Another look at methods that improve use of visualization and data

What do you do with thousands and tens of thousands data points and an audience that might need help in making sense of it?  Plus how do you then appreciate the thought of that audience?   These are some of the questions that the researchers had.  They investigated the use of analogy and cognitive load theory when looking at the use of data from the CERN Accessible to the General Public project.   After all science is for the public and scientists have a duty to inform and to assess their effects.

Making ATLAS Data from CERN Accessible to the General Public: The Development and Evaluation of a Learning Resource in Experimental Particle Physics, Ekelin, S., & Hagesjö, L. (2017). Making ATLAS Data from CERN Accessible to the General Public: The Development and Evaluation of a Learning Resource in Experimental Particle Physics.

http://www.diva-portal.org/smash/get/diva2:1128346/FULLTEXT01.pdf

 

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Visuohaptic modes in multimedia learning

Visuohaptic is explained as providing forcefeedback to the learner while interacting with the multimedia instruction.  People familiar with gaming devices such as the joystick will make the connection to this concept.   In this article the researchers used a visuohaptic device along with multimedia learning principles and the reduction of cognitive load through scaffolding.   In the results there was a promise of better learning in the visuohaptic condition.

visualhaptic

I am posting the link to the article, http://hpcg.purdue.edu/bbenes/papers/Magana17CEJ.pdf because it is well worth a full reading as this type of research represents new ways of learning abstract concepts.

The study implemented different multimedia principles for incorporating visuohaptic simulations for learning guided by Multimedia Learning Theory. This study compared the use of visuohaptic simulations to a visual-only simulation and to instructional multimedia-only materials. The results indicated that students in the visuohaptic simulation group out-performed students in the visual-only simulation group and the instructional multimedia-only group; although not significantly. This paper discusses implications for teaching and learning with touch technologies.

Magana, A. J., Sanchez, K. L., Shaikh, U. A., Jones, M. G., Tan, H. Z., Guayaquil, A., & Benes, B. (2017). Exploring multimedia principles for supporting conceptual learning of electricity and magnetism with visuohaptic simulations. Comput Educ J.

Critiques on use of mobile apps and animations for learning

Some of the research on the use of mobile apps and animations for learning shows no difference in performance, some show increased learning and some are not so sure that learning might be declining. This is nice review of various studies which also wishes to pinpoint the differences and compare not only the studies but the applications. “The ultimate goal is to provide guidelines that will help educators better identify those apps, animations, or other instructional technologies that will be most beneficial in terms of encouraging deep student understanding of course material.”

Holden, Mark and Twyman, Alexandra () “Apps and Animations: Choosing Web-based Demonstrations to Support Student
Learning,” Teaching Innovation Projects: Vol. 7 : Iss. 1 , Article 4.
Available at: http://ir.lib.uwo.ca/tips/vol7/iss1/4

http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1069&context=tips

Ongoing Research into the use of video in learning environments.

Roy Pea was one of the first researchers I cited in my PhD dissertation. Still have lots in common.

Video Analysis Tools and Techniques
Roy D. Pea Jeremy Roschelle, Randall Trigg
and more collaborators
Goal: Diverse contributions toward improving scientific understanding of learning have in the past few decades begun to pay particular attention to the situational properties of learning events. In part influenced by research methodologies in microsociology, conversational analysis, anthropology, ethology, and ethnomethodology, students of learning processes have made increasing use of video recordings of the physical and social aspects of learning environments. The increasing use of video recording as a form of data collection has the potential to revolutionize research in education and the other social sciences.

Multimedia resources for mathematics learning

 

Some research out of India has found that Excel is good medium for presenting lessons for applied linear programming.  Models, constraints and parameters can be organized in Excel spread sheets and problems solved Fig3

Global Journal of Pure and Applied Mathematics. ISSN 0973-1768 Volume 13, Number 7 (2017), pp. 2965–2973 © Research India Publications http://www.ripublication.com/gjpam.htm

Designing Multimedia Learning for Solving Linear Programming Hardi Tambunan Department of Mathematics Education, Nommensen HKBP University. Kopertis Wil. I, Jl. Sutomo No. 4A, Medan-Indonesia

Animation as an Instructional Designer’s Tool

Abstract of new chapter by Richard Mayer (2017) in the edited book:   Learning from Dynamic Visualization  Eds. Richard Lowe (1)  Rolf Ploetzner (2)     pp379-386

New Instructional Design Strategies:

  1. Visual signaling,
  2. orientation references for 3D objects,
  3. active learning strategies,
  4. organization
Date: 19 May 2017

“Animation can be a useful addition to the instructional designer’s toolbox, but techniques are needed to help guide learners’ cognitive processing during learning with animations. One technique is to add instructional design features intended to guide learners’ cognitive processing, such as adding visual signaling to guide how the learner selects and organizes material from animations depicting how a dynamic system works (e.g., De Koning & Jarodzka, 2017, this volume) or adding orientation references intended to guide how the learner selects what to attend to in animations of three-dimensional objects (e.g., Berney & Betrancourt, 2017, this volume). Another technique is to prompt the learner to use active learning strategies intended to guide how the learner selects and organizes material from the animation, such as asking the learner to produce drawings based on an animated lesson (e.g., Lowe & Mason, 2017, this volume; Stieff, 2017, this volume) or answer questions (e.g., Ploetzner & Breyer, 2017, this volume). Overall, the chapters in Parts III and IV of this volume examine how to help learners process instructional animations in ways that lead to useful learning outcomes.”

Other chapters in the book look equally helpful for instructional designers.

DynViz“The volume has recruited international leaders in the field to provide diverse perspectives on the dynamic visualizations and learning. It is the first comprehensive book on the topic that brings together contributions from both renowned researchers and expert practitioners. Rather than aiming to present a broad general overview of the field, it focuses on innovative work that is at the cutting edge.”   About this book,  http://www.springer.com/us/book/9783319562025?wt_mc=ThirdParty.SpringerLink.3.EPR653.About_eBook