Famous Place in Hong Kong from Random on Vimeo.
Saturday, October 2, 2010
Wednesday, September 29, 2010
Learning object - Combining Visualization and Interactivity?
In the secondary school Physics text book, a lot of texts are used to describe the phenomena and is so abstract to understand. For example, to understand how distance between the two coherent sources affect the antinodal lines in wave interference, my children need to use imagination to understand the theories.
If the teachers encourage their students to get the simulations on web, it will be easier for the students to learn.
For the students, they can vary the input parameters ( like frequency of wave) and get different results. This is a kind of interactive learning which makes the learning so interesting!
Can I say that this kind of learning
1) provides multiple representations? The simulation gives the animation of wave movement with the corresponding graph varies synchronously. I don't think the two visuals compete each other. Indeed, the graph describes the effect of interference.
2)is a dual code learning. In the sound interference, we can hear the sound and see the wave movement at the same time.
3)combining visualization and interactivity? Learners can vary the input parameters of the simulation to experience different results.
Anyone gets any idea? Can you find any learning objects using multimodalities?
If the teachers encourage their students to get the simulations on web, it will be easier for the students to learn.
For the students, they can vary the input parameters ( like frequency of wave) and get different results. This is a kind of interactive learning which makes the learning so interesting!
Can I say that this kind of learning
1) provides multiple representations? The simulation gives the animation of wave movement with the corresponding graph varies synchronously. I don't think the two visuals compete each other. Indeed, the graph describes the effect of interference.
2)is a dual code learning. In the sound interference, we can hear the sound and see the wave movement at the same time.
3)combining visualization and interactivity? Learners can vary the input parameters of the simulation to experience different results.
Anyone gets any idea? Can you find any learning objects using multimodalities?
FMY
Session 3 group work reorganize again
From short term memory to your knowledge
http://www.coreography.com/blog/tag/richard-mayer/
http://en.wiktionary.org/wiki/multimodality
http://www.w3.org/2004/02/mmi-workshop/paterno-cnr.pdf
http://www.instantmessagingplanet.com/wireless/article.php/976511/What-is-Multimodality.htm
http://thebutlers.blogs.com/info/
Limitations of Short-term memory
Short-term memory (STM) is the capacity for holding a small amount of information in mind in an active, readily available state for a short period of time.
The limitations are, duration of short-term memory is short (in the order of seconds when rehearsal or active maintenance is prevented). Its capacity is also very limited, some experiments showed that the store of short-term memory was 7+/-2 items and some modern estimates of the capacity of short-term memory are even lower, typically on the order of 4 to 5 items.
The limitations are, duration of short-term memory is short (in the order of seconds when rehearsal or active maintenance is prevented). Its capacity is also very limited, some experiments showed that the store of short-term memory was 7+/-2 items and some modern estimates of the capacity of short-term memory are even lower, typically on the order of 4 to 5 items.
As short term memory lose easily and we cannot recall it after some time (not become our knowledge), how can we retain it?
Let’s look at how our brain works.
Gestalt Principles
Gestalt theories describe how people tend to organize visual elements into group when certain principles are applied. Look at the below picture:
Do you consider it as one object? This is the Gestalt principal Similarity.
Similarity
Similarity occurs when objects look similar to one another. People often perceive them as a group or pattern
Now, look at the other object.
Do you consider H links with the leave? It is due to Gestalt principal Continuation. The cross lines of H lead the viewer’s eyes to the leave.
Continuation
Continuation occurs when the eye is compelled to move through one object and continue to another object.
Do you consider the above object is a complete object? This can be explained by the Gestalt principal Closure
Closure
Closure occurs when an object is incomplete or a space is not completely enclosed. If enough of the shape is indicated, people perceive the whole by filling in the missing information. Do you consider the below is one object?
This can be explained by Gestalt principal Proximity
Proximity occurs when elements are placed close together. They tend to be perceived as a group
How about the below figure? Can you see tree and water?
You can see the figures because of our ability explained by Gestalt principal Figure and Ground.
Figure and Ground
The eye differentiates an object from its surrounding area. A form, silhouette, or shape is naturally perceived as figure (object), while the surrounding area is perceived as ground (background)
The above gives us idea of how to create pictures in the teaching materials and how to attract learners' attention .
Now let’s see how our brains learn.
Multiple representations
An external representation is something or some symbols that stand for/depict an object and/or processes. Internal representation concerns about representation in mind. Examples of representations are verbal descriptions, pictures, graph, formulas and rules. Multiple representations enhance visualization for the brain, it helps learners to construct another type of representation.
They help learners of different learning styles to learn better. Multimedia can be used to support in doing multiple representations. Is learning is a process of changing external representation to internal representation?
Then we look at different technologies:
Modality
Modality is a path of communication between the human and the computer. It describes a human-computer interaction. Human can receive the output of the computer through the sense. The computer can receive the input of human from sensor or device.
Multimodalities
Multimodality can support different modalities in different manners. It combines graphics, text and audio output with speech, text, and touch input, giving users multiple options for inputting and receiving information. This makes the service application much easier to use. For example, it allows telephony subscribers to move between different modes of interaction, from visual to voice to touch, it allows users speak into a wireless handset at the same time they're writing, reading or sending a message. Is it good for learners to learn when multimodalities are used in learning? To some extent, it is true but too many modalities are used in learning may distract the learners.
Dual Code
The dual code theory states that human have separate channels for processing visual and auditory information. Then the mind creates separate representations( visual codes and verbal codes) for information processed in each channel. The representations are used to organize incoming information into knowledge ,then stored in long term memory and can be recalled later.
Richard Mayor stated in his Modality principle that students learn more deeply from animation and narration than from animation and on-screen text. Due to the limited capacity in auditory and working memory at one time, we learn better when any extraneous information is removed (Coherence principle). Besides, multiple visuals or multiple narrations at one time may compete with each other and affect learning (Redundancy principal). Therefore, consider to use animation and narration in preparing the teaching tools. Combining Visualization and Interactivity
People use Knowledge Tools (e.g. senses, language, software) to perform Knowledge Processes (e.g. observation) on Information to create knowledge.
In general, people learn better by visualization than by just hearing. Interactive learning (learners need to do) can help the learners to understand the information and make their own knowledge easier. Based on that human learning rule, combining visualization and interactivity in the learning process can enhance learners to learn faster and build knowledge and long term memory easier.
Consider Combining Visualization and Interactivity in preparing teaching materials! Learners can learn deeply.
Consider Combining Visualization and Interactivity in preparing teaching materials! Learners can learn deeply.
Can you find some other teaching resources which fulfill the above requirement and can help learner to turn information to long term memory? Please share with us!
The above information is retrieved from the below websites:
http://en.wikipedia.org/wiki/Modality_(human-computer_interaction)http://www.coreography.com/blog/tag/richard-mayer/
http://en.wiktionary.org/wiki/multimodality
http://www.instantmessagingplanet.com/wireless/article.php/976511/What-is-Multimodality.htm
Tuesday, September 28, 2010
Velocity and Acceleration
It is a simple and interactive approach on learning the different and relationship between Velocity and Acceleration. It offers simple graph illustrating the distance traveled and velocity against time.
Session 3 group work
Limitations of Short-term memory
Gestalt Principles
Short-term memory (STM) is the capacity for holding a small amount of information in mind in an active, readily available state for a short period of time.
The limitations are , duration of short-term memory is short ( in the order of seconds when rehearsal or active maintenance is prevented). Its capacity is also very limited, some experiments showed that the store of short-term memory was 7+/-2 items and some modern estimates of the capacity of short-term memory are even lower, typically on the order of 4-5 items.
The limitations are , duration of short-term memory is short ( in the order of seconds when rehearsal or active maintenance is prevented). Its capacity is also very limited, some experiments showed that the store of short-term memory was 7+/-2 items and some modern estimates of the capacity of short-term memory are even lower, typically on the order of 4-5 items.
Gestalt theories describe how people tend to organize visual elements into group when certain principles are applied. These principles are:
Similarity
Similarity occurs when objects look similar to one another. People often perceive them as a group or pattern
Continuation
Continuation occurs when the eye is compelled to move through one object and continue to another object.
Closure
Closure occurs when an object is incomplete or a space is not completely enclosed. If enough of the shape is indicated, people percieves the whole by filling in the missing infomation.
Proximity
Proximity occurs when elements are placed close together. They tend to be perceived as a group
Figure and Ground
The eye differentiates an object form its surrounding area. a form, silhouette, or shape is naturrally perceived as figure (object), while the surrounding area is perceived as ground (background)
Multiple representation
An external representation is something or some symbols that stand for/depict an object and/or processes. Internal representation concerns about representation in mind. Examples of representations are verbal descriptions, pictures, graph, formulas and rules. Multiple representation enhance visualization for the brain, it helps learners to construct another type of representation.
They help learners of different learning styles to learn better. Multimedia can be used to support in doing multiple representation.
Modality
Modality is a path of communication between the human and the computer. It describe a human-computer interaction. Human can receive the output of the computer through the sense. The computer can receive the input of human from sensor or device.
Multimodality
Multimodality can support different modalities in different manners. It combines graphics, text and audio output with speech, text, and touch input , giving users multiple options for inputting and receiving information. This makes the service application much easier to use. For example, it allows telephony subscribers to move between different modes of interaction, from visual to voice to touch, it allows users speak into a wireless handset at the same time they're writing, reading or sending a message.
Combining Visualization and Interactivity
People use Knowledge Tools( e.g. senses, language, software) to perform Knowledge Processes(e.g. observation) on Information to create Knowledge.
In general, people learning better by visualization than by just hearing. Interactive learning ( learners need to do ) can help the learners to understand the information and make their own knowledge easier. Based on that human learning rule, combining visualiztion and interactivity in the learning process can enhance the learners to learn faster and build knowedge and long term memory easier .
RandomHKU
Learning Object - "Exploring the length of the shadow"
The learning object I reviewed is “Exploring the length of the shadow”. The learning object allows a student to explore the concept of shadow. It is good for grade 4-6 students to understand the relationship about sunlight and the shadow. It stimulates the formation of stick shadow under sunlight. A student also allows controlling the variables, such as, time of the day and height of the stick to observe their relations.
This learning object represents the real system of the formation of stick shadow under sunlight. It allows a student to explore by trial and error to operate the system and observe the charge of shadow under different time of the day. I think that it is an example of stimulation object under the learning object classification of Dr. Churchill (2007). There are several advantages of stimulation object in educational context. First, it allows a learner construct a mind model after exploration to the stimulation objects. Further, learning with stimulation object is particularly effective when the real system is expensive, unavailable or available in limited number, or learning to operate it is costly, possibly dangerous.(Churchill, 2007)
Learning Object - Turtle Geometry
Turtle Geometry 
I find that this learning object is good for kids aged around 6-12 to start learn the concept of geometry. Students can control the Turtle‘s walking by setting the steps button like forward, rotation. The available challenges include Mazes, geometric shapes and Rocks to be avoided in getting to the flower goals.
Learning:This is good for kids to use game to understand the trigonometric relationships to determine lengths and angle measures. And learning how to use systematic method to locations and describe spatial relationships using coordinate geometry and other representational systems. Also, it can gain insights into other disciplines and other areas of interest such as art and architecture.
Teaching:
This learning object also can allow students to challenge one another. After the challenging they can have a group discussion to find out the possible paths that can set. Also, the game play is easy and the button is user friendly to teach the kids to use themselves.
I find that this learning object is good for kids aged around 6-12 to start learn the concept of geometry. Students can control the Turtle‘s walking by setting the steps button like forward, rotation. The available challenges include Mazes, geometric shapes and Rocks to be avoided in getting to the flower goals.
Learning:This is good for kids to use game to understand the trigonometric relationships to determine lengths and angle measures. And learning how to use systematic method to locations and describe spatial relationships using coordinate geometry and other representational systems. Also, it can gain insights into other disciplines and other areas of interest such as art and architecture.
Teaching:
This learning object also can allow students to challenge one another. After the challenging they can have a group discussion to find out the possible paths that can set. Also, the game play is easy and the button is user friendly to teach the kids to use themselves.
Monday, September 27, 2010
Dual coding
Dual coding theory has its roots in the practical use of imagery as a memory aid 2500 years ago(Yates, 1966). The theory was first advanced by Allan Paivio of the University of Western Ontario, which suggests human mind create separate representations for information processed and both visual and verbal codes are used to organize incoming information into knowledge that can be acted upon, stored, and retrieved for subsequent use.
Educational implication
For reader:
Beginning readers learn to read concrete words by sight much faster when the words are accompanied by referent pictures than when paired only with their pronunications. Concrete verbal material enhances reading comprehension and recall in children and adults.
Instructing learners to form images during reading further enhances reading comprehension and vocabulary learning. Combining pictures, mental imagery, and verbal elaboration is even more effective in promoting understanding and learning from text by students ranging from grade school to university level.
written composition:
The use of concreteness, imagery, and dual coding makes students' writing more readable and memorable.
...
Educational implication
For reader:
Beginning readers learn to read concrete words by sight much faster when the words are accompanied by referent pictures than when paired only with their pronunications. Concrete verbal material enhances reading comprehension and recall in children and adults.
Instructing learners to form images during reading further enhances reading comprehension and vocabulary learning. Combining pictures, mental imagery, and verbal elaboration is even more effective in promoting understanding and learning from text by students ranging from grade school to university level.
written composition:
The use of concreteness, imagery, and dual coding makes students' writing more readable and memorable.
...
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