Hand Anatomy: an Educational Comic

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Challenge A: Comic Submission

Updated: September, X 2025
Authors: Bashar Kabd

I am creating this blog post as a submission to Challenge A for EDCI 337. I chose hand anatomy because of an AP class I took in High-school that was offered by UVic. My goal for this project is to inform a high-school learner (audience) on the anatomy of the forearm, wrist, and hand (basically everything below the elbow).

THE PROCESS

Understand (Discover, Interpret, Specify)

DESCRIBE THE CHALLENGE:

High-schoolers would benefit from learning more about the anatomy and physiology of their bodies, namely the forearm, wrist, and hand. This will improve understanding of how the forearm-hand function and make it easier to catch health issues.

CONTEXT AND AUDIENCE:

Audience

A typical audience will be made up of Junior and Senior High-school students. Students will be able to view the blog post’s comic as part of a class assignment via school resources or their own personal computers. Some extreme and intended audience cases include students with learning difficulties such as: blindness, deafness, intellectual disabilities, and other conditions that could make learning more difficult. On the other hand, some extreme and unintended audience cases can include interested Freshman and Sophomores, teachers, and internet users who stumble onto the blog post comic.

Needs

Students taking this class will need to review the comic and complete a mandatory assignment as part of biology class (Biology 12). They need a passing grade to pass the course, and this comic assignment will account for 20% of their grade. For extreme and intended audience cases, some modifications can be made to the assignment rubrics, or a different assignment can be given instead.

Goals

The goal for the students is to complete the assignment and obtain a high grade. This will get them closer to completing the course. Moreover, students will aim to gain new knowledge that can help them in other courses, and in life in general.

Motivations

Students will feel motivated to complete the assignments for multiple reasons. The first being the need to get a passing grade in the course, and this assignment accounts for 20% of the grade. The second is that the comic assignment is designed to be appealing to high-schoolers, and will make them interested in learning about hand anatomy and completing the assignment.

POV STATEMENT:

High-schoolers who are interested in anatomy need to comprehensively learn about the anatomy of the human body so they can make better decisions about their health.

LEARNING OBJECTIVES:

By the end of this post, learners will be able to:

  • Describe the anatomy of the hand and forearm using example diagrams
  • Label parts of the hand and forearm by using their hand and forearm as a reference
  • Name bones in the hand and forearm using their hand and forearm as a reference

Plan (Ideate, Sketch, Elaborate)

IDEATION:

  • Share your brainstorming process; include any media that supported your brainstorming
  • Describe your most promising prototypes in 1–2 sentences.

STORYBOARD OR SCRIPT:

  • Develop a rough but readable storyboard (hand drawn – take a picture and include) and script/plan (may be hand-written). (2–3 pages).

PRINCIPLES APPLIED:

  • Explain the principles guiding your solution, referencing the Educational Multimedia Design Principles explicitly.

Create and Share the Prototype

  • Build your prototype using the tools specified in the challenge. Please share your prototype here and in the Challenge [A, B, C] Prototype Sharing discussion by the due date. 

PEER FEEDBACK:

  • Summarize the feedback you received; be objective – try to avoid your personal thoughts and judgments here, that’s for the next section.
  • (2-3 paragraphs)

Reflect and Refine

TEAM REFLECTION:

  • Reflect on the prototype, peer feedback, and your learning process. Address:
    • What worked well?
    • What would you change?
    • What revisions you included in your revised prototype.
    • What issues were raised, and how would you address them?
    • Strengths and limitations of this type of multimedia for learning.
    • Connect your responses to the academic literature, include references.
    • (4–6 paragraphs).

INDIVIDUAL REFLECTIONS:

  • Each team member should write a paragraph about their own contributions and those of their teammates. Keep it constructive and positive, while offering suggestions for improvement.

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