Using Explanimations

Starting a new Adobe course on explanimations. This link is a great resource for the benefits. http://inservice.ascd.org/10-reasons-to-use-animation-in-the-classroom/

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Learning Retention Study, Visual v. Written

Authors found that groups with visual teaching guides improved more than those who had text or written teaching guides.

Differences in learning retention when teaching a manual motor skill with a
visual vs written instructional aide
Alice Cade, MHSc, BSc (Chiro), Matthew Sherson, BSc, BSc (Chiro), Kelly Holt, BSc (Chiro), PhD, Graham Dobson, DC, Katie Pritchard, BSc,
BSc (Chiro), and Heidi Haavik, BSc (Chiro), PhD

http://www.journalchiroed.com/doi/pdf/10.7899/JCE-17-19?code=bthl-site

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

James Christopher Moore
Department of Physics, University of Nebraska Omaha, 6001 Dodge Street, Durham Science Center 127, Omaha, NE 68182, USA

Great descriptions and explanations of methods used and potential uses of Multimedia Learning Models and Tutorials in Physics as pre-instruction activities versus the lecture methodology.

Reports in gains of mid-term scores, student attitudes and post-test scores.
Potential development of mixed use of modules, tutorials and lectures in a blended environment is of interest to future designs.

http://www.mdpi.com/2227-7102/8/1/23/htm

Transactional Distance Theory and Mobile Learning

M-learning devices are suitable for furthering learning under the transactional distance theory because for the following reasons:
1. Portability means that the users have a choice of where and when and what
2. Screen sizes can vary from small to bigger; from convenient to utilitarian
3. Computing power and capacity mean instant power /off on and instant selection of applications
4. Data synchronization with other devices and the ability to discover and capture data from world-wide sources is possible for both group and individual work
5. The devices have a broad range of applications, textual, visual, social, and communicative
6. The devices have organizational capabilities (calendars, to do lists, note taking).
7. Separate hardware input devices are not needed; the only digits on one’s hand are needed
8. Users become both receivers and producers of information
9. Users are already aware of the devices’ functionalities and have experienced its usability
10. The devices allow collaboration among learners and teachers, including f2f collaboration
11. Ownership of a device equals more involvement in learning

Technological Appropriation in Mexico

Appropriation
Francois Bar, et. al (2016 ) describe various types of cultural appropriation strategies used in the past and present in Latin America. They further state that these strategies can be applied to technological appropriation, particularly the application and use of mobile telephony. Of the three types of cultural appropriation pinpointed in Latin America, baroque infiltration, creolization and cannibalism. Mexico and Cuba are identified as creators and users of baroque infiltration.

Fourth, we argue that just as the power negotiation that took place with cultural appropriation was uniquely creative, the experimentation that characterizes technological appropriation is uniquely innovative. Thus, as a user-driven re-negotiation of power relations, the technological appropriation process is fundamental to innovation. It challenges the initial power structure embedded in the technology and results in new practices and new technological implementations. Technology providers –device makers and service providers—then face an important choice. They can choose to suppress the resulting innovation if they find it too antagonistic to their business or political goals. But they can also choose to co-opt it, learn from it, and embed it into successive generations of their technological products and services, thus re-appropriating their users’ inventions. As a result, the choices they make will clearly affect the subsequent technological trajectory. (Bar, et al., 2016, p.4)

If one takes this appropriation a step further to m-learning, the power negotiation then changes the relationship between the instructor and the learner. The instructor becoming a guide and mentor and the learner is responsible for creation of content and participation in dialogue. The dialogue hence becomes more positive as described in the transactional distance theory.

Bar, F., Weber, M. S., & Pisani, F. (2016). Mobile technology appropriation in a distant mirror: Baroquization, creolization, and cannibalism. new media & society, 18(4), 617-636. This work is licensed under a Creative Commons Attribution 3.0 License , and is part of the abaporu project on technology appropriation (http://abaporu.net )