Make your Move, applied research

This is part of ongoing doctoral research from the UK.   The research is more of a case study in applying principles of metacognition, design thinking and constructivism.  Quotes from learners are outstanding in their richness and candor.  Good example of a “doing” approach to instructional design.

“Make Your Move supports the idea that young people’s learning, thinking and actions, both now and in their adult lives, are fundamental to the achievement of a more just and secure global future. The researcher sets out to develop and test a methodology which demonstrates how creative teamwork can be used as a vehicle for enhancing agency and social responsibility.”  http://researchonline.rca.ac.uk/2868/1/Make%20your%20Move%202017.pdf

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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

 

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.

Eye Movement Modelling Examples

While perusing an article about how self-regulated learning is affected when learning with text and pictures (Philip H. Winne, Theorizing and researching levels of processing in self-regulated learning, British Journal of Educational Psychology2017), I came across the term EMME, Eye Movement Modelling Examples.  New to me, I used Google Scholar to look into this term.  Since my oldest is a 4th year medical student, the use of EMME to improve medical education increased my interest.  (September 2012, Volume 40, Issue 5pp 813–827 Instructional Science, Conveying clinical reasoning based on visual observation via eye-movement modelling examples.)  Improvements to medical school education that highlight strategies outside of the memorization and recall model are greatly needed.

Moreover, when testing the students’ clinical reasoning skills with videos of new patient cases without any guidance, participants studying EMMEs with a spotlight showed improved their visual search and enhanced interpretation performance of the symptoms in contrast to participants in either the circle or the control condition. These findings show that a spotlight EMME can successfully convey clinical reasoning based on visual observations.

https://link.springer.com/article/10.1007/s11251-012-9218-5

The fact that these methodologies are being used in various content fields exemplify the extent that research into visual learning and multi-media learning is expanding to the benefit of many.

Measurement of Cognitive Load

Thanks to the people at IEEE and multidisciplinary researchers, methods of measuring cognitive load are becoming more precise.   Being able to measure cognitive load means that Instructional Designers and others can determine which types of animations, text, and multimedia enhanced material has increased learning effectiveness.

An EEG-Based Cognitive Load Assessment in Multimedia Learning Using Feature Extraction and Partial Directed Coherence, MOONA MAZHER, AZRINA ABD AZIZ, (Member, IEEE), AAMIR SAEED MALIK, AND HAFEEZ ULLAH AMIN, Centre for Intelligent Signal and Imaging Research, Department of Electrical and Electronic Engineering, Universiti Teknologi PETRONAS, Seri Iskandar 32610, Malaysia Corresponding author: Azrina Abd Aziz (azrina_aaziz@utp.edu.my), July 26, 2017, date of current version August 14, 2017.Digital Object Identifier 10.1109/ACCESS.2017.2731784-3536  2017 IEEE Access.

Translations and content mining are permitted for academic research only. Personal use is also permitted, but republication/redistribution requires IEEE permission.

See http://www.ieee.org/publications_standards/publications/rights/index.html for more information.  http://ieeexplore.ieee.org/document/7992998/?denied

 

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