I worked with Bethany to reformat this PowerPoint by the Center for Professional Education. The PowerPoint was to be used as a proposal for the CPE to collaborate with LAITS on future PowerPoints (or something like that…).

Bethany worked on the awesome title cards you see below and I helped with finding (copyright-free) images and reformatting the content slides.

 

Recommended repositories for copyright-free images:

Pixabay     |     Pexels     |     Unsplash     |     Flickr     |     The Stocks

 

Edits we made: account for picture-in-picture, changed body typeface from Segoe to Helvetica, added images, use the Canvas-button blue as the main color we used to highlight important content, used STA online course PPT branding (e.g. branding bar on bottom, thin color bar on top)

 

I was assigned to create three items for a video introducing some new technological advancements from the Office of Technology Commercialization:

1. Title card
2. Caption (“lower-thirds”) bar
3. End card w/ contact info

I communicated with Suloni and Kelly to generate some psd/pngs from the templates that graphics STAs use for course PPTs. We decided to incorporate the orange color from the Canvas button template and the Helvetica bold font that we typically use for PowerPoints in the design. This task was completed within the day it was assigned.

Of the cards depicted below, the ones on the left-hand side were ultimately chosen for the video.

New Buttons vs. Original Buttons

*Rachel Griess has two versions of the 80×90 per her request for a more zoomed-out photo showing more of her neck.

This is what I have so far based on the instructions given. I’m wondering if I should include percentages in the good example? As it stands, you can make some relative observations about the data presented, e.g. more students study abroad as sophomores than seniors so the good example doesn’t need percentages…but it might confuse students if they’re presented with these two graphs that are based on different data sets that look like they express the same message.

Another solution might be to use the same data set for both examples, so students can see how the same info can be represented in hugely different ways.