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.
Tuesday, September 28, 2010
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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