Goals
Infographics is simply communicating visually. The North Americans, pioneers in infographics in the world, continue to define it as the science of making informative graphics. For the School of Infographics of Barcelona and the University of Navarra, pioneers in Europe, infographics was a great new journalistic genre, back in the nineties, capable of explaining the Olympic Games of Barcelona and the Gulf Wars as never before in any similar event. Now, at present, to make infographics is to communicate and explain visually any subject, in any field, with transversal technology, which is an immense and inexhaustible resource of present/future given the priority in the visualization of any type of information and the universality that Internet and networks provide.
The students of design with their great baggage of visual and aesthetic knowledge have much gained to work and learn infographics. And finally, the youngest branch of infographics: the visualization of VD data (Big Data, large volume of data); it has made a qualitative and quantitative leap in the world of business, public and private, where it is increasingly required.
EINA has always worked so that its students could study computer graphics in their degrees, with a trajectory that has provided eleven European professional prizes throughout the last six years.
Learning aims
- Get used to latest infographic/VD trends
- Schedule, sort, rank and synthesize any information
- Training in translation to visual of any information, written, oral or visual
- Have a theoretical, reflective and analytical basis to program any type of graph.
- Mastering synthesis, both editorial and visual
- Know the latest tools, technologies, apps and graphic resources to make infographics/VD
- Ability to do transverse infographics: informative graphics, company graphics, websites, blogs and networks
- Criteria for programming the most appropriate infographic typology in each case
- Work with static, animated and interactive graphics
- To consider the Infographics/Vd as an important tool to increase the professional profile.
- Preliminary phase
- Documentation and research
- Sketch, storytelling, outline, program
- Sorting, synthesis
- Elaboration of visual language
- Elaboration of written language (edition)
- Infographic typologies. Selection
- Work tools
- Cartography and visual conventions
- Typography
- Diagrams and iconography (symbols, logos, conventions, signs, pictograms)
- Infographic support tools (typologies, tables, bars, cheeses...)
- Design and infographic process
- Development
- Work process
- Interactivity, animation
- Online infographics
- Infographics in Social Networks
- Data Visualization
- Big Data Journalism
- Typologies
- Analysis
- Language
- Development
Teaching Methodology
The classes respond to four general typologies that interact with each other:
- Analytical theory: with study of real models on screen
- Collective public reflections
- Practical development. Tutoring in class
- Field activities (Three outings).
- (At the moment we have programmed the attendance to an opera to the GT Liceo, an operative visit to the Museum of the Design and a third visit to a field of work of Visualization of data).
Learning Activities
- Liceo Project: 2 snapshots and visual reflections for networks: individual (10%)
- DHUB Project: individual (20%)
- INFO Project: group of 3 people (30%)
- VD project: group of 3 people (40%)
(All projects support interactivity and/or animation)
Assessment system
Continuous Assessment
The aim of continuous assessment is for the student to be able to know their academic progress throughout their learning process to enable them to improve on it.
After the second enrolment, assessment in the subject may, at the teacher’s decision, consist of a cumulative test, which allows an assessment of the learning results set out in the subject teaching guide. In this case, the mark for the subject will correspond to the cumulative test mark.
General rules regarding assessment
- For a subject to be considered to have been passed, students must obtain a minimum mark of 5.0.
- Once the subject has been passed, it may not be reassessed.
- A “Not Assessable” (NA) mark will be given to any student who has not submitted all the learning evidence or who has not attended 80% of the classes and has not provided justification for the absences. In the case of justified absence, the student must contact the teacher when returning to determine the recuperation of the activities they did not attend.
- If the student commits any irregularity that may lead to a significant variation in the mark of an assessment activity, that assessment activity will be awarded a 0, irrespective of any disciplinary process that may be brought. If various irregularities occur in the assessment activities of the same subject, the final mark for that subject will be 0.
Assessment criteria
Review process
A review may be requested from the corresponding teaching staff and will take place in the week stated in the teaching calendar.
Reassessment process
General rules
- No reassessment systems are considered in the cases of external practical placements, final degree projects and courses / learning activities that by their practical nature do not permit this.
- To take part in the reassessment, the student must have first been assessed for a series of activities whose weight is equivalent to a minimum of two-thirds of the total mark of the course or module.
Specific rules regarding the course
It is compulsory for the teacher to follow up any of the course projects.
Unknown projects not previously programmed/corrected will not be admitted.
- Cairo, Alberto (2013). “The Functional Art”. : An introduction to information graphics and visualization. (1 ed.). Berkeley: New Raiders.
- Cairo, Alberto (2008). “Infografía 2 “'Visualización de información en prensa”. (1 ed.). Madrid: Alamut.
- Valero Sancho, J. L. (2008) “La Infografía.:' 'Técnicas, análisis y usos periodísticos. (1 ed.). Barcelona: UAB. Universitat Autónoma de Barcelona.
- Castañeda Aitor; Català, Jordi; Franco, Hernán; Lapolli,Mariana; Marín-Ochoa Beatriz Elena; Medina, Federico; Morera Francesc; Robson, William; Valero, José Luis; Vanzin, Tarcísio. (2018). “Nuevas Narrativas Visuales”. : (1 ed.) .La Laguna: Cuadernos Artesanos de Comunicación CAC.
- Heller, Steven (2014) “Infographics Designers Sketchbooks”.: Adams Media.
- Nussbaumer Knaflic, Cole (2015) “Storytelling with Data.: A Data Visualization Guide for Business Professionals. Wiley
- Yau, Nathan (2013) “Data Points”.: Visualization. That Means Something. Wiley
- Krum, Randy (2017) “Cool Infographics”.:Effective Communication with Data Visualization and Design. Wiley
- Rendgen, Sandra (2018) “Information Graphics”.:Julius Wiedemann
- Wexler, Stev; Shaffer, Jeffrey; Cotgreave, Andy (2017). “The Big Book of Dashboards”.: Visualizing Your data. Wiley
- McCandless, David. (2014) "Knowledge is Beautiful”.: Harper Collins
- Valero Sancho, J. L. (2001). 'La Infografía': 'Técnicas, análisis y usos periodísticos”. (1 ed.). Barcelona: UAB. Universitat Autónoma de Barcelona
Skills and learning results
Skill
CE11. Show understanding of the workings of the economic, business and institutional environment in which design projects and activities are contracted and professionally undertaken.
Learning outcomes
CE11.6. Identify the social agents taking part from the design culture and define their functions and their interaction in the design system.
CE11.7. Compare the characteristics of different design cultures.
Skill
CE12. Show knowledge of the institutional and associative environment of the professional design world and the role played by the various bodies and social agents.
Learning outcomes
CE12.1. Distinguish the characteristics and functions of the different institutions that make up the design culture.
CE12.2. Distinguish the different traditions in the teaching of applied arts and design.
Transversal skills
CT1. Spoken and written skill in the native language and in other languages such as English that will enable you to work in an international setting.
CT3. Show knowledge and correct use of the necessary documentary sources and bibliography both for the planning and for the analysis and reasoned critique of the design.
CT6. Ability to work as part of a team and aptitude for dialogue with the different agents and disciplines that may take part in the development of a design project.