How to Make Motion Graphics in 4 Simple Steps

How to Create Motion Graphics 

Before we dive into the process, it’s important to understand exactly what a motion graphic is. (This is especially true if you’re collaborating with people unfamiliar with the different types of video.)

Simply put, motion graphics are animated graphics that tell a story. Motion graphic stories can be told through kinetic text, animated images, or both. They can be 2D or 3D. There are so many options, which is why we love them.

A Few Notes Before You Start

Motion graphics can be tricky, as there are a lot of moving parts. To set yourself up for success and keep you and your team on the same page:

• Write a strong creative brief. This should include any and all relevant information to help everyone from your writer to your animator do their job. You can adapt this template as you like.
• Have a distribution plan set up ahead of time. If your promotion team isn’t prepped from the beginning, they will be scrambling to get the views you want. To avoid that, make sure the plan is documented. You can also try these 8 distribution tactics to get more eyes on your motion graphic.
• Get approval. We can’t say it enough (and we’ll remind you throughout this). Make sure to get sign-off at every stage to save everyone’s sanity. We designed this process intentionally so that each step builds on the next. You shouldn’t move on to the next stage until everyone gives the OK.
• Ask for help if you need it. If at any point you get stuck or your team is having trouble getting things over the finish line, you might consider bringing in some outside reinforcements. If so, see our tips for how to choose a video agency and how to work better with the video agency you choose.

• Step 1: Write a Script That Tells a Story

  A motion graphic does not start with a storyboard. It starts with a story, distilled into a script. Even though motion graphics are short, usually ranging from 30 seconds to 3 minutes, you still need a script to detail either dialogue or story direction. (BTW, if you’re not sure how long your motion graphic should be, use this helpful guide to figure it out.)
  To find your story, ask yourself these questions:
  • Who am I trying to re­ach?
  • What do I want them to learn? Remember? Do?
  • How do I want to make them feel?
  As you dive into your script, be aware of word count. It’s tempting to cram as much as possible into your script, but simplicity and clarity are key. Remember, too, that one of the advantages of motion is that it gives you multiple ways to tell your story. Unlike static infographics where you rely on visuals and copy to tell your story, motion graphics give you movement, sound, and other tools that can do some of the heavy lifting.
  As you craft your script, consider which parts of your story may be best communicated through the following:
  1) Kinetic (or onscreen) text: Text-only storytelling can be great for situations like trade shows where sound isn’t an option. It’s also a smart way to engage people, as they have to pay more attention when they read.
  2) Voiceover: In marketing, we talk a lot about finding your brand’s voice. Voiceover is an opportunity to literally do that. VO accompanies on-screen animation, so the two work in tandem. But be wary of over-scripting. Having your voiceover artist read off your sales numbers from last year is a waste when that same information can be quickly and efficiently shown on screen with some animated data visualization. For example:
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  3) Kinetic and Voiceover: As mentioned before, voiceover and visualization combined work well for data visualizations, explainer videos, or any time you need to clarify or label something onscreen.
  4) Visuals-only: While not as commonly used, you can still create a compelling graphic with no text. (Again, think tradeshows.)
  For more writing tips, follow our guide to write a motion graphic script. And make sure to get script approval from any relevant stakeholders before you head into design. (Trust us: There’s nothing more irritating than having to go back to square one once you’re already in the storyboard phase.)

  Step 2: Storyboard While You Brainstorm the Visual Treatment

  Once you have your script, you can start to visualize it during the storyboard phase. This is when you bring together the script and visuals and start to see the final product take shape.
  Start your storyboarding sessions with a brainstorm with members from your design and production team. For us, that includes the scriptwriter, producer, and storyboard sketch artist (aka designer) together. (You may also include your creative director.)
  During this stage, you’ll want to draw out frames on a whiteboard and review the final script together before you get started. Then you can start sketching ideas to bring the script to life.
  
  If you need a little visual inspiration, here are 100 awesome motion graphic examples to geek out on.

  Step 3: Take Your Storyboards into Design

  As with any visual project you create, style and color communicate just as much as the story itself. Even when you’re working with your own brand guidelines, simple design choices can greatly impact the experience.
  Once you have an idea of the storyboard with sketches, you can begin translating your storyboards into actual designs. Note: Everything at this stage is used in the final animation stages, so take time to get the details right. It also helps if the person who sketched the storyboards also handles the design.
  During this stage, write out your visual notes and have your production team (and any other stakeholders) review them before passing them along to the animation team for use in the final cut.
  
  

  Step 4: Animate the Final Designs

  The animation phase is when everything comes together. If you’ve done your job and gotten sign-off on each stage, by the time you start animating, everyone should have a really good idea of what’s to come.
  Some things to think about:
  • Animation style: This isn’t just about fading in and out of scenes; how you transition from one point to the next influences how cohesive the story is. Wiping away a scene communicates finality, whereas moving from point A to point B keeps the story moving. Remember: You don’t want to confuse or jar your audience.
  • Timing: Pacing can make or break your motion graphic. Too rushed and people won’t “get” what you want to tell them. Too slow and you’ll lose people’s attention. Pace keeps people interested. Consider strategic variations to add excitement.
  • Music: Like with all the other elements, music is another layer to drive your narrative. It can set the mood, fill gaps, and affect the tone of the story.
  • Sound effects: This can be hit or miss depending on who you’re working with. Some animators believe that you should let the other elements speak for itself. Others think they’re a necessity. The key is to only use what adds value to your project and doesn’t distract from the story you’re trying to tell. (That goes for everything we’ve discussed here.)
  If you’ve done your job well, you should have a final result you’re proud of—and have learned a few things along the way. We also hope you’ll have the confidence to try creating more advanced motion graphics, such as 360-degree storytelling. If you do, feel free to share it with us.
  Until then, keep learning and practicing. (You can also take a look at this roundup of tips for making motion graphics. We promise you’ll find something helpful, whether you’re a beginner or a pro.) And if you have any more questions, we’re always happy to have a chat.

Online Diagnostic Exam Result (MIL)

 Infographics 

Compilation of Different Activities 

In Tuyan NHS

10 Recommendations of the World OER Congress at UNESCO in the Paris 2012 Declaration

The World OER Congress held at UNESCO, Paris on 20-22 June 2012,
Mindful of relevant international statements including:

• The Universal Declaration of Human Rights (Article 26.1), which states that: “Everyone has the right to education”;
• The International Covenant on Economic, Social and Cultural Rights (Article 13.1), which recognizes “the right of everyone to education”;
• The 1971 Berne Convention for the Protection of Literary and Artistic Works and the 1996 WIPO Copyright Treaty;
• The Millennium Declaration and the 2000 Dakar Framework for Action, which made global commitments to provide quality basic education for all children, youth and adults;
• The 2003 World Summit on the Information Society, Declaration of Principles,  committing “to build a people-centred, inclusive and development-oriented Information Society where everyone can create, access, utilize and share information and knowledge”;
• The 2003 UNESCO Recommendation concerning the Promotion and Use of Multilingualism and Universal Access to Cyberspace;
• The 2005 UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expression, which states that: “Equitable access to a rich and diversified range of cultural expressions from all over the world and access of cultures to the means of expressions and dissemination constitute important elements for enhancing cultural diversity and encouraging mutual understanding”;
• The 2006 Convention on the Rights of People with Disabilities (Article 24), which recognises the rights of persons with disabilities to education;
• The declarations of the six International Conference on Adult Education (CONFINTEA) Conferences emphasising the fundamental role of Adult Learning and Education.

Emphasizing that the term Open Educational Resources (OER) was coined at UNESCO’s 2002 Forum on Open Courseware and designates “teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. Open licensing is built within the existing framework of intellectual property rights as defined by relevant international conventions and respects the authorship of the work”;
Recalling existing Declarations and Guidelines on Open Educational Resources such as the 2007 Cape Town Open Education Declaration, the 2009 Dakar Declaration on Open Educational Resources and the 2011 Commonwealth of Learning and UNESCO Guidelines on Open Educational Resources in Higher Education;
Noting that Open Educational Resources (OER) promote the aims of the international statements quoted above;
Recommends that States, within their capacities and authority:

1. Foster awareness and use of OER.
   Promote and use OER to widen access to education at all levels, both formal and non-formal, in a perspective of lifelong learning, thus contributing to social inclusion, gender equity and special needs education. Improve both cost-efficiency and quality of teaching and learning outcomes through greater use of OER.
2. Facilitate enabling environments for use of Information and Communications Technologies (ICT). Bridge the digital divide by developing adequate infrastructure, in particular, affordable broadband connectivity, widespread mobile technology and reliable electrical power supply. Improve media and information literacy and encourage the development and use of OER in open standard digital formats.
3. Reinforce the development of strategies and policies on OER.
   Promote the development of specific policies for the production and use of OER within wider strategies for advancing education.   
4. Promote the understanding and use of open licensing frameworks.Facilitate the re-use, revision, remixing and redistribution of educational materials across the world through open licensing, which refers to a range of frameworks that allow different kinds of uses, while respecting the rights of any copyright holder.
5. Support capacity building for the sustainable development of quality learning materials. 
   Support institutions, train and motivate teachers and other personnel to produce and share high-quality, accessible educational resources, taking into account local needs and the full diversity of learners. Promote quality assurance and peer review of OER. Encourage the development of mechanisms for the assessment and certification of learning outcomes achieved through OER.
6. Foster strategic alliances for OER. Take advantage of evolving technology to create opportunities for sharing materials which have been released under an open license in diverse media and ensure sustainability through new strategic partnerships within and among the education, industry, library, media and telecommunications sectors.
7. Encourage the development and adaptation of OER in a variety of languages and cultural contexts. 
   Favour the production and use of OER in local languages and diverse cultural contexts to ensure their relevance and accessibility. Intergovernmental organisations should encourage the sharing of OER across languages and cultures, respecting indigenous knowledge and rights.
8. Encourage research on OER.
   Foster research on the development, use, evaluation and re-contextualisation of OER as well as on the opportunities and challenges they present, and their impact on the quality and cost-efficiency of teaching and learning in order to strengthen the evidence base for public investment in OER.
9. Facilitate finding, retrieving and sharing of OER.
   Encourage the development of user-friendly tools to locate and retrieve OER that are specific and relevant to particular needs. Adopt appropriate open standards to ensure interoperability and to facilitate the use of OER in diverse media.
10. Encourage the open licensing of educational materials produced with public funds.
    Governments/competent authorities can create substantial benefits for their citizens by ensuring that educational materials developed with public funds be made available under open licenses (with any restrictions they deem necessary) in order to maximize the impact of the investment.

My reactions towards the World OER Congress held at UNESCO, Paris on 20-22 June 2012

My reactions about the World OER Congress held at UNESCO, Paris on 20-22 June 2012 is we should treat fair and equally each other so that our nations have a peaceful country and each of us have a right to do our wants and to speaks what is right. Also the children have a right to go in school even if it is poor. We should treat them fairly so that in the future we have many professionals and licensed people that can help to reduce poverty that may have a big effect to  our economy.And also the government will provide learning materials in each school so that the teacher have a materials that can help in her/his teaching lesson that may help to the children to gain new knowledge. 

I hope her in the Philippines, the government will take actions to those city or province that lack of learning materials. So that in the future we will have a progress and fruitful economy.

Timeline About Pre-Industrial To Information Age

What is Information Literacy?

Information literacy enables people to recognise the value of information and use it to make informed choices in their personal, professional and academic lives. It refers to a set of characteristics that transform an ordinary student into a "wise information consumer" and "lifelong learner."

Information literacy is very important for today’s learners because it can promotes problem solving approaches and thinking skills – asking questions and seeking answers, finding information, forming opinions, evaluating sources and making decisions fostering successful learners, effective contributors, confident individuals and responsible citizens.

Some of the aspects of information literacy include using information technologies, such as personal computers, e-mail, software programs, and the Internet. Other aspects of information literacy involve the evaluation of the information you obtain using the Internet and online electronic resources. Still other components of information literacy regard the ethical use of information and information technologies. A couple of the primary goals of information literacy are to get people thinking critically about the information they encounter, and building in people the ability to use that information to create new knowledge.