How to make chocolate chip cookies?
Tuesday, February 23, 2010
Sunday, February 21, 2010
Session 3: Limitations of Short-term Memory
Short-term memory refers to the capacity for holding a small amount of information in mind in an active, readily available state for a short period of time. The duration of short-term memory is believed to be in the order of seconds.
Estimates of short-term memory capacity limits vary from about 4 to about 9 items, depending upon the experimental design used to estimate capacity. A commonly-cited capacity is 7±2 elements.
On-line Short Term Memory Games:
1. Short Term Memory Test - Characters
http://faculty.washington.edu/chudler/stm0.html
2. Short Term Memory Test – Pictures
http://faculty.washington.edu/chudler/puzmatch.html
In order to overcome the limitation of short-term memory, and retain information for longer, information must be periodically repeated, or rehearsed — either by articulating it out loud, or by mentally simulating such articulation. In this way, the information will re-enter the short-term store and be retained for a further period.
Chunking is the process with which we can expand our ability to remember things in the short term. Chunking is also a process by which a person organizes material into meaningful groups.
http://en.wikipedia.org/wiki/Short-term_memory
From Wikipedia, the free encyclopedia
How To Improve Your Memory (Video)
Short-Term Memory Limitations
We pay a price for the accessibility and speed of the short-term memory in that it has very limited capacity. It can hold between 5 and 9 (alternatively 3-5) units of information activated at the same time. The short-term memory uses a chunking technique to overcome the limitations in capacity. It creates chunks of information out of smaller units of information. This means that the number of information units decreases, but the original units do not disappear. They are still activated and accessible as parts of larger units.
== Short-Term Memory Capacity
Illustration of how the short-term memory increases its capacity to hold information:
- L E B P M O W A S T A I A F B
- F I A T O P E L B M W S A A B
- FIAT OPEL BMW SAAB
The example above illustrates the chunking process in the short-term memory. Lets presume that we set up an experiment where the test persons are shown line number 1 for a brief period of time, e.g. tenths of a second. If the test person is then asked to retrieve the letters, he/she will remember just a few. One way of making the memorising process more effective is to try to interpret the letters in some way. If the letters are presented as shown in line 2 they will acquire a meaning to the test person. The separate letters turn into four meaningful units as shown in line 3. Moreover, all four units can be related to one single unit of information, namely cars. This makes it much easier to memorise all the letters, despite the fact that the number of them exceeds the capacity of the short-term memory.
Some design principles to facilitate short-term memory processing in IT.
- Different parts of an application must be related to one another to support the chunking process.
- Important information must be persistently presented or repeated or else it will be replaced by other input.
- Required information must be displayed on the screen in order for the user to keep it activated in the short-term memory.
As illustrated above, the chunking process in the short-term memory can be facilitated by "external" chunking and meaning making. For instance, by relating different parts of a computer system to one another, you make it easier for the user to combine them into meaningful chunks and to retain them in his/her short-term memory, or working memory. Important information that is displayed on the screen may have to be repeatedly displayed in order not to be supplanted by new information input. Information that is required in, for instance, a decision making process must be displayed on the screen pertaining to that decision so that the user can keep it activated throughout the process.
http://www.it.uu.se/edu/course/homepage/hcinet/ht04/lectures/lecture4/
From Uppsala University
Saturday, February 20, 2010
Wednesday, February 10, 2010
Session 3: Theoretic Issues-Combing Visualization and Interactivity
This theory is easy to understand. It refers to the integration of visualization and interact in learning and students are allowed to explore the learning result themselves which can be rgarded as a contructivism approach.
This below paper discussed the uses of visualization and interactivity in classroom enviornment. Example in learning "Boundary Layer Wind" was discussed.
Interactive Modeling and Visualization in Undergraduate Survey Courses
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/fw/bndy.rxml
Comment: As compared with 2 dimensional textbook, the model allows students to manipulate difficult variable which provides 3 dimensional environoment to understand the operation of the Boundary Layer Winds. It is a good demonstration.
Interactive Visualization for the Active Learning Classroom
This paper discussed the characteristics of visulization model and its effectiveness, they also shared their own experience how it was incorporated in classroom.
Comment: Good experience sharing. I understand more on the level of interactivity i.e Flash regarded as low level of interactiveness while more sophisticated model may involve input of parameters and setting up constraint.
This below paper discussed the uses of visualization and interactivity in classroom enviornment. Example in learning "Boundary Layer Wind" was discussed.
Interactive Modeling and Visualization in Undergraduate Survey Courses
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/fw/bndy.rxml
Comment: As compared with 2 dimensional textbook, the model allows students to manipulate difficult variable which provides 3 dimensional environoment to understand the operation of the Boundary Layer Winds. It is a good demonstration.
Interactive Visualization for the Active Learning Classroom
This paper discussed the characteristics of visulization model and its effectiveness, they also shared their own experience how it was incorporated in classroom.
Comment: Good experience sharing. I understand more on the level of interactivity i.e Flash regarded as low level of interactiveness while more sophisticated model may involve input of parameters and setting up constraint.
Tuesday, February 9, 2010
Session 3 Activity: Using Learning object on Teaching and Learning
Learning Object:
1. Quick Math
Use “Quick Math” to drill addition, subtraction, multiplication and division.
2. Math Man
Review four arithmetic operations and then use “Math Man” to practice them.
Lesson Plan:
Lesson Plan for Mathematics: Press here
RISAL Tag Cloud:
Pauline's Tag Cloud:
Noel's Tag Cloud:
Monday, February 8, 2010
Session 3: Theoretical Issues - Gestalt Principles
Getalt is a psychology term and it was developed by German psychologists in the 1920s. It can be defined as "unified whole'. People organize visual elements into groups when the following principles are applied.
(http://graphicdesign.spokanefalls.edu/tutorials/process/gestaltprinciples/gestaltprinc.htm)
- Similarity
- Continuation
- Closure
- Proximity
- Figure and Ground
Human receive information should be the same basically. However, we might get different idea of that information after the brain processing by indivual.
The picture on the left is actually not completely enclosed. However, if there is enough shape is indicated, people cab percive the whole picture by filling in the missing data. This is the one of the Closure example in Gestalt Principles.
The study is quite interesting, it gave us the opportunity to understand more about this psychologic theory and have some hints about what people perceived in giving the same information.
Session 3: Theoretical Issues - Research on multiple representations, modalities and multimodalities
Construction and interference in learning from multiple representation
This paper focuses on how effectiveness will be on integrating learning with verbal and visualized representation and how structure of mental model will be resulted under multiple representation.
An experiment is carried out at an university.
Control group: learn only by text
2 Testing groups: text plus graphics
The experiment found out that graphics may affect the structure of mental models. It is very interesting that graphics plus only text may notnecessarily be beneficial to students if the graphic is not appropriate. Only when the graphics and text are relevant, it may be good to learning.
This paper focuses on how effectiveness will be on integrating learning with verbal and visualized representation and how structure of mental model will be resulted under multiple representation.
An experiment is carried out at an university.
Control group: learn only by text
2 Testing groups: text plus graphics
The experiment found out that graphics may affect the structure of mental models. It is very interesting that graphics plus only text may notnecessarily be beneficial to students if the graphic is not appropriate. Only when the graphics and text are relevant, it may be good to learning.
Session 3: Theoretical Issues - Dual Coding
From Wiki
http://en.wikipedia.org/wiki/Dual-coding_theory
Dual-coding theory, a theory of cognition, was first advanced by Allan Paivio of the University of Western Ontario. The theory postulates that both visual and verbal information are processed differently and along distinct channels with the human mind creating separate representations for information processed in each channel. Both visual and verbal codes for representing information are used to organize incoming information into knowledge that can be acted upon, stored, and retrieved for subsequent use.
Each channel also has limitations. For example, humans have difficulty simultaneously attending to multiple auditory or visual cues, depending on expertise with the task or prior knowledge with the subject area. For example, a television documentary that shows images of plant and animal life in a rain forest while also simultaneously providing narration that describes the animal life could potentially provide for improved learning using the dual-code theory because the visual and verbal information does not compete with each other.
A multimedia presentation that shows multiple visuals such as an image of a speaker as well as the text that the speaker is reading, such as a series of bullet points, could overwhelm the viewer, depending on the person and the situation, because the viewer must now attend to two images.
Analogue Codes
According to Paivio, mental images are analogue codes, while the verbal representation of words are symbolic codes. Analogue codes represent the physical stimuli we observe in our environment, such as trees and rivers. These codes are a form of knowledge representation that retains the main perceptual features of what is being observed. Symbolic codes, on the other hand, are a form of knowledge representation chosen to represent something arbitrarily, as opposed to perceptually. Similar to the way a watch may represent information in the form of numbers to display the time, symbolic codes represent information in our mind in the form of arbitrary symbols, like words and combinations of words, to represent several ideas. Each symbol (x, y, 1, 2, etc.) can arbitrarily represent something other than itself. For instance, the letter x is often used to represent more than just the concept of an x, the 24th letter of the alphabet. It can be used to represent a variable x in mathematics, or a multiplication symbol in an equation. Concepts like multiplication can be represented symbolically by an "x" because we arbitrarily assign it a deeper concept. Only when we use it to represent this deeper concept does the letter "x" carry this type of meaning.
There are some books and articles about dual-coding theory. You can read full-text books and articles by this link: dual-coding theory.
Comment: I agreed that memory for some verbal information is enhanced if a relevant visual is also presented or if the learner can imagine a visual image to go with the verbal information.
http://en.wikipedia.org/wiki/Dual-coding_theory
Dual-coding theory, a theory of cognition, was first advanced by Allan Paivio of the University of Western Ontario. The theory postulates that both visual and verbal information are processed differently and along distinct channels with the human mind creating separate representations for information processed in each channel. Both visual and verbal codes for representing information are used to organize incoming information into knowledge that can be acted upon, stored, and retrieved for subsequent use.
Each channel also has limitations. For example, humans have difficulty simultaneously attending to multiple auditory or visual cues, depending on expertise with the task or prior knowledge with the subject area. For example, a television documentary that shows images of plant and animal life in a rain forest while also simultaneously providing narration that describes the animal life could potentially provide for improved learning using the dual-code theory because the visual and verbal information does not compete with each other.
A multimedia presentation that shows multiple visuals such as an image of a speaker as well as the text that the speaker is reading, such as a series of bullet points, could overwhelm the viewer, depending on the person and the situation, because the viewer must now attend to two images.
Analogue Codes
According to Paivio, mental images are analogue codes, while the verbal representation of words are symbolic codes. Analogue codes represent the physical stimuli we observe in our environment, such as trees and rivers. These codes are a form of knowledge representation that retains the main perceptual features of what is being observed. Symbolic codes, on the other hand, are a form of knowledge representation chosen to represent something arbitrarily, as opposed to perceptually. Similar to the way a watch may represent information in the form of numbers to display the time, symbolic codes represent information in our mind in the form of arbitrary symbols, like words and combinations of words, to represent several ideas. Each symbol (x, y, 1, 2, etc.) can arbitrarily represent something other than itself. For instance, the letter x is often used to represent more than just the concept of an x, the 24th letter of the alphabet. It can be used to represent a variable x in mathematics, or a multiplication symbol in an equation. Concepts like multiplication can be represented symbolically by an "x" because we arbitrarily assign it a deeper concept. Only when we use it to represent this deeper concept does the letter "x" carry this type of meaning.
There are some books and articles about dual-coding theory. You can read full-text books and articles by this link: dual-coding theory.
Comment: I agreed that memory for some verbal information is enhanced if a relevant visual is also presented or if the learner can imagine a visual image to go with the verbal information.
Session 3: Multimedia narratives from Interactive Narratives
Interactive Narratives is a visual storying telling websites, providing online and print journalists from around the world.
We found "Decade in review: 2000-2009" in USA Today from Interactive Narratives, one of the multimedia narratives we like.
We found "Decade in review: 2000-2009" in USA Today from Interactive Narratives, one of the multimedia narratives we like.
Front Page of "Decade in review: 2000-2009"
Video captured from the webpage 
Reason why we like this website:
Do you remember when wikipedia came to your life? Do you remember when you've got your first ipod classic?
You can simply refresh your memory in this site.
This site provides a 10 years review on the big news, eye catching photos and simple description are provided.
You can also click on the reporter's comment and get more information here.
Session 3: Review on digital media
Under the category of Science and Environment of the BBC News site, animated guide on a several natural disasters eg. earthquake, hurricanes, tornadoes, tsunamis and etc. are demonstrated step by step.
It is very easy for readers to understand the underlying causes and the formation of the disasters.
If you do not like animated guide, you can also get a text version on the formation of some of the disasters.
It is very easy for readers to understand the underlying causes and the formation of the disasters.
If you do not like animated guide, you can also get a text version on the formation of some of the disasters.
Sunday, February 7, 2010
Self learning experience in using technology
by Pauline
Currently, I am learning Korean. To save time, I learn from the internet. I found the below website very useful to get start for Hangul (한글) ie. the Korean alphabet
http://hompi.sogang.ac.kr/korean
I also learn from youtube, a good TV programme "Let's learn Korean " is posted there. There are two series of the program, the teaching and learning approach is more traditional in the old series, while the new series is in a more interactive format. I personally prefer the former one for beginners.
Old series
http://www.youtube.com/results?search_query=old+series+let%27s+learn+korean&search_type=&aq=f
New series
http://www.youtube.com/results?search_query=let%27s+learn+korean&search_type=&aq=f
Btw, Web-base learning is a good mode for self-learning.
Currently, I am learning Korean. To save time, I learn from the internet. I found the below website very useful to get start for Hangul (한글) ie. the Korean alphabet
http://hompi.sogang.ac.kr/korean
I also learn from youtube, a good TV programme "Let's learn Korean " is posted there. There are two series of the program, the teaching and learning approach is more traditional in the old series, while the new series is in a more interactive format. I personally prefer the former one for beginners.
Old series
http://www.youtube.com/results?search_query=old+series+let%27s+learn+korean&search_type=&aq=f
New series
http://www.youtube.com/results?search_query=let%27s+learn+korean&search_type=&aq=f
Btw, Web-base learning is a good mode for self-learning.
Previous experiences of using technology for teaching and learning
By Pauline
I currently work in a newspaper company as an editor. In the past, we mainly provide paper journals on the discipline of economics to the secondary school market . For the time being, e-learning is becoming more important and we are trying to shift our focus of development from to e-learning platorm and strive to become a quality service provider on e-learning materials.
Here is our webiste http://elearning.hket.com/
My current interest is how IT can facilitate learning and teaching.
Past experience
- developing and managing an instructional website, with PFD worksheet , flash game, video etc
- introduce a web-base learning exercise and provide assessment of learning. Exercise report result includes intra-school and interschool result comparison which can facilitate the effectiveness of teaching
- running investment simulation program
to be continued....
I currently work in a newspaper company as an editor. In the past, we mainly provide paper journals on the discipline of economics to the secondary school market . For the time being, e-learning is becoming more important and we are trying to shift our focus of development from to e-learning platorm and strive to become a quality service provider on e-learning materials.
Here is our webiste http://elearning.hket.com/
My current interest is how IT can facilitate learning and teaching.
Past experience
- developing and managing an instructional website, with PFD worksheet , flash game, video etc
- introduce a web-base learning exercise and provide assessment of learning. Exercise report result includes intra-school and interschool result comparison which can facilitate the effectiveness of teaching
- running investment simulation program
to be continued....
Tuesday, February 2, 2010
Previous experiences of using technology for teaching
By Nancy:
I am a secondary shool teacher. I need to teach Mathematics and ICT in school. Most of the students like to play computer games but they are lack of computer knowledge. They do not know how to use the application software well, for example "Excel". When they did the computer projects about web2.0, they had no ideas how to do it and just copied the other webs. I needed to teach them step by step for several months.
Also, I showed the 3D model about the cross-section of a cube to form one students by using "Cabri Geometry II Plus". They could get the idea clearly through this model.
I am a secondary shool teacher. I need to teach Mathematics and ICT in school. Most of the students like to play computer games but they are lack of computer knowledge. They do not know how to use the application software well, for example "Excel". When they did the computer projects about web2.0, they had no ideas how to do it and just copied the other webs. I needed to teach them step by step for several months.
Also, I showed the 3D model about the cross-section of a cube to form one students by using "Cabri Geometry II Plus". They could get the idea clearly through this model.
Monday, February 1, 2010
Session 2: Review on "How People Learn: Brain, Mind, Experience, and School"
Activity in Lesson 2: Comment on the below book:
How People Learn: Brain, Mind, Experience, and School
How People Learn: Brain, Mind, Experience, and School
Session 2: Mind map of Learning Theories
Overview of Learning Theories:
http://docs.google.com/present/edit?id=0AUY3t-9eXkhyZGdiamY3aDhfMGZxdjN0cWYy&hl=en
http://www.cipel.ac.uk/events/presentations/documents/ReusableLearningObjs.pdf
Session 2: Review on "Air Pollution" website
Air Pollution webpage
We are going to comment on the "Air Pollution" website. First, the web provides fundamental knowledge on "what is air pollution" is. The interface of the web is quite interactive, user can learn by clicking buttons and explore what are the "Main elements of atmosphere" by themselves. The questions given on the left hand side can provide guidance to the user as a road map to study the air pollution issue. Users can also simply click on the related websites to look for more information.
After "About Air pollution", the site proceeds to "Impact of Air Pollution" and "Causes effect and solutions". It provides a road map for user to go through the process of getting basic knowlege, understanding the issue and analyse the problem and then reach to the final stage to do the application, i.e. provides solutions to the air pollution problem. Afterall, "a Project for you" also gives guidance to the users to work on a project on air pollution.
Overall, the graphic images and photos on the site are also attractive for studying.
Talking about the demerits, the target reader is not well-defined in the site. Also, the site are quite static and there are no channels for readers to interact with each other. If forum are provided, readers can share their views and they can learn from the reflections of peers.
On the other hand, information given is not very well-organized and readers may get lost in the information. Although guidelines are given to the readers, assessment criteria, which I think are very important too, are not given. Also, a separate set of reference materials or resources to the facilitators are highly recommended.
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