Sunday, 6 November 2011
Assessment 4
I am still trying to figure out how to upload my presentation so that the original sound is attached. Any suggestions?
Sunday, 18 September 2011
Assessment 3 Critical Analysis
Introduction
Alevan et al (2003) discuss ‘Help seeking and help design in interactive learning environments’. They report on recent studies indicating that ‘learners are not using help facilities effectively despite the positive influences on learning outcomes’. The text examines theoretical perspectives on the role of on-demand help in interactive learning environments (ILEs), reviews literature on the relations between help seeking and learning in ILEs, and identifies reasons for the lack of effective help use. The main focus of this critical analysis is to examine the interaction between metacognition skills and cognitive factors in relationship with learner and system related factors. The text aims to inform readers about the limited use of on demand help, intended to positively influence learning. Alevan et al (2003) outlines six conclusions based on a review of the existing literature.
1. Different instructional goals result in different types of ILEs whose help systems provide different types of information.
2. Learners often use help systems ineffectively or ignore them altogether. However, when they do use help, learning processes and outcomes may be substantially improved.
3. A variety of learner characteristics influence help seeking, individually or in combination.
4. Different types of help may cause different types of help-seeking activities and result in different learning outcomes.
5. Design and learner-related factors interact in their effect on help seeking and learning.
6. Depending on the learning context, the same type of help may trigger different help-seeking behavior, which in turn is related to different effects on learning outcomes.
The text provides important insights into the effects of various system characteristics, students’ behaviors, student characteristics, and the interactions among these factors. The text highlights important links between cognition, motivation and instruction on help seeking in ILEs. The text seeks to enhance a deeper understanding of help design and help seeking in ILEs and creates open arena for discussion in improving educational practice.
Firstly an analysis of the research methodologies will be conducted. Secondly a summary of meta cognition and system/learner related factors will be made followed by a critique relating findings, conclusions or recommendations made by the researcher to issues in development or design of interactive learning environments.
Review of research methodologies
Help-seeking and help design is a highly relevant issue in the changing nature of education. A “paradigm shift” (Desai, Hart & Richards, 2008) has seen 21st century learning take on a new meaning in preparing students to become active citizens of society in a technologically savvy world. This new meaning transforms the learning environment from a teacher driven indiviualised learning environment to an interactive learning environment (Hmelo-Silver, Chernobilsky & Jordan, 2008) using new forms of interactive computer based tools to enhance the learning experience and afford students with new skills necessary for future success. With the rapid development of new technologies, interactive learning environments (ILE’s) have become widespread and are beginning to have a profound influence on the daily practice of education (Dillon & Gabbard, 1998; Koedinger, Anderson, Hadley, & Mark, 1997) The title of the article gives a clear indication as to the aim of the study in addressing different types of ILE’s and what they do and do not offer in terms of support for learners.
The researchers motives, background, perspectives and preliminary hypothesis are presented with the issues of help seeking and help design being at the forefront of discussion despite minimal research in help seeking and help design in ILE’s as opposed to other similar context (such as classroom environments).
Various strategies for data collection are presented including qualitative and quantitative methods of evaluation such as standardized tests and tests focusing on the use of presentations and problem solving. The approach chosen, aims to inform readers of the various affordances of help seeking in an ILE. A range of consequences are also presented that highlight the implications for various types of users and present new strategies to close the gap that exists between users. A number of characteristics regarding learning needs are addressed in enough depth to understand the study and context.
A number of theoretical frameworks are drawn upon (e.g. Tutoring and Vygotskian Frameworks) from a variety of perspectives (such as cognitive skill acquisition) that have been put forward by designers of ILE’s in order to interpret the data presented. Each framework encompasses help-seeking and help design methods.
The principals and procedures for data organisation and analysis are fully described allowing the reader to understand what happened and how results were drawn upon. Preconceptions were defined in advance of data presentation and a number of strategies are used to validate results presented such as crosschecks between various forms of data.
Te findings are extremely relevant to the aim of the study in that it identifies the relationship between help seeking and learning in ILE’s and the effect of system and student related factors and the interaction between these cognitive factors and metacognition skills in establishing appropriate help seeking methods.
Validity of the selected studies and heavily scrutinized in their relationship and relevance to ILE’s. The findings have been compared with several theoretical frameworks and empirical research studies. In light of this a few consequences of the study are proposed highlighting further need for research and possible research questions.
The study is easy to understand and is clearly contexualised. It is easy to distinguish between the voices of the informants and those of the researchers. Research is appropriately presented to assist developers of ILE’s despite there being minimal research in this area.
Summary of findings
Meta-cognition refers to learners’ automatic awareness of their own knowledge and their ability to understand, control and manipulate their own cognitive processes (Flavell, 1979, Corno, 1986). Existing research describes three areas of meta-cognition
1. Metamemory refers to the learners’ awareness of knowledge about their own memory systems and strategies for using their memories effectively.
2. Metacomprehension refers to the learners’ ability to monitor the degree to which they understand information being communicated to them, to recognise failures to comprehend, and to employ repair strategies when failures are identified.
3. Self-Regulation ability of learners’ to make judgments in their own learning processes in response to their perception of feedback regarding their current status of learning. Self-Regulation combines the learners’ ability to monitor learning along with the ability to implement appropriate strategies to enhance learning.
Essential understanding of these three areas of Meta cognition is necessary when examining a relationship with learner and system related cognitive factors. Help seeking is an important strategy and can be instrumental in the development of independent skill and ability (Ames 1983; Nelson-LeGall, 1981; Newman, 1994). Help seeking is reliant on a number of individual learner related factors. However recent studies provide evidence that learners often do not use help functions effectively or even ignore them totally. The proficient use of help facilities would seem to be an important factor determining learning outcomes among individuals working in these environments. The implications and proficiencies can be due to a number of learners’ related factors. Some of these factors are discussed below in further detail.
1. Prior knowledge is one of the most important factors influencing student performance (Dochy & Alexander, 1995). Aleven et al (2003) describe prior knowledge of the domain and prior knowledge of the learning environment to be two domains of interest in ILE’s. The research found that students with a higher prior knowledge are better able to control and monitor their help seeking behaviour as well as being more likely to seek help after an error is made to correct it. On the other hand students with lower prior knowledge were seemingly less proficient in help seeking as well as being less likely to seek help after an error is made. Further evidence for effects of prior knowledge on help seeking is found in the work of Renkl (2002) his analysis suggests that users other than those with high prior knowledge fare better if they seek help more often.
2. Self Regulation
Further evidence shows that help seeking can be defined as a self regulatory skill. Aleven et al (2003) discuss its relevance to Nelson-LeGall (1981) and Newman’s (1998) process model whereby students help seeking depends on the ability for them to: recognise that they are in need of help, decide the possible options for seeking help, identify potential helpers, use strategies to elicit help and evaluate the effectiveness of the help seeking episode. It is highly evident that these specific characteristics are a match for Meta cognition functioning.
The system related factors are discussed in relation to the following four areas.
1. Operative help - is defined as a list of steps that have been taken to achieve a goal. This method is often
2. Function oriented help – provides an explanation on how a function works.
Dutke & Reimer (2000) suggest that operative help supports better performance than function oriented help during training and function oriented help is more effective during transfer tasks. With this in mind educators can design tasks based on these suggestions to improve learning outcomes and minimise the help required to perform tasks.
3. Concrete hints – makes reference to concrete objects and make connections to real life problems.
4. Abstract hints – Existing in thought or idea making minimal to no reference to concrete objects.
Students high in cognitive development were said to do better using abstract hints and students with a lower cognitive development were said to do better using concrete hints to solve problems. Sweller (1999) states that “help seeking requires additional cognitive effort by the learner. Such effort may increase cognitive load and consequently reduce learning outcomes”. Therefore learners may refrain from seeking help in order to avoid cognitive load. It is also important to note that the type of information presented as feedback can make a difference in students learning results. Therefore the level of help should be adapted to the learners level of cognitive development (Arroyo et al, 2001).
Critique
The text identifies four ILE’s that support collaborative learning. These include: Intellectual Tutoring Systems (ITS’s); Computed Assisted Instruction (CAI); Educational Hypermedia Systems and Project or Problem-Oriented Learning. Each of these ILE’s providing a range of help functions that support learning not task performance. As previously mentioned a “paradigm shift” has seen technology become a significant focus of education and with this in mind the text fails to consider that “Learning becomes as much social as cognitive, as much concrete as abstract, and becomes intertwined with judgment and exploration,”(Lombardi, 2007) just as it is in an actual workplace. Although many of the studies are authentic in their design some of them do not take into account the possibility of an overload in cognition. The text does however suggest a number of conclusions aimed at optimising further learning experiences from instructional and self explanations: provision of feedback, provision of learner demand, minimalism, progressive help and a focus on principles.
A number of recommendations for how the text can be improved in terms of research approach and theories are listed below.
1. The use of multiple intelligence theory to enhance help-seeking skills for a variety of learners.
2. Further discussion on the impact of student input into help design to enhance learning.
3. Deeper analysis on the various pedagogical approaches of the systems and learning goals.
4. How help systems are used in different contexts to bring about the most successful methods of help design.
Conclusion
The text provides much insight into the effects of various system characteristics, student behaviours, student characteristics, and interactions among these factors. Important links have been made between cognition and instruction in relation to help-seeking and help design for ILE’s. The research provided leads to deeper knowledge and understanding of help design and help seeking in ILE’s. Help seeking skills are instrumental when learners face new learning goals and for some learners help seeking is the key to understanding and interpreting information that is presented.
References
Aleven, V., Stahl, E., Schwom, S., Fischer, & Wallace, R. (2003) Help seeking and help design in interactive learning environments. Review of Educational Research, 73 (3), 277-320
Ames, R. (1983). Help-seeking and achievement orientation: Perspectives from attribution theory. In B. DePaulo, A. Nadler, & J. D. Fisher (Eds.), New directions in helping 2, 165–186
Arroyo, I., Beck, J., Beal, C., Wing, R., & Woolf, B. (2001). Analysing students’ response to help provision in an elementary mathematics intelligent tutoring system. In R. Luckin (Ed.), Papers of the AIED-2001 Workshop on Help Provision and Help Seeking in Interactive Learning Environments. Available: http://www.hcrc.ed.ac.uk/aied2001/workshops.html
Corno, L. (1986) The metacognitive control components of self regulated learning. Journal of Contemporary Educational Psychology, 11 (4), 333-346
Desai, M., Hart, J. & Richards, T. (2008) E-Learning: Paradigm Shift in Education, Journal of Education, 129, (2), 327-334.
Dillon, A., & Gabbard, R. (1998) Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68, 322–349.
Dochy, F, & Alexander, P. (1995) Mapping prior knowledge:A framework for discussion among researchers. European Journal of Psychology of Education, 10, 225–242.
Dutke, S., & Reimer, T. (2000) Evaluation of two types of online help information for application software: Operative and function-oriented help. Journal of Computer-Assisted Learning, 16, 307–315.
Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 - 911.
Hmelo-Silver, C., Chernobilsky, E & Jordan, R. (2008) Understanding collaborative learning processes in new learning environments. Journal of Instructional Science, 36 (5), 409-430
Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8, 30–43.
Lombardi, M (2007) Authentic learning for the 21st century: An overview. EDUCAUSE retrieved Septemeber 10, 2011 http://net.educause.edu/ir/library/pdf/ELI3009.pdf
Nelson-Le Gall, S. (1981). Help-seeking: An understudied problem-solving skill in children. Developmental Review, 1, 224–246.
Newman, R. S. (1994). Adaptive help seeking: A strategy of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications 283–301
Newman, R. S. (1998b). Students’ help seeking during problem solving: Influences of personal and contextual achievement goals. Journal of Educational Psychology, 90, 644–658.
Renkl, A. (2002) Learning from worked-out examples: Instructional explanations supplement self-explanations. Learning & Instruction, 12, 529-556.
Sweller, J. (1999). Instructional design in technical areas. Camberwell, Victoria, Australia: Australian Council for Educational Research.
Alevan et al (2003) discuss ‘Help seeking and help design in interactive learning environments’. They report on recent studies indicating that ‘learners are not using help facilities effectively despite the positive influences on learning outcomes’. The text examines theoretical perspectives on the role of on-demand help in interactive learning environments (ILEs), reviews literature on the relations between help seeking and learning in ILEs, and identifies reasons for the lack of effective help use. The main focus of this critical analysis is to examine the interaction between metacognition skills and cognitive factors in relationship with learner and system related factors. The text aims to inform readers about the limited use of on demand help, intended to positively influence learning. Alevan et al (2003) outlines six conclusions based on a review of the existing literature.
1. Different instructional goals result in different types of ILEs whose help systems provide different types of information.
2. Learners often use help systems ineffectively or ignore them altogether. However, when they do use help, learning processes and outcomes may be substantially improved.
3. A variety of learner characteristics influence help seeking, individually or in combination.
4. Different types of help may cause different types of help-seeking activities and result in different learning outcomes.
5. Design and learner-related factors interact in their effect on help seeking and learning.
6. Depending on the learning context, the same type of help may trigger different help-seeking behavior, which in turn is related to different effects on learning outcomes.
The text provides important insights into the effects of various system characteristics, students’ behaviors, student characteristics, and the interactions among these factors. The text highlights important links between cognition, motivation and instruction on help seeking in ILEs. The text seeks to enhance a deeper understanding of help design and help seeking in ILEs and creates open arena for discussion in improving educational practice.
Firstly an analysis of the research methodologies will be conducted. Secondly a summary of meta cognition and system/learner related factors will be made followed by a critique relating findings, conclusions or recommendations made by the researcher to issues in development or design of interactive learning environments.
Review of research methodologies
Help-seeking and help design is a highly relevant issue in the changing nature of education. A “paradigm shift” (Desai, Hart & Richards, 2008) has seen 21st century learning take on a new meaning in preparing students to become active citizens of society in a technologically savvy world. This new meaning transforms the learning environment from a teacher driven indiviualised learning environment to an interactive learning environment (Hmelo-Silver, Chernobilsky & Jordan, 2008) using new forms of interactive computer based tools to enhance the learning experience and afford students with new skills necessary for future success. With the rapid development of new technologies, interactive learning environments (ILE’s) have become widespread and are beginning to have a profound influence on the daily practice of education (Dillon & Gabbard, 1998; Koedinger, Anderson, Hadley, & Mark, 1997) The title of the article gives a clear indication as to the aim of the study in addressing different types of ILE’s and what they do and do not offer in terms of support for learners.
The researchers motives, background, perspectives and preliminary hypothesis are presented with the issues of help seeking and help design being at the forefront of discussion despite minimal research in help seeking and help design in ILE’s as opposed to other similar context (such as classroom environments).
Various strategies for data collection are presented including qualitative and quantitative methods of evaluation such as standardized tests and tests focusing on the use of presentations and problem solving. The approach chosen, aims to inform readers of the various affordances of help seeking in an ILE. A range of consequences are also presented that highlight the implications for various types of users and present new strategies to close the gap that exists between users. A number of characteristics regarding learning needs are addressed in enough depth to understand the study and context.
A number of theoretical frameworks are drawn upon (e.g. Tutoring and Vygotskian Frameworks) from a variety of perspectives (such as cognitive skill acquisition) that have been put forward by designers of ILE’s in order to interpret the data presented. Each framework encompasses help-seeking and help design methods.
The principals and procedures for data organisation and analysis are fully described allowing the reader to understand what happened and how results were drawn upon. Preconceptions were defined in advance of data presentation and a number of strategies are used to validate results presented such as crosschecks between various forms of data.
Te findings are extremely relevant to the aim of the study in that it identifies the relationship between help seeking and learning in ILE’s and the effect of system and student related factors and the interaction between these cognitive factors and metacognition skills in establishing appropriate help seeking methods.
Validity of the selected studies and heavily scrutinized in their relationship and relevance to ILE’s. The findings have been compared with several theoretical frameworks and empirical research studies. In light of this a few consequences of the study are proposed highlighting further need for research and possible research questions.
The study is easy to understand and is clearly contexualised. It is easy to distinguish between the voices of the informants and those of the researchers. Research is appropriately presented to assist developers of ILE’s despite there being minimal research in this area.
Summary of findings
Meta-cognition refers to learners’ automatic awareness of their own knowledge and their ability to understand, control and manipulate their own cognitive processes (Flavell, 1979, Corno, 1986). Existing research describes three areas of meta-cognition
1. Metamemory refers to the learners’ awareness of knowledge about their own memory systems and strategies for using their memories effectively.
2. Metacomprehension refers to the learners’ ability to monitor the degree to which they understand information being communicated to them, to recognise failures to comprehend, and to employ repair strategies when failures are identified.
3. Self-Regulation ability of learners’ to make judgments in their own learning processes in response to their perception of feedback regarding their current status of learning. Self-Regulation combines the learners’ ability to monitor learning along with the ability to implement appropriate strategies to enhance learning.
Essential understanding of these three areas of Meta cognition is necessary when examining a relationship with learner and system related cognitive factors. Help seeking is an important strategy and can be instrumental in the development of independent skill and ability (Ames 1983; Nelson-LeGall, 1981; Newman, 1994). Help seeking is reliant on a number of individual learner related factors. However recent studies provide evidence that learners often do not use help functions effectively or even ignore them totally. The proficient use of help facilities would seem to be an important factor determining learning outcomes among individuals working in these environments. The implications and proficiencies can be due to a number of learners’ related factors. Some of these factors are discussed below in further detail.
1. Prior knowledge is one of the most important factors influencing student performance (Dochy & Alexander, 1995). Aleven et al (2003) describe prior knowledge of the domain and prior knowledge of the learning environment to be two domains of interest in ILE’s. The research found that students with a higher prior knowledge are better able to control and monitor their help seeking behaviour as well as being more likely to seek help after an error is made to correct it. On the other hand students with lower prior knowledge were seemingly less proficient in help seeking as well as being less likely to seek help after an error is made. Further evidence for effects of prior knowledge on help seeking is found in the work of Renkl (2002) his analysis suggests that users other than those with high prior knowledge fare better if they seek help more often.
2. Self Regulation
Further evidence shows that help seeking can be defined as a self regulatory skill. Aleven et al (2003) discuss its relevance to Nelson-LeGall (1981) and Newman’s (1998) process model whereby students help seeking depends on the ability for them to: recognise that they are in need of help, decide the possible options for seeking help, identify potential helpers, use strategies to elicit help and evaluate the effectiveness of the help seeking episode. It is highly evident that these specific characteristics are a match for Meta cognition functioning.
The system related factors are discussed in relation to the following four areas.
1. Operative help - is defined as a list of steps that have been taken to achieve a goal. This method is often
2. Function oriented help – provides an explanation on how a function works.
Dutke & Reimer (2000) suggest that operative help supports better performance than function oriented help during training and function oriented help is more effective during transfer tasks. With this in mind educators can design tasks based on these suggestions to improve learning outcomes and minimise the help required to perform tasks.
3. Concrete hints – makes reference to concrete objects and make connections to real life problems.
4. Abstract hints – Existing in thought or idea making minimal to no reference to concrete objects.
Students high in cognitive development were said to do better using abstract hints and students with a lower cognitive development were said to do better using concrete hints to solve problems. Sweller (1999) states that “help seeking requires additional cognitive effort by the learner. Such effort may increase cognitive load and consequently reduce learning outcomes”. Therefore learners may refrain from seeking help in order to avoid cognitive load. It is also important to note that the type of information presented as feedback can make a difference in students learning results. Therefore the level of help should be adapted to the learners level of cognitive development (Arroyo et al, 2001).
Critique
The text identifies four ILE’s that support collaborative learning. These include: Intellectual Tutoring Systems (ITS’s); Computed Assisted Instruction (CAI); Educational Hypermedia Systems and Project or Problem-Oriented Learning. Each of these ILE’s providing a range of help functions that support learning not task performance. As previously mentioned a “paradigm shift” has seen technology become a significant focus of education and with this in mind the text fails to consider that “Learning becomes as much social as cognitive, as much concrete as abstract, and becomes intertwined with judgment and exploration,”(Lombardi, 2007) just as it is in an actual workplace. Although many of the studies are authentic in their design some of them do not take into account the possibility of an overload in cognition. The text does however suggest a number of conclusions aimed at optimising further learning experiences from instructional and self explanations: provision of feedback, provision of learner demand, minimalism, progressive help and a focus on principles.
A number of recommendations for how the text can be improved in terms of research approach and theories are listed below.
1. The use of multiple intelligence theory to enhance help-seeking skills for a variety of learners.
2. Further discussion on the impact of student input into help design to enhance learning.
3. Deeper analysis on the various pedagogical approaches of the systems and learning goals.
4. How help systems are used in different contexts to bring about the most successful methods of help design.
Conclusion
The text provides much insight into the effects of various system characteristics, student behaviours, student characteristics, and interactions among these factors. Important links have been made between cognition and instruction in relation to help-seeking and help design for ILE’s. The research provided leads to deeper knowledge and understanding of help design and help seeking in ILE’s. Help seeking skills are instrumental when learners face new learning goals and for some learners help seeking is the key to understanding and interpreting information that is presented.
References
Aleven, V., Stahl, E., Schwom, S., Fischer, & Wallace, R. (2003) Help seeking and help design in interactive learning environments. Review of Educational Research, 73 (3), 277-320
Ames, R. (1983). Help-seeking and achievement orientation: Perspectives from attribution theory. In B. DePaulo, A. Nadler, & J. D. Fisher (Eds.), New directions in helping 2, 165–186
Arroyo, I., Beck, J., Beal, C., Wing, R., & Woolf, B. (2001). Analysing students’ response to help provision in an elementary mathematics intelligent tutoring system. In R. Luckin (Ed.), Papers of the AIED-2001 Workshop on Help Provision and Help Seeking in Interactive Learning Environments. Available: http://www.hcrc.ed.ac.uk/aied2001/workshops.html
Corno, L. (1986) The metacognitive control components of self regulated learning. Journal of Contemporary Educational Psychology, 11 (4), 333-346
Desai, M., Hart, J. & Richards, T. (2008) E-Learning: Paradigm Shift in Education, Journal of Education, 129, (2), 327-334.
Dillon, A., & Gabbard, R. (1998) Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68, 322–349.
Dochy, F, & Alexander, P. (1995) Mapping prior knowledge:A framework for discussion among researchers. European Journal of Psychology of Education, 10, 225–242.
Dutke, S., & Reimer, T. (2000) Evaluation of two types of online help information for application software: Operative and function-oriented help. Journal of Computer-Assisted Learning, 16, 307–315.
Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 - 911.
Hmelo-Silver, C., Chernobilsky, E & Jordan, R. (2008) Understanding collaborative learning processes in new learning environments. Journal of Instructional Science, 36 (5), 409-430
Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8, 30–43.
Lombardi, M (2007) Authentic learning for the 21st century: An overview. EDUCAUSE retrieved Septemeber 10, 2011 http://net.educause.edu/ir/library/pdf/ELI3009.pdf
Nelson-Le Gall, S. (1981). Help-seeking: An understudied problem-solving skill in children. Developmental Review, 1, 224–246.
Newman, R. S. (1994). Adaptive help seeking: A strategy of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications 283–301
Newman, R. S. (1998b). Students’ help seeking during problem solving: Influences of personal and contextual achievement goals. Journal of Educational Psychology, 90, 644–658.
Renkl, A. (2002) Learning from worked-out examples: Instructional explanations supplement self-explanations. Learning & Instruction, 12, 529-556.
Sweller, J. (1999). Instructional design in technical areas. Camberwell, Victoria, Australia: Australian Council for Educational Research.
Friday, 9 September 2011
Week 7 Bad interface design
Have you ever been working on a task or viewing a page when suddenly the session expires? The use of jargon such as 'session' and 'expire' are pointless and often offers nothing to the user. Could the design be more interesting?
Another interesting example is that of overlay pages on web browsers where you have to go to a screen when all you want is to go to the information straight away. Like sites that force people to join or go to a main menu before they try something instead of starting a game or app. Most of the time the design of the ‘join’ site is boring and unattractive to the user.
This website shows many great examples of bad user interface designs. Take a look and see what you think! http://www.buigallery.com/
Another interesting example is that of overlay pages on web browsers where you have to go to a screen when all you want is to go to the information straight away. Like sites that force people to join or go to a main menu before they try something instead of starting a game or app. Most of the time the design of the ‘join’ site is boring and unattractive to the user.
This website shows many great examples of bad user interface designs. Take a look and see what you think! http://www.buigallery.com/
Sunday, 4 September 2011
Week 6
Web Links
1. Abstract thought
http://www.blog.spoongraphics.co.uk/articles/50-inspiring-abstract-illustrations-in-web-design
This web page has a collection of 50 Inspiring Abstract Illustrations in Web Design. Which one of these designs is most appealing to you?
2. Aspiration
www.jamesseear.com/
This web page displays an image of fierce determination through still images of a stopwatch and James wearing his Australian uniform whilst images of training flash in the background.
3. Aura
wefunction.com/
This web page presents a subtle and invisible essence of being warn around the border.
1. Abstract thought
http://www.blog.spoongraphics.co.uk/articles/50-inspiring-abstract-illustrations-in-web-design
This web page has a collection of 50 Inspiring Abstract Illustrations in Web Design. Which one of these designs is most appealing to you?
2. Aspiration
www.jamesseear.com/
This web page displays an image of fierce determination through still images of a stopwatch and James wearing his Australian uniform whilst images of training flash in the background.
3. Aura
wefunction.com/
This web page presents a subtle and invisible essence of being warn around the border.
Friday, 26 August 2011
IV Reading Response
Introduction
Donald Norman (an academic in the field of cognitive science, design and usability engineering) and James Spohrer (a computer scientist leading the development of a new science of service systems) are co-authors of the text ‘Leaner-Centered Education’. The text reflects a broad spectrum of approaches for both the styles of teaching and the use of technology, highlighting the present diversity existing among learners and the vast array of subject matter to be taught. The aim of the text is to address the effectiveness of learner-centered and problem-driven approaches to learning. Norman and Spohrer (1996) address the principles of active exploration, construction and learning through three dimensions of instruction; engagement, effectiveness and viability. These dimensions are accompanied by a focus on a modern interface design that depicts the needs, skills and interests of the learner as the pinnacle of educational success. The article embraces the current pedagogy of our time by proposing essential elements for educational success for both learners and teachers however; it fails to embed a design that incorporates all stakeholders in the process of learner success.
Summary
Norman and Spohrer (1996) state “Technology is a catalyst for change, helping to bring about the new revolution in education”. With this in mind, a modern interface design is discussed where the focus is on the needs, skills and most importantly the interests of the learner. The authors draw on several sources that illustrate the compelling use of intelligent multimedia simulations and others with a focus on collaboration tools that engage learners in understanding subject phenomena. ‘Problem-based learning through the use of modern interface design presents an authentic learning experience where students become immersed in the setting’ (Herrington, Oliver & Reeves, 2003), thus providing the motivation needed to complete complex tasks. This proposes ample ways for which learners can be engaged in active exploration whilst also constructing their own learning experience. The purpose of the text is to inform readers of the effectiveness of learner-centered and problem-driven approaches to learning. The authors discuss the significance of engagement, effectiveness and viability of such technologies and the importance of recognising difference in achieving success. Engagement through the use of computer-based instruction has the power to provide rapid, compelling interaction and feedback. Interactive multimedia technology in this instance motivates the learner by providing information in a form that is concrete and perceptually easy to process. The authors discuss the implications of traditional methods compared with the new style of education that values depth of understanding as new skills are learnt. Viability is also addressed highlighting relevant areas of concern within current education systems. The text presents a general comparison between traditional methods of instruction and new methods of instruction in order to connect prior knowledge with new information regarding technology and learning.
Critique
The authors discuss the significance of three dimensions as previously discussed. Whilst the authors present a thorough argument on the necessity of engagement with reference to new technologies they poorly define how to address the issues of implementation. A brief comparison is drawn between the effectiveness of traditional methods to the ‘new’ style of education. On the other hand the text provides some insight into viability, discussing the relevant connections between social and cultural infrastructure that make this type of learning and the various approaches possible. This connection is highly evident in today’s 21st century learning society where learners are seeking a ‘new’ set of skills. Route 21 (2007) discusses the need for students to ‘access digital tools and media-rich resources to help them explore, understand, and express themselves in the world they will inherit tomorrow’.
An abundance of educational research has been conducted in authentic online learning for 21st century learners (Lombardi & Oblinger, 2007). The majority of this research supports learner-centered and problem-based approaches with a significant proportion of research now addressing modern interface design (Vertelney, 1991). With a knowledge focus on four key areas; Usability (how easy it is to navigate and process), visualization (avoiding distractions and embracing a variety in colour, text and design), functionality (featuring media items and how useful they are for supporting a task) and accessibility (the developing of web pages, software and multimedia relevant to construction of any instructional media or technical equipment) educators will be able to design their own tools appropriate for learners encompassing an online perspective that promotes a students centered learning approach involving the solving of authentic problems.
Conclusion
The text proved to be extremely relevant to current literature exploring 21st century, online and authentic learning environments despite being composed in 1996. The text provides significant insight into the engagement of interactive multimedia technology with relevant links to a broad spectrum of approaches. With further insight into the effectiveness and usability of such designs, learners would be better equipped with a deeper understanding of all aspects of learner-centered and problem-based learning in association with interface design.
References
Herrington, J., Oliver, R, & Reeves, T, (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology. 19 (1), 59-71
Lombardi, M, & Oblinger, D, (2007). Authentic Learning for the 21st Century: An Overview. EduCause Learning Initiative Paper 1.
Norman, D, & Spohrer, J, C (1996) Learner-Centered Education. Computers and Applied Science Complete 39 (4) p24-27
Route 21 (2007). 21st Century Learning Environments. Partnerships for 21st Century Skills. Retrieved 21 August 2011 http://www.p21.org/documents/le_white_paper-1.pdf
Vertelney, L., (1991), “Two Disciplines in Search of an Interface”, in: Laurel, B. (ed.), The Art of Human-Computer Interface Design, Addison-Wesley, Media Laboratory Massachusetts Institute of Technology
Portrait-Landscape Rotation Heuristics for a Portable Multifunction Device
The concept of rotation is described by Patently Apple (2011) as a computer-implemented method, comprising of a multifunctional device such as an ipad or iphone with a touch screen and one or more accelerometers. The process occurs based on an analysis of data received from one or more accelerometers that determines the rotation.
The process of iphone orientation and change as described by Apple (2011) ‘supports the usability as it allows users to view applications and complete tasks in a more user friendly way’
Patently Apple (2011) Apple Wins Two Original iPhone Patents Regarding Rotation Heuristics. Retrieved August 13, 2011
http://www.patentlyapple.com/patently-apple/2011/07/apple-wins-two-original-iphone-patents-regarding-rotation-heuristics.html
Apple Inc (2011) iOS Human Interface Guidelines User Experience Retrieved August 13 2011 http://developer.apple.com/library/ios/documentation/userexperience/conceptual/MobileHIG/MobileHIG.pdf
The process of iphone orientation and change as described by Apple (2011) ‘supports the usability as it allows users to view applications and complete tasks in a more user friendly way’
Patently Apple (2011) Apple Wins Two Original iPhone Patents Regarding Rotation Heuristics. Retrieved August 13, 2011
http://www.patentlyapple.com/patently-apple/2011/07/apple-wins-two-original-iphone-patents-regarding-rotation-heuristics.html
Apple Inc (2011) iOS Human Interface Guidelines User Experience Retrieved August 13 2011 http://developer.apple.com/library/ios/documentation/userexperience/conceptual/MobileHIG/MobileHIG.pdf
Tuesday, 26 July 2011
Activity 1
I found the talk by Pattie Maes to be absolutely phenomenal. The idea of a sixth sense is something that you hear and see in comic films rather than in real life. I believe the use of this kind of technology has the ability to revolutionize learning for all types of learners. The practicality of the camera and projector represents the life of a 21st century learner whereby learning is about immediate access to knowledge that is readily available to feed the curious mind.
I believe that a benchmark has already been set and that the door has now been opened to all stakeholders and as confirmation of this we see Pattie Maes as well as many other individuals and companies have are already begun to venture within. In an already competitive multimedia environment consumers are seemingly desperate to get their hands on anything and everything that is new and cool as far as technology can see.
Apple for example have taken the world by storm first with the introduction of the iphone and now with the ipad and to prove my point there is not one person that I know that is not amazed by the amount of interative applications that can now occupy a child as young as 3 for hours on end. I say as young as 3 because just the other day my 3 year old nephew was able to navigate through my iphone to not only take pictures but select from a variety of games some without any assistance.
What are your thoughts on interactive media? and does anyone have an interesting experiences to share?
Liz
I believe that a benchmark has already been set and that the door has now been opened to all stakeholders and as confirmation of this we see Pattie Maes as well as many other individuals and companies have are already begun to venture within. In an already competitive multimedia environment consumers are seemingly desperate to get their hands on anything and everything that is new and cool as far as technology can see.
Apple for example have taken the world by storm first with the introduction of the iphone and now with the ipad and to prove my point there is not one person that I know that is not amazed by the amount of interative applications that can now occupy a child as young as 3 for hours on end. I say as young as 3 because just the other day my 3 year old nephew was able to navigate through my iphone to not only take pictures but select from a variety of games some without any assistance.
What are your thoughts on interactive media? and does anyone have an interesting experiences to share?
Liz
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