev,

2019).

Equally important in this perspective is teachers-

to-be training to evaluate existing and own means of

visualization. According to Choshanov (Choshanov,

2013), the teacher should be able to choose and de-

velop their own assessment methods that meet the

goals and content of education, use assessment data

to improve teaching, and motivate students to learn.

Problems of assessing the quality of e-learning tools

are highlighted in (Alkhattabi et al., 2011; Atanasova,

2019; Bilousova and Zhyteneva, 2014; Bykov et al.,

2001; Elumalai et al., 2019; Ginns and Ellis, 2009;

Hay et al., 2008; Iryanti and Pandiya, 2017; Kazaine,

2017; Khalid and Ziden, 2016; Leontiev et al., 2020;

Little, 2003; Lytvynova, 2013; Lundqvist et al., 2006;

Male and Pattinson, 2011; Markovi

c and Jovanovi

2012; Marshall, 2012; Pons et al., 2015; Robert et al.,

2016; Stasiecka et al., 2005, 2006; Vasconcelos et al.,

2020; Wu and Lin, 2012; Yang et al., 2007; Zhaldak

et al., 2021). In particular, Lytvynova (Lytvynova,

2013) notes that expert activity is undergoing a stage

of formation, gradually becoming commonplace, and

the relevance of research in the ﬁeld of examination of

electronic educational resources is associated with the

trend of standardization and systematization of elec-

tronic educational content. To this end, there is an

active discussion of various aspects of the creation

and use of electronic content in the scientiﬁc circles

of the National Academy of Educational Sciences of

Ukraine, the boards of the Ministry of Education and

Science, educational institutions and identify the need

to substantiate the foundations for creating the exper-

tise (Lytvynova, 2013).

Our previous works highlight the education poten-

tial of e-tools for teaching young learners, e-tool cre-

ation in various instrumental environments ICT use

for young learner (Oleﬁrenko et al., 2019)). However,

some problems of students’ training for creation in-

fograﬁc and it evaluation have not been covered in

previous research studies.

Creating quality infographics is a rather time-

consuming, multi-stage purposeful activity of a

teacher that requires diverse knowledge, skills and

abilities. Thus, our research is aimed at developing

methodological support for teachers-to-be in design-

ing infographics for the educational process, as well

as its expert evaluation.

3 MATERIAL AND METHODS

3.1 Explored Materials Used in the

Experiment

The choice of examples of infographics and software

used in the experimental study was due to the need

to acquaint teachers-to-be with current trends in the

presentation of information.

3.2 Methods for Investigation

The following research methods were used in a com-

plex to solve the set tasks and achieve the goal:

• theoretical: analysis of psychological, pedagogi-

cal works, systematization of views and achieve-

ments of scientists, study of normative documents

(to identify requirements for e-learning tools, de-

termine the methodological aspects of training

teachers-to-be for expert evaluation of e-learning

tools);

• experimental: pedagogical experiment – for ex-

perimental testing of the research hypothesis; di-

agnostic – questionnaires, observations, analysis

of the results of control tasks (to collect data to

determine the level of formation of skills of expert

assessment of students); methods of mathematical

statistics (for processing the results of empirical

research).

4 RESULTS

Creating infographics for the needs of the educational

process is an interesting, but quite complex activity

for a teacher, it requires both the expansion of ex-

isting psychological and pedagogical knowledge and

skills, and the formation of new ones. Considering

that at designing infographics, the focus should be

done on students of a particular age with their inher-

ent characteristics of information perception, think-

ing, memory, certain life and educational experience,

Training Teachers-to-Be to Create Infographics and Its Expert Evaluation

313

thinking through the content of infographics requires,

ﬁrst of all, such psychological and pedagogical skills:

to determine the purpose development, to predict the

actions of the student at working with infographics,

which will really lead to the desired result, to be able

to plan the actions of students so as to support the in-

terest of the student, to avoid uniformity in the tasks.

Considerable attention needs to be paid to the selec-

tion of information that should be presented in the

form of infographics. To achieve that a teacher needs

the ability to work with information and communica-

tion technologies for the creation and design of text

materials, the ability to search and select the neces-

sary materials in collections hosted on the network

(skills to create a search query, sort found resources

by various parameters, evaluate their reliability), cre-

ate and prepare the illustrative materials (cutting the

desired fragment, increasing or decreasing its scale,

correction of color tones of the picture, overlapping

one image on another, adding a text comment to the

picture, etc.), skills of structuring and accumulation

of prepared training materials on electronic media.

It should be noted that despite the availability of a

large number of illustrative materials, templates, an-

imations, software development stored in online col-

lections, the teacher must know and follow the general

and special rules of the site for copying and using ma-

terials, preserving the rights of authors to intellectual

property.

In addition, the preparation of materials requires

knowledge of the teacher on the selection of color and

font design, understanding of the impact of colors and

their combinations on the physiological and psycho-

logical state of the student, the principles of comfort-

able information on the computer screen, recommen-

dations for font design information for students of dif-

ferent ages.

The success of infographic training is based on

the teacher’s knowledge (ﬁgure 1) of the peculiari-

ties of the student’s perception of information from

the computer screen; ability to analyze and recognize

such situations on the screen that require adjustments

in the placement of information, its structuring and

design; ability to edit and correct educational materi-

als to ensure their comfortable perception; condense

educational information through accurate formulation

and visualization; ability to use logical accents com-

petently – special techniques aimed at attracting the

attention of a student to a particular object.

To implement infographics, the teacher can use

both universal software (for example, a program for

creating presentations) and special ones, which are

designed to infographic training. Therefore, the

teacher needs to be acquainted with various tools in

order to choose the one that will be convenient for the

implementation of the plan.

Due to the fact that the conditions of a particular

lesson are unique, and the teacher is not able to carry

out a full-scale experimental testing of infographics,

during which errors can be identiﬁed and corrected,

which is why it is important to carry out its prelim-

inary pedagogical examination. Examination of e-

learning tools (including infographics) includes the

ability to assess their compliance with a set of psy-

chological, pedagogical, ergonomic and technical re-

quirements.

We have developed a structure of training mod-

ules “Infographics in educational activities” and “Ex-

pert evaluation of the e-tools’ quality for teaching stu-

dents”, which are taught in the discipline “Design

of didactic electronic resources” for masters-to-be in

“Computer Science” or elective discipline “Visualiza-

tion technologies in educational practice” for masters-

to-be of any specialty.

The purpose, tasks and expected results of stu-

dents after studying of the speciﬁed modules are de-

ﬁned (table 1). The content of modules has been de-

veloped, a set of teaching materials – demonstration

materials has been prepared, the content of practical

and laboratory tasks for students has been developed,

tasks for independent elaboration and further discus-

sion have been selected, a set of examples of info-

graphics for analysis and expert evaluation has been

selected.

Mastering the proposed modules included the top-

ics presented in table 2.

The pedagogical experiment took place during

2015–2020 years on the basis of the Faculty of

Physics and Mathematics of H. S. Skovoroda Kharkiv

National Pedagogical University. The study involved

102 full-time and part-time students. The experimen-

tal work was carried out in several stages: preparatory,

formative, control.

At the preparatory stage, an experimental and con-

trol groups were formed. To do this, we conducted a

survey on the existing experience of reading the infor-

mation provided in the form of infographics, on the

creation of infographics to present educational mate-

rial, available knowledge and skills on such activities.

According to the results of the survey, we grouped

students by the level of identiﬁcation of their moti-

vation, knowledge and skills in the evaluation of e-

tools in four groups: low level, medium, sufﬁcient,

high. The obtained results were evaluated by non-

parametric methods of mathematical statistics, in par-

ticular, by Pearson’s criterion: at this stage the dif-

ference between students of control and experimental

groups is insigniﬁcant. Based on the obtained data,

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Figure 1: Skills for creating educational infographics.

the contingent of experimental and control groups of

students was established – 42 students were included

in the control group, 60 in the experimental group,

which was due to recruitment to academic groups.

During the formative phase of the study, teachers-

to-be learned to present teaching materials in the form

of infographics and evaluate them using the method of

expert evaluation.

Within the module “Infographics in educational

activities” masters-to-be were introduced to the con-

cept of infographics and its importance in presenting

information, the historical path of its development. To

understand the peculiarities of the use of infograph-

ics in the educational process, students compared the

ease of perception of information presented in differ-

ent ways, discussed the amount of material that can be

perceived, the importance of design and more. Dur-

ing the practical classes we tried to structure and for-

malize all the results of the discussion. For example,

the content of the infographic and certain features stu-

dents presented in the form of a table, a diagram or a

mental map (ﬁgure 2).

Teachers-to-be were acquainted with the types of

infographics by the nature of visualization, selected

examples of educational infographics for each type.

An essential component in mastering this module

was the creation of infographics for the presentation

of educational material. Note that since the course

is designed for masters-to-be who already have ba-

sic skills to use information and communication tech-

nologies to design text and graphics, search for tools

and install them on a computer, etc., the training was

not aimed at mastering the available tools, and on for-

mation of abilities and skills to structure educational

information, to create an integral resource, to adhere

to one style at registration of text materials, numer-

ical data, illustrative images. Examples of student’s

works (G. Tsekhmistrova, M. Korotetska) are shown

in ﬁgure 3.

Teachers-to-be were acquainted with the system

of demands for e-learning tools and for educational

infographics in particular, learned to determine the

degree of compliance in the e-learning tool. To

this end, a number of educational infographics were

demonstrated, and a discussion was held in which

students found out how each of the requirements

was met; how different requirements can be imple-

mented simultaneously. During the practical classes

it was important that students not only recognize how

much a particular demand is met in the proposed tool,

but also determine the appropriateness of the chosen

methods to ensure it.

Since working with infographics should be com-

fortable for the student, it is important to deepen the

knowledge of the primary school teachers-to-be re-

garding the general design of the didactic resource

and ensure its ergonomics. Students in the process of

practical use of various tools on their own experience

were convinced that the design and ergonomics of in-

fographics affect the user’s desire to work with this re-

source, to perform practical tasks. In addition, it was

important to consider the speciﬁcs of the student’s

perception of information from the computer screen

and mobile devices, the impact of certain parameters

of the e-tool on the psychological and physical condi-

tion of students, principles and norms of comfortable

design of didactic e-resource.

In addition, it was important to develop students’

ability to make decisions about the design of e-tools

depending on its goal and purpose – for this purpose it

was proposed to perform a number of tasks in which

it was necessary to place and design the provided

elements depending on predetermined conditions, to

condense textual information (deﬁnitions, task texts,

Training Teachers-to-Be to Create Infographics and Its Expert Evaluation

315

Table 1: Contents of the modules “Infographics in educational activities” and “Expert evaluation of the e-tools’ quality for

teaching students”.

Module Purpose and objectives Expected results

Infograﬁcs in educa-

tional activities

Purpose: to acquaint with the technology of

creating infographics for the educational pro-

cess

Tasks:

• highlight the speciﬁcs and types of info-

graphics;

• to reveal the features of preparation and

implementation of infographics for various

purposes;

• to get acquainted with the tools for creating

educational infographics.

Knowledge:

• essence and types of infographics;

• features of choosing the type of info-

graphic for the presentation of educa-

tional information;

• ways of structuring information.

Skills:

• select and structure information;

• use software to prepare materials;

• use tool environments to implement in-

fographics.

Expert evaluation of

the e-tools’ quality

for teaching students

Purpose: to acquaint with the technology of

expert evaluation of e-means.

Tasks:

• highlight the nature and types of testing of

e-learning tools;

• disclose the procedure for checking e-

means;

• to acquaint with the principles of profes-

sional veriﬁcation of e-learning tools.

Knowledge:

• systems of requirements for e-learning

tools;

• essence and types of examination of e-

learning tools;

• quality criteria for e-learning tools;

Figure 2: Works of students G. Tsekhmistrova, I. Maistryuk.

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316

Table 2: Topics of training modules.

Topic Main content

Module “Infographics in educational activities”

Essence and types of in-

fographics. History of in-

fographic development

Concept of infographics. Types of infographics. Characteristics of types of infograph-

ics by the nature of visualization. Research and explanatory infographics. Features

of infographics as a means of learning. Historical information on the development of

infographics

Infographic design tech-

nology

Content of infographic design stages. Selection of educational material for presen-

tation in the form of infographics. Rules for designing headlines in infographics.

Requirements for educational infographics. Toolkit for designing infographics for

various functional purposes.

Module “Expert evaluation of the e-tools quality for teaching students”

Psychological and peda-

gogical demands for e-

learning tools

Psychological and pedagogical demands for all types of didactic tools – scientiﬁc, ac-

cessible, problematic, visual, educational awareness, systematic and consistent learn-

ing. Psychological and pedagogical demands that are additionally put forward to e-

learning tools – interactivity, multimedia, assistance system. Requirements to be met

by electronic means designed to teach students of different ages.

Ergonomic, technical and

health demands for the e-

resource.

The concept of ergonomics of the learning environment. Ergonomic demands for e-

learning tools (for general visual design; color characteristics; spatial arrangement

of objects; design of textual, numerical and symbolic information). Ways to ensure

health and technical demands in the e-means.

Pedagogical examination

of didactic e-resource

Content-scientiﬁc, methodical and design-ergonomic examination. Standardization of

e-teaching aids. The concept of e-means certiﬁcation. Criteria and indicators of qual-

ity of e-learning tool. Application of the method of expert evaluations when choosing

the criteria for evaluating the quality of a didactic e-resource.

explanations, lines of heroes, etc.) which the student

should read from the computer screen, competently

design it taking into account the psychological and

physiological characteristics of the child. Here are

some examples of tasks:

1. Analyze the visual design of the proposed info-

graphics on:

• compliance of the general design of the info-

graphic with its content;

• emotions that can cause the design of the info-

graphic in the student;

• the presence of homogeneous or aggressive

ﬁelds, the feasibility of making changes;

• the number of objects that are currently in the

user’s ﬁeld of view.

2. Formulate the rules of visual design of infograph-

ics, taking into account their psychological and

physiological features.

3. Design material on the topic “Addressing in

spreadsheets”, using the provided components.

Resize objects, number of slides, color scale,

background, etc. Explain the need for changes

made.

4. Using a color wheel, select for the speciﬁed colors

that are contrasting, analogous, making a contrast

triad.

5. Get acquainted with the essence of psychological

and pedagogical demands that must be met by in-

fographics. Determine how each demand is im-

plemented in the proposed examples.

6. Analyze the infographics. Determine whether dif-

ferent types of fonts are used, which headset and

skittle are selected. Determine the distance from

which the entire presentation content is clearly

visible.

During practical classes at University, students

learned to identify the criteria and indicators that were

essential for analyzing the quality of the author’s e-

tools, to analyze the compliance of professional and

own developments with the selected criteria. For this

purpose, the determination of the weighting factor of

each criterion by the method of “expert evaluations”

was organized (Orlov, 2001).

For this purpose, students identiﬁed a set of cri-

teria for later e-tool evaluation (they minded educa-

tional principles; correlation e-tool content with the

curriculum; interactivity, multimedia, assistance sys-

tem; ergonomic demands).

To determine the weighting factor of each crite-

rion, the students in academic group acted as experts

and determined individually the rank of each criterion

(from 1 to 4). The experimental group received the

data presented in table 5.

Training Teachers-to-Be to Create Infographics and Its Expert Evaluation

317

Figure 3: Student’s works of G. Tsekhmistrova, M. Korotetska.

Table 3: Table for task 4.

Name Color Sample Image Contrasting Color Analogous Colors Making contrast triad

Green

Red

Purple

Light green

Next, the concordance coefﬁcient was calculated,

which indicated the consistency degree of all stu-

dents’ opinion as “experts”. In the experimental

group the value was W = 0.57, indicating the aver-

age degree of consistency in expert evaluations. It

should be noted that in the control group, after cal-

culating the concordation coefﬁcient, the table of cri-

terion rank needed coordinating and editing.

On the basis of the table of criterion rank, the sig-

niﬁcance of each criterion was calculated. For that

we found the values that were inverse to the rank sum

for each criterion, and then determined the required

weighting factors. According to the experts, the im-

portance of each criterion was: correlation e-tool con-

tent with the curriculum – 0.35; structured, concise-

ness – 0.31; adherence to pedagogical principles –

0.19; adherence to ergonomic demands – 0.15.

The students chose one e-tool for self-evaluations.

Every student evaluated the criterion degree in the

e-tool and expressed it in points from 0 to 3. For

example, 3 points for high level, 2 points for sufﬁ-

cient level, 1 point for medium level, 0 point for low

level. After that, every student calculated the e-tool

evaluation, taking into account weighting factor of

each criterion (by the formula Φ = V

× P

, where

– weighting factor of each criterion on the basis

of expert evaluations, P

– the demonstration degree

of each criterion).

Consequently, as a result of the e-tool expert eval-

uation, every student gave it a general score: 2.51–3.0

for high level, 1.51–2.50 for sufﬁcient level, 0.76

–1.50 for medium level, and 0.0 – 0.75 for low level.

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318

Table 4: Table for task 6.

Presentation name Age / Grade Headset Font Font height, letter height at

demonstration through projector

Table 5: Table of ranks of criteria for e-tool evaluation.

Criterion

Expert

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

correlation e-tool content with the curriculum (x

) 1 1 1 1 1 2 3 1 1 1 3 1 3 3 1

structured, conciseness (x

) 2 2 2 2 2 1 1 2 4 2 1 2 1 1 2

adherence to pedagogical principles (x

) 3 4 3 3 3 3 2 4 2 4 2 4 2 2 3

adherence to ergonomic demands (x

) 4 3 4 4 4 4 4 3 3 3 4 3 4 4 4

According to the results, students did not always

come to the same consensus about the e-tool quality.

It indicated different experience levels of using such

e-tools, subjectivity in expert evaluation. This indi-

cates a different level of experience in the use of such

tools in professional activities, subjectivity in expert

evaluation.

At the same time, such activities allowed teachers-

to-be to pay more attention to suggestions for improv-

ing e-tools, before giving their own evaluation about

the e-tool quality.

In the ﬁnal stage of the experiment, we formulated

the indicators to determine the level of formation of

skills to create infographics for educational purposes

to carry out a preliminary assessment of its quality:

• awareness of the peculiarities of the use of info-

graphics as a didactic tool;

• ability to structure educational material for pre-

sentation in the form of infographics and to carry

out preliminary training by means of information

and communication technologies;

• ability to use tools to create infographics;

• knowledge of the system of demands for e-

learning tools (including infographics) for stu-

dents;

• ability to use the method of expert evaluation to

rank certain indicators;

• ability to assess compliance with the system of de-

mands for e-learning tools for students.

The results of the experiment about the effective-

ness of teaching students to e-tool expert evaluation

based on the indicators presented in table 6. In the ta-

ble, the control group is marked with letter C, and the

experimental one is marked with letter E.

So, the quantitative data show that there have been

signiﬁcant changes in the experimental group as for

teaching students for e-tool expert evaluation in com-

parison with the previous experiment stage: the dif-

ference between the control and experimental groups

is quite noticeable in almost all indicators. For exam-

ple, in the control groups the high and sufﬁcient lev-

els as for ability to use tools for creating infograph-

ics showed 23.8% and 16.7% of students, in the ex-

perimental – 43.3% and 31.7%. A signiﬁcant differ-

ence was also found between the groups in the level

of awareness of the peculiarities of the use of info-

graphics as a didactic tool; formation of skills to use

the method of expert evaluations to rank certain indi-

cators. The obtained results were evaluated by non-

parametric methods of mathematical statistics, in par-

ticular, by Pearson’s criterion: the obtained values

(27.8; 11.0; 12.5; 9.3; 23.8; 22.9) are signiﬁcantly

higher than the critical value, which indicates the ef-

fectiveness of the measures to develop students’ abil-

ity to expertly evaluate e-learning tools.

5 DISCUSSION

No doubt, that a modern teacher should be trained to

work in a new digital society, in the face of high ex-

pectations regarding teachers’ competences relating

to the development of e-tools that promote effective

schooling. As for expert evaluations by students, any

teacher, in our opinion, should be able to choose and

develop their own evaluation methods that are consis-

tent with lesson aims and content, to use evaluation

data to improve teaching, and to motivate children’s

learning.

However, it should be noted some difﬁculties as-

sociated with training teachers-to-be to create info-

graphics for the educational process:

• the need for creative abilities of students, the abil-

ity to creatively approach the presentation of in-

formation, the use of pictorial means, etc. – such

skills can not be formed during the training mod-

ule;

• the need to comprehend a signiﬁcant amount of

information to select the most relevant, structured

Training Teachers-to-Be to Create Infographics and Its Expert Evaluation

319

Table 6: The results of skills’ formation of expert evaluation e-learning tools (percent).

Indicator Group Low

level

Medium

level

Sufﬁcient

level

High

level

awareness of the peculiarities of using infographics as a

didactic tool

C 42.9 28.6 16.7 11.9

E 5.0 20.0 35.0 40.0

ability to structure educational material and carry out its

preliminary preparation

C 26.2 31.0 23.8 19.0

E 10.0 15.0 45.0 30.0

ability to use tools to create infographics

C 23.8 35.7 23.8 16.7

E 8.3 16.7 43.3 31.7

knowledge of the system of demands for e-learning tools

(including infographics) for students

C 19.0 42.9 26.2 11.9

E 6.7 26.7 38.3 28.3

ability to use the method of expert evaluation to rank certain

indicators

C 42.9 33.3 23.8 0.0

E 10.0 16.7 33.3 40.0

ability to assess compliance with the system of demands for

e-learning tools for students

C 19.0 28.6 42.9 9.5

E 3.3 6.7 48.3 41.7

presentation as a whole;

• the need to have a sufﬁciently wide range of soft-

ware for universal and special purposes for the de-

sign of educational information;

• practical lack of localized versions of tools fo-

cused on creating infographics, which requires

students to have sufﬁciently developed skills of

using information and communication technolo-

gies for the preparation of e- materials.

6 CONCLUSIONS

After the development and experimental implemen-

tation of the prepared training modules, we came to

the conclusion that the development of educational

infographics and its expert evaluation is a complex

process that requires expanding existing psycholog-

ical, pedagogical and methodological knowledge and

skills, as well as new ones. During the experiment,

students learned the features of creating infograph-

ics, its types, tools for its creation. The experimental

test was successful, as it is conﬁrmed by the methods

of mathematical statistics, so we can recommend the

proposed methodological support for student learn-

ing.

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