In the example below, the user interface is an elevator panel. Learners choose a floor on the panel, ride up to the selected floor and partake in learning activities on each floor. As they climb higher in the building, the activities become more advanced. The elevator panel on the left doesn’t correspond to a typical mental model of how an elevator works. When the user realizes that going up to a higher level lesson is represented as going down the elevator, it’s confusing. When we stick to conventions, as shown in the example on the right, we’re modeling the way most people think.
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8 Characteristics Of Successful User Interfaces · UsabilityPost - 0 views
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Interactivity: A Forgotten Art? - 1 views
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Interactivity: A Forgotten Art?
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Interactivity in learning is "a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills" (Barker, 1994:1)
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Interaction is intrinsic to successful, effective instructional practice as well as individual discover
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Interacti
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The implementation of interactivity can be perceived as an art because it requires a comprehensive range of skills, including an understanding of the learner,
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the importance of rigorous instructional design and the application of appropriate graphical interfaces
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Support Interactivity
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Similarly, Ambron & Hooper (1988) described interactivity as a state in which users are able to browse, annotate, link and elaborate within a rich, non-linear database
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In contrast, Jonassen (1988) identified five levels of interactivity which focused more on the user's involvement with the application and the subsequent effect on learning.
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The five levels included the modality of the learner's response, the nature of the task, the level of processing, the type of program and the level of intelligence in design. In relation to these levels, it was also suggested that the level of interactivity would affect whether surface or deep learning would occur
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The taxonomy however does provide a useful starting point for developing our understanding of interactivity. The three levels, which significantly extend the definition of Rhodes & Azbell (1985), range from basic stimulus:response interactions (reactive) to learner construction and generative activity (proactive) to mutual "artificial or virtual reality designs, where the learner becomes a fully franchised citizen in the instructional environment" (Schwier & Misanchuk, 1993:12)
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understand that quality in an instructional resource is a function of the design effort, not the technology.
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from simple help messages to complex tutorial systems.
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The construct class of interactivity (proactive elaboration) is an extension to update interactivity, and requires the creation of an instructional environment in which the learner is required to manipulate component objects to achieve specific goals
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With hyperlinked interactivity (proactive navigation), the learner has access to a wealth of information, and may "travel" at will through that knowledge base.
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The first dimension, engagement, refers to interactivity which is either navigational (where the user moves from one location in the application to another) or instructional (where the user is involved with the content in a way designed to facilitate learning). The second dimension, control, refers to the extent to which the system (program control) or user (learner control) is making the instructional or navigational decisions. The third dimension, interactive concept, provides an indication of the type of interaction which might be expected under the varying conditions defined by the model.
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proposing three dimensions by which interactive instruction may be viewed.
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shared by Diane Gusa on 16 Jun 11
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The Ed Techie: Using learning environments as a metaphor for educational change - 0 views
nogoodreason.typepad.co.uk/...or-for-educational-change.html
module 2 21stcenturylearning e-learning WEB2.0 education learning_environments
shared by Diane Gusa on 16 Jun 11
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It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
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t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
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t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
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It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers. So, for example the television was initially treated as ‘radio with pictures’
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In an attempt to move towards the possibilities offered by a completely digital, online world, they have started with the education model we are familiar with. They are, in effect, a virtual classroom, or course, with content (which map onto lectures) laid out in a linear sequence with discussion forums linked to this (mapping onto tutorials). In one LMS (the open source Bodington system, http://bodington.org) they even went as far as to make this mapping explicit by making the interface a building which you had to navigate to your lecture room.
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Heppell (2001) argues that “we continually make the error of subjugating technology to our present practice rather than allowing it to free us from the tyranny of past mistakes.
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Daniel (1996) has argued that elearning is the only way to cope with expanding global demand for higher education, claiming that “a major university needs to be created each week” to meet the proposed demand.
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f we view our online learning environments not as analogies of how we currently teach, but rather as a metaphor for how we engage with changes required for a digital society, then this provides us with some insight in to how to tackle the issues above (and others).
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Siemens (2008) argues that “Learning theories, such as constructivism, social constructivism, and more recently, connectivism, form the theoretical shift from instructor or institution controlled teaching to one of greater control by the learner.”
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To learn is to acquire information Information is scare and hard to find Trust authority for good information Authorized information is beyond discussion Obey the authority Follow along
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lecture hall ‘said’ about learning,
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Why would we seek to recreate the sort of learning affordances Wesch highlights in a virtual environment, when we are free to construct it however we wish?
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Arguably then there has never been a better alignment of current thinking in terms of good pedagogy – i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects. Despite this, the impact of Web 2.0 on education has been less dramatic than its impact on other spheres of society – use for social purposes, supporting niche communities, collective political action, amateur journalism and social commentary.”
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"Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs
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Mashups are web pages or applications that combine data or presentation from two or more sources -WIKIpedia -
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connectivism (Siemens 2005) places decentralisation at the heart of learning:"Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing"
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Wikipedia succeeds by decentralising the authoring process, YouTube succeeds by both decentralising the broadcasting production process, but also by allowing embeds within blogs and other sites, thus decentralising the distribution process
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Knowing how to link to and locate resources in databases and search engines is a skill for a decentralised information world. The result is that online references are forced into an existing scheme, which has an inherent preference for physical resources. The traditional reference is often provided in papers, when it is the online one that has actually been used because the referencing system is biased towards the paper version.
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I wonder what Alex's PLE would look like. I also wonder what our PLE will look like in 8 more weeks, next year?
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‘eduglu’
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SocialLearn has been conceived as a deliberate attempt to discover how learners behave in this sphere, how to develop the appropriate technology and support structures, what pedagogies are required and what are the business models for education in a disaggregated educational market.
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LLT Journal: Design and Evaluation of the User Interface... - 0 views
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The Open Universe(ity): Khan Academy's Badges - 0 views
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Khan Academy just released a badge API for Facebook, allowing users to push their badges to a Facebook display on their timeline. You can also share by email and Tweet. Khan still doesn’t interface with the Mozilla Open Backpack, but, hopefully, it will soon.
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Affordances Suggest Course of Action - 0 views
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a situation where an object’s sensory characteristics intuitively imply its functionality and use.
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An affordance is a desirable property of a user interface – software which naturally leads people to take the correct steps to accomplish their goals.