Activity 2
Activity 2.1
What is Learning?
“The best definition is to conceive of learning as a relatively permanent change in behaviour with behaviour including both observable activity and internal processes such as thinking, attitudes, and emotions.” Burns, R., 1995, The Adult Learner at Work
What is your definition of Learning?
Learning is the act of acknowledgeing and taking into memory an acitivity, information or data that a learner has not come across before. Continue reading this entry »
Activity 3
Activity 3.1
What is Multimedia?
How do you define multimedia in today’s e-Learning context?
It can be defined as tools engaging learners interactively.
Activity 3.2
A multimedia instructional message is a communication using words and pictures that is intended to promote learning.
For example, a multimedia instructional message in a book could include printed text and illustrations, whereas a multimedia instructional message on a computer could include narration and animation.
Examples of multimedia instructional messages include words and pictures intended to explain how lightning storms develop, how car braking systems works, and how a bicycle tyre pumps work.
Richard Mayer, p.21
Multimedia Learning
READ: Mayer, Richard E. & Moreno, Roxana 2003, Nine Ways to Reduce Cognitive Load in Multimedia Learning in Educational Psychologist, 38 (1), pp43-52.
7 Principles of Multimedia Design
1. Multimedia principle: Students learn better from words and pictures than from words alone.
2. Spatial Contiguity Principle: Students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.
3. Temporal Contiguity Principle: Students learn better when corresponding words and pictures are presented simultaneously rather than successively.
4. Coherence Principle: Students learn better when extraneous words, pictures, and sounds are excluded rather than included.
5. Modality Principle: Students learn better from animation and narration than from animation and on-screen text.
6. Redundancy Principle: Students learn better from animation and narration than from animation, narration, and on-screen text.
7. Individual Differences Principle: Design effects are stronger for low-knowledge learners than for high-knowledge learners and for high-spatial learners rather than low-spatial learners.
Actvitiy 3.3
Exploring Visual Design
“At the beginning of a project, the screen is a blank canvas, ready for you, the multimedia designer, to express your craft. The screen will change again and again during the course of your project as you experiment, as you stretch and reshape elements, draw new objects and throw out old ones, and test various colors and effects – creating a vehicle for your message…many multimedia designers are known to experience a mild shiver when they pull down the New… menu and draw their first colors onto a fresh screen…this screen represents a powerful and seductive avenue for channelling creativity.”
Tay Vaughan, 1998
Visual design takes the composite of elements: text, symbols, photos, colours, video, in fact any graphic element and much more, to communicate your message – it is your primary connection with the learner.
Visual design is the process of producing visual images that are able to communicate information to other people.
Visual images are made up of lines, colours, textures, tones, hues and shapes applied in a spatial composition. We are surrounded by visual images in our everyday lives. Each visual image is trying to tell us something.
To produce images that people understand, you need to consider the following:
What message are you trying to communicate?
What audience are you trying to communicate with?
What is the best way to visually communicate that message?
What are the elements and tools necessary to produce the visual image?
Complete the quiz in UTSOnline – Visual & Interaction Design – available in the Course Information tab.
Understanding Perception
When you look at a visual image you see lines, shapes, colours, tones, hues and objects in a spatial dimension.
The eye collects visual information from these images and objects and this information is transmitted to the brain. The brain interprets and constructs meaning from this visual information.
To design visual images that are meaningful to an audience you need to understand the way your audience actually sees. That is, how does the eye collect visual information and how does the brain interpret it? This line of inquiry is called the science of perception.
Discovering the way the eye works will help you understand how visual elements function in visual design.
Understanding Visual Communication
No two people ever see the same thing quite the same way. Cultural differences, the level of acquired knowledge, an individual’s psychology and socialisation will all affect the way we construct meaning from a visual image.
Physiology can also affect the way a person sees. The eye itself can have defects in the retina lens or suffer from colour blindness. The brain can also have its own problems that affect perception such as brain dysfunction, and alcohol and drugs.
To cater for these differences in perception you need to construct a clear, unambiguous image and know your audience well enough to construct visual images that they will easily recognise and comprehend. For example, a road sign needs to communicate its message to a wide audience instantaneously.
Review the image below:
Visual hierarchy
Read:
About Page Design and Visual Hierarchy from the Webstyle Guide
http://www.webstyleguide.com/page/index.html
Use the navigation on the right hand side.
Activity 3.4
PRINCIPLES OF COLOUR
Understanding Colour
Review the Colour Matters site and determine why some colours appear to hurt the eye!
From the same site – Color Matters – explore how computers generate colours and what this can mean to your multimedia images:
The Psychology of Colour
Some colours make us happy and others, sad. Colours have the ability to provoke a psychological reaction. Look at the objects around you: their colours have been chosen specifically because they create a mood or an association for the viewer.
Because of their power to provoke reactions in us, we use colours for their symbolic meaning. It is no accident that fire engines are painted red; red is a hot colour and denotes the idea of danger. Police uniforms are blue; being a cool colour, blue projects the idea of being under control, being calm and collected.
You can use colours in your visual designs to convey a mood, create an association or express your feelings about a particular event, activity or object.
Choose colours to convey the following:
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Aggression Friendly Solid Weak Serious Depressed |
Selecting Colours
Many things will affect your choice of colour. Consider the situation and choose your colours wisely. Think about the following factors.
Fashion
Colours go in and out of fashion. Bright colours are used to demand attention and make a statement. Designers of luxury items want their products to appear reputable and durable, and be seen to outlast the fashion of the day; gaudy colours such as bright pinks and yellows are unlikely.
Strong and bold colours are used to attract the mass market. Advertisers usually use primary colours because they are the most appealing colours to the bulk of the population.
The environment
Australians live in a hot, dry environment so often use cool colours (such as pastel tints) in their buildings to make their physical environment seem cooler. In a European environment that is predominantly cold you tend to see warm, bright primary colours, creating a cheerful, cosy illusion.Asia you will find temples painted in bright, primary colours. A European church is more likely to have more sombre colours.
The mass market
Culture
Culture and history shape colour choice. If you visit
Activity 3.5
The following is a brief overview of the 4 basic principles of design :
C R A P
Reference: Williams, R. 1994, The Non-Designer’s Design Book, Peachpit Press, USA
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Contrast |
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Contrast can be the most important visual aspect of a page. The principle is to avoid elements on the page that are merely similar – if they are not the same – then make them VERY different.
Purpose: To create interest Aid in the organisation of information Supports visual hierarchy Eg. use of colour
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Repetition |
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Repeat visual elements throughout – colour, shape, etc. Develops organisation and strengthens the unity.
Purpose: To unify and add interest For consistency Eg. navigation, colour identifiers, layout – anything your learner may visually recognize.
Avoid repeating the element so much that it becomes annoying and distracts from the message
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Alignment |
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Nothing should be placed on your page randomly. Every element should have some visual connection with another element on the page. This creates a clean, sophisticated look.
Purpose: To unify and organize your page design Be conscious of where you place your elements – always try to find something that aligns them
Avoid: More than 1 type of text alignment on the same page Don’t always centre align
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Proximity |
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Items relating to each other should be group close together. Items in close proximity become one visual unit rather than several separate, unrelated units.
Purpose: Reduces clutter and confusing your reader Organizes information – reduces cognitive load Logical information is more likely to be remembered |
Activity 3
Activity 3.1
What is Multimedia?
How do you define multimedia in today’s e-Learning context?
It can be defined as tools engaging learners interactively. Continue reading this entry »
Activity 1.2 and onwards
Activity 1.2
What is meant by web-based application?
Web based applications are applications that are available via the webbase, in other words the internet. They are applications where people can either pay or have free access to. They can either be private or publically used, however they must be connected to the internet to be able to access.
What is Web2.0? Web 2.0 is a trend in the use of World Wide Web technology and web design that aims to facilitate creativity, information sharing, and, most notably, collaboration among users. With these advanced capacities, a second generation of web-based communities and hosted services, such as social-networking sites, wikis, blogs, and folksonomies, are evolving (Wikipedia).
What is its relevance to learning?
The relevance of this means that learning has been broadened because knowledge can be shared amongst students, teachers, or even people who do not have the chance to be in an education college or school. It means that learning can be taught and studied through a lot more different ways, and the diversity of ideas, perceptions and cultures are shared in a much wider community.
List web-based applications you are familiar with:q Weblogsq Wikisq Chatq Podcastingq Web conferencingq RSS & aggregationq Social Networkingq e-Portfolios
q Virtual worlds
q Grassroot Videos
q Synchronous Communication Software
List web-based applications you would like to explore further:
q Definitely NOT virtual worlds
q Synchronous Communication
q Wikis
q Social Networking
q Grassroot Videos
q Podcasting
What experience have you had with e-Learning?
Elearning Experiences Class
Learning at school via the intranet
Learning via internet
Learning at school using dvd’s, cd’s, projectiles
Learning at school using email and discussion board communication.
Describe the methods of delivery you have experienced?
DVD viewing
CD sharing
Email usage
Intranet
Internet
Discussion boards
Blogs
Projectile presentations
Podcasts
These findings relate to the definitions outlined earlier on because it shows the broad basis of where e-Learning occurs, and what it is. There are also a number of e-Learning modes of delivery which could be use by individuals, companies or groups.
What is aggregation of information referring to?
How does it work?
Aggregation differs from ordinary composition in that it does not imply ownership. An aggregator is a software application that allows you to subscribe to other websites
Sometimes aggregation is referred to as composition when the distinction between ordinary composition and aggregation is unimportant. Aggregation can be termed as the feed reader of RSS content.
How can these be used in this subject? Gathering Blog informationGathering new definitions and glossary termsFinding new updates in a quick way so that used and old information does not have to be used.In class today we also discussed a few things likeBlooms taxonomyFolksonomy
List self-publishing applications you are familiar with:
- Wikis
- Weblogs
- Youtube
- Myspace/Facebook
Activity 1.3
- chatting on msn
- skype
- elluminate live
- live discussion forums
- video conferencing
- talking on the phone
What is the benefit of synchronous communication? When would you use it?
Benefits of synchronous communication include:
- enhancing learning opportunies for students regarless of their location
- flexibility in delivery
- reduce travel and telebonferencing costs
- allows for immediate feedback
You would synchronous communications when:
- there is time constraint
- asynchronous communication is taking too long
- immediate feedback is needed
- when people are in different locations (eg overseas)
What do you think are some of the drivers in the current environment?
- everyone wants things to be done fast
- easier to communicate
- cost effective
- able to communicate regardless of your location or the receivers location
What is asynchronous communication?
Learning in which interaction between instructors and students occurs intermittently with a time delay. Examples are self-paced courses taken via the Internet or CD-ROM, Q&A mentoring, online discussion groups, and email. (http://www.learningcircuits.org/glossary)
What is the benefit of asynchronous communication? When would you use it?
- archived
- allows participants to work at their own pace
What do you think are some of the drivers in the current environment?
- get rid of the distance barrier
- can be done anytime anywhere which is more convenient
- flexible
Activity 1.4What is your experience of social networks?My experience of Social Networks has developed from Highschool when i used intranets to communicate and transfer knowledge to my fellow school friends and teachers. I have also started using social networks since highschool, which range from Ringo, MySpace, Friendster, Bebo, Tickle, Webshots, to the recent, extremely popular application, Facebook. Social Networks are very helpful to my social life, because first of all, phone bills are expensive and a lot of the times, because of work, study and family time, there is not enough time for everyone to organise times to simultaneously connect with each other. Social Networks have also allowed me to find friends from Primary school through to relatives and friends from overseas. This is a great way of connecting knowledge and friendships globally.
How could these be used in learning environments?
These could be used in learning environments because of the asynchronous design of the applications. Users do not have to await a response by the person you are trying to connect to immediately. With the impact of globalization, everyone is able to learn through social networks either by learning different cultures, or actually publishing information and knowledge onto the Social Networking applications. There are applications on facebook to connect groups of people to share information about specific networks.
Activity 1.5How could virtual worlds, like Second Life be used for learning?- Effective Interaction with other learners
- Maintaining co operative working relationships with others
- Efficient and Production roles in a team environments
- Allows users to feel confident ing roup setting because they do not have to present themselves
- Easier for learners to take the courage for a leadership role
Activity 1.6Learner Management Systemse-Learning Management systems can be loosely divided into 2 categories: 1) Learner Management Systems = LMS
2) Learning Content Management Systems = LCMS
What is a Learner Management System (LMS)?
LMS is a high-level, strategic solution for planning, delivering, and managing all learning events within an organization, including online, virtual classroom, and instructor-led courses. The primary solution is replacing isolated and fragmented learning programs with a systematic means of assessing and raising competency and performance levels throughout the organization.
What is a Learning Content Management System (LCMS)? A learning content management system or LCMS (e.g., OutStart, Eedo) is a further development of the learning management system (e.g., WebCT), in that it is a multi-user environment where learning developers may create, store, reuse, manage, and deliver digital learning content from a central object repository. The LMS cannot create and manipulate courses; it cannot reuse the content of one course when building another.
Activity 1 module FINISHED!!
Activity 1.1
The 6 key emerging technologies identified by the 2008 report are:
Grassroots video
Collaboration webs
Mobile broadband
Data mashups
Collective intelligence
Social operating systems
Which technologies are you familiar with?
Synchronous Communication software – WebEx, netmeeting, dimdims
Collaboration Webs – elearning classroom
Mobile Broadband – planet3
Wikispaces – wikimapia, wikispaces, wikipedia
GrassRoot Videos – youtube, crunchyroll
Significant trends: How do these relate to your experiences of technology in learning contexts?
These trends relate to my experiences of technology in learning contexts, firstly because we have studied these technology bases in our elearning class and also because i use many of these technology on a daily basis. I also use collaborative web and grassroot videos on a daily basis to gather new information for studying, and also to watch videos. I have used social networking in regards to facebook, such as learning new information via groups and sharing knowledge with my friends. The development of technology has created a much easier learning environment for us as students, however i think learning is most effective with both technological aspects and the tradtitional learning style.
week 4
hello
this is just a rant post i guess..
i know they say that the computer internet kind of thing is very fast and effective.. i agree with the fast.. but its not very effective..
i have another class that has group work.. but we never have free time to meet up with one another.. so our only means of communication right now is the 1 class we have each week or through email.. which i use to think WAS a very useful and effective way of communicating.. but its confusing the hell out of me right now
our group is having troubles with some final decision making
this just makes me wonder how am i ever going to get through using this kind of a system in the future when i have to incorporate e-learning experiences in my future career prospects..
i’m not going to be able to sit in front of a computer all day and watch the computer screen and wait for the person i want contact with to come online..
ok i know theres something called a mobile phone.. but some unreliable people dont respond to that either..
so answer me this.. how would i solve this misunderstanding transfer of information?
week 3
hello again~
wow a week goes by really quickly.. haha ANYWAYZ
why are we in this computer lab.. wat happened to the PCs?
hello
oh goodie~
we are blogging again..
so maybe this time i shall actually blog everyweek.. well we chose to do synchronous communication for our e-learning assessment.. and i guess this would be a very good topic for future use which concerns my degree HR in general.. so the knowledge of this topic is very useful
[note:] – this is considered my 1st/2nd week blog post lol~~
well ill blog later~ i gotta start on my 3rd week blog post.. haha
cyaaaa~~ from Barbs!
Activity Module 3
I have chosen to do a Mandarin short e-learning course on BBC online
and heres the link:
http://www.bbc.co.uk/languages/chinese/real_chinese/start/
Activity Module 2
Module 2 – e-Learning in Practice
Aim:
This module will provide students with the opportunity to research and experience e-Learning in organisational contexts.
Students will be expected to select a focus or topic of inquiry and review case studies from both international and local organisations.
The students will be able to develop a schema for understanding e-Learning and the current trends in organisations.
Assessment 2: Case Study Review
PLEASE REFER TO: http://elexp.wikispaces.com/Anne-MarieBarbraSarahSarah
