Mathematic Interface Design

The goal of mathematics interface design (MID) is to enable the learner to perform tasks with as much mathematical understanding as possible by encouraging the learner to think about the task at hand. The goal of user interface design (UID) is different; it is to accomplish tasks as quickly and effortlessly as possible.

June Lester, is an advocate for mathematical interface design principles. She expresses the need for mathematical ideas to be communicated in a clear, intuitive and appropriate way, in the design of learning object.

The example that June Lestor uses to show the difference between the two interface designs is the use of tangrams to teach children geometric transformations, such as rotations, reflections and translations. If the goal of the learning object was to solve the tangram puzzle as a game then good UID would make the movement of pieces easy and the use of visual spatial skill of primary importance. An example of good MID would have the user decide on the most appropriate center for rotation and apply a value for the angle of rotation in order to move the piece. In this case, the movement of pieces is slower than that of UID, but the learning object takes on elements of a learning exercise rather than a puzzle.

One of the challenges in creating mathematical learning objects is including aspects of good user interface design, but making sure that it did not conflict with sound mathematic interface design.

January 30, 2005 | | Comments Closed

Mathematic Interface Design

The goal of mathematics interface design (MID) is to enable the learner to perform tasks with as much mathematical understanding as possible by encouraging the learner to think about the task at hand. The goal of user interface design (UID) is different; it is to accomplish tasks as quickly and effortlessly as possible.

June Lester, is an advocate for mathematical interface design principles. She expresses the need for mathematical ideas to be communicated in a clear, intuitive and appropriate way, in the design of learning object.

The example that June Lestor uses to show the difference between the two interface designs is the use of tangrams to teach children geometric transformations, such as rotations, reflections and translations. If the goal of the learning object was to solve the tangram puzzle as a game then good UID would make the movement of pieces easy and the use of visual spatial skill of primary importance. An example of good MID would have the user decide on the most appropriate center for rotation and apply a value for the angle of rotation in order to move the piece. In this case, the movement of pieces is slower than that of UID, but the learning object takes on elements of a learning exercise rather than a puzzle.

One of the challenges in creating mathematical learning objects is including aspects of good user interface design, but making sure that it did not conflict with sound mathematic interface design.

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Constructivist Theory in Simple Terms

Some authors divide constructivist theory into two main areas: cognitive constructivism, which focuses on the individual learner, and social constructivism, which emphasizes learning as occurring within the context of dialogue and social interaction.

Cognitive constructivism based on the work of educational psychologists like Piaget, who views knowledge as being created through experience. Knowledge is not transferred from teacher to student in a ready-made format, but actively built by each learner. The internet makes this process much easier than in a non-wired classroom. By using hyperlinks, educators can connect to several resources, scaffolding students’ construction of knowledge.

Social constructivism looks at learning from a social perspective. The Vygotskian concept of zone of proximal development is an appropriate example. It stresses elements of learning which cannot be accounted for by a learner’s own intellectual activity, but grounded in interpersonal exchange. As students engage in discussion and social interaction they construct their knowledge by considering other peoples’ opinions and actions. Educators have the opportunity to “eavesdrop� on ideas that are going back and forth between students, give feedback and guide student understanding.

January 28, 2005 | | Comments Closed

My First Screencasts

The first screencasts I did were for the Catholic Curriculum Cooperative Comment Banker software two years ago. This software really made the Ontario relational report card easy by using a shared comment database and grouping students together with similar comments, while adding their names and the proper pronouns.I was the report card administrator for my school and learned about this great software. At the time the only PD available was a short booklet. I used screencasting to create short videos on the more challenging steps of using Comment Banker and burnt them to CD. I then offered it to the staff as part of the Comment Banker software package. It went over really well with the teachers and I had fewer problems that year than prior years.

I still have the CD I made so if anyone is interested in fifteen videos about comment banker let me know. I can make an ISO available for download.

January 27, 2005 | | Comments Closed

Using Flow Theory In Learning Object Design

Mihaly Csikszentmihalyi refers to “flow� as a situation when someone is so involved in an activity that nothing else seems to matter; they become totally unaware of their surroundings, but are enjoying the task at hand.Students can be given opportunities to work through activities in a way that they will forget that they are even learning a concept. In the construction of learning objects, I often concentrate on engaging students and keeping them engaged by adding a range of online synchronous and asynchronous options that will hopefully create flow. I really like the idea of students being so engaged in a concept that they lose track of time.

One indication of a successfully designed learning object “for me� is a learning object where student concentration is directed at a concept, and students become so immersed in the task that they feel the need to go back and try it again and again, in order to feel captivated one more time.

January 26, 2005 | | Comments Closed

ADDIE Instructional Design Model

ADDIE stands for Analysis, Design, Development, Implementation and Evaluation. It is an acronym for a five step method for designing instructional materials. It can be used for the design of any type of instructional materials. There are many other models of instructional design that I can draw upon, but this model seems to be a workable format that I can easily follow as an instructional designer.The first phase in this design model is analysis. The instructional designer defines the audience, what they need to learn, the way in which instructional materials will be delivered, and the constraints on the project.

The second phase is design. In this phase the subject matter, instructional objectives and the type of web environment are selected. During this phase the interactive elements of the learning object are designed. I often use PowerPoint to help me organize the layout of my learning objects and design the interactive components, drawing upon the works of June Lestor in “Math Design: the what and why of it.

The third phase of this model is the development phase. This phase is when the learning objects are created and the developer concentrates on the appropriateness of user interactions for learning. The developer may also reflect on the effectiveness of the design and make changes in order to suit the goals of the learning object. During this phase I use my technical knowledge to create the learning object and make changes that are necessary to the design of the object.

The implementation phase is where the learning object is published and distributed to the learner. At this time, any technical or organizational issues that may arise are resolved.

The final phase of this design model is the evaluation phase, when the developer tests for the success of the learning object in helping the learner to attain the appropriate concepts. This might be done through formal or informal evaluation methods.

January 24, 2005 | | Comments Closed

An Exemplary Learning Object

In my opinion classroom teachers can find many useful learning objects on the internet, but there is little agreement among academics about which ones should be considered exemplary. Some scholars seem to come to an impasse either on a pedagogical or instructional design level when discussing learning objects. This disagreement should not discourage the creation of learning objects by educators like myself, but help to inform the creation process.Something I like to remember: an exemplary learning object is subjective to whoever is viewing the learning object. The more you develop the internal context of the learning object the more it seems to suit the immediate needs of the classroom and classroom teacher.
January 23, 2005 | | Comments Closed

Screencasting

Screencasting is when actions on your computer screen are recorded through the use of software like Camtasia or River Past and then downloaded by users. The screen capture software acts as a sort of video camera of your screen. By using a microphone you can add an audio track to your screencast while recording your screen.

Screencasting is great for demonstrating software or for use in training simulations when you need to add visuals to text documentation. It is great for showing teachers how to interact with new software and allows for self-directed learning through the use of streamed tutorials. This really comes in handy when you are rolling out new software across an entire school board and need to help staff familiarize themselves with new software products immediately. It also provides an outlet for those end users who just need a little refresher course when they are using software.

A few tips for this medium:

1. Don’t be a perfectionist. It can take a few minutes or a few hours to create the same length of screen recording.
2. Break down the software instructions into small chunks, that build on larger ideas.
3. Keep your screen recordings under five minutes.
4. Have a script. I prefer to use software documentation that is already created and follow it step by step, although I know others that just wing it.
5. Stay relaxed and speak naturally.

The name “screencast� originates from John Udell’s blog. I think that the name really suits the medium, so I’m going to continue to use it. I wonder if it will catch on??

January 21, 2005 | | Comments Closed
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