This is an annotated screen shot of the Facebook group I created as part of assignment 2 (the integrating technologies section). Click on it for more detail.

EXAMPLES

SMH, Financial Review, CNN, Cirque de Soleil, McDonalds

SMH - Screen layout mirrors that of a newspaper. It is organised into coloumns, with lots of print and perhaps one of its flaws is this overload of information (cognitive load – too much information for the learner to absorb). Navigation toolbar across the top.

Financial Review – As a subsidiary of SMH, same layout. More emphasis on the text though based on visual hierarchy concept of left to right

CNN - Different layout, less text and more images. The bold red line divides the navigational elements and the content.

Cirque de Soleil - More about the graphics. Use of yellow on black – strong contrasts. The use of graphics is more predominant. Bearing in mind the target audience of the site will determine the content.

McDonalds – multiaward winning site. Interactive. Highly visual. Use of 3D to emphasise visual hierarchy. The areas where they want more emphasis are larger and in the foreground. There are also shadowed elements that light up if the cursor is hovered over it. They’ve taken a complicated site and made it easy to use. Cognitive learning is taking place one thing at a time. Single elements on the page not a multitude of elements.

We also had a discussion about visual hierarchy and graphics.

Visual hierarchy – what attention is drawn to. The learner gets drawn to the image first. Other things that affect visual hierarchy:

• text: font, size and face
• motion: moving images
• colour: contrast/complementry – The use of contrast can both help and deter.
• more emphasis placed on information that is presented first from left to right, top to bottom

Style of graphics – is the choice appropriate? Does the image comply with the text. What is the purpose? Is it aiding the comprehension of the learner or is it distracting? Idea of type of graphic. Static pictures or motion? Should the graphic be interactive? Videos – are they better? – perhaps not because videos are quite linear. They are not interactive. Depending on the purpose is what it will depend on.

Attachment: Learning Theories

We were also directed to this website for more information http://tip.psychology.org

Theories of Learning

Behaviorism

• Involves the process of conditioning and observable behaviour
• Looks at the relationship between cause and effect in response to a stimulus
• Learning becomes a modification of behaviour by applying stimuli, shaping responses and provisions of reinforcement
• Requires practice and feedback otherwise skill may appear lost (frequency of repetition and ensuring response is not ignored)
• Classic conditioning can be demonstrated by our ability to generalize our responses to stimuli
• Operant conditioning is where people learn to behave a way in which allows them to obtain what they want or avoid things they don’t want (positive and negative reinforcement)
• Ignoring reinforcements will lead to an extinction of response. The learner must be able to respond actively
• Frequency of repetition and reinforcement is vital
• Generalizations can suggest importance of practice in varied situations (learning transfer)
• Immediate feedback of results is strongly motivating. It should be straight after or before the next attempt
• Shaping behaviour by reinforcement of responses is essential to learning new skills.

Cognitivism

• It differs from behaviourism as it focuses on the process between learning and performing skill
• Learning is based on the re-organisation of experiences into systematic and meaningful patterns that lead to problem solving and insight
• Use of grouping, hooking and pegging
• Pre test used to test existing knowledge while post test becomes the comparison of learning obtained

Humanist

• Influenced by cognitive approach but focuses on individuals seeking self esteem, personal adequacy and self actualization
• Can be blended with other theories

Constructivism

• Involves schema-mental model which builds on personal interactions with others and are unique to each individual
• Dependant on prior knowledge
• Involves repetition with increasing detail (spiral)
• Can include taking knowledge and applying it to live situations
• No final formal assessment

Social Learning

• Can be blended with other theories but focuses on experience, observation and modelling (mentoring)
• Involves 4 processes – attention, retention, reproduction and reinforcement

Social Constructivism

• Is a blend of social and constructivism theories

26 March 2008

Today in class we merged with Anne’s class for an experience in virtual worlds. I didn’t get the chance to attend the virtual worlds lecture last semester but I had my preconceptions about it, which I may say have definitely been changed. Last semester after reading Eddie’s blog about her contempt for the technology, I totally agreed with her on many counts. Today however, after been given the privilege of seeing what it was like and hearing about it from an expert point of view I do realise the benefits that it does bring to the educational setting.

It is particularly interesting to have heard as well that UTS is in the process of implementing Second Life in a teaching and learning situation. As part of academic board, I also attended a meeting this morning which discussed a review of UTS’ strategic plan. One of the points raised was that we are a technology university and so to hear that Second Life was potentially going to be introduced really shows that we are progressing to encompass emerging technologies.

I still have my reservations about the technology but in saying that, the unique learning experience that it delivers is one worth exploring. Via Skype, our guest lecturer, Jo, showed us through a number of virtual world landscapes. She attributed the success of Second Life to the fact that it was a first generation virtual world (it is still in its beginning stages) and because of the large community in which it has drawn and the ability of this community, and its individuals, to create the environments. Her particular investment into Second Life was also driven by, as she stated, the technology being a virtual economy and the practical aspects it provided for the education sector as well as its full range of features. Also, through Second Life, there is the potential to build skills and knowledge that can be transferred to other environments and benefit them.

As part of our experience we visited a few virtual landscapes.

1. Corporate Space – Dell Island
Dell has been one of the first big companies to become involved in Second Life. It was designed not only for training and corporate practices, such as providing private meeting spaces, but was a way of leveraging clients and connecting the user with the brand. In the educational setting, enabling students to have access to such an environment prepares them for work in organisations such as these in the future. Another feature of Dell Island were the shopfronts, one of which was a newsstand which linked to Reuters. Many media companies looking for different avenues and perhaps more up to date avenues of distributing content have also become engaged in Second Life. Dell, keeping in touch with the current issues, also had the feature of planting trees, interactive objects, as an initiative to offset carbon emissions. A particular aspect of Dell Island which Jo drew our attention to was the way in which they Dell built their brand through the design of the architecture. She also raised the question of what it was that Dell implemented in order to draw people back to the space. As e-Learning designers, this is something we should really consider. In regards to the educational context, Jo reinforced the opportunities presented in these spaces for incidental learning. As these are spaces which encounter a lot of traffic, you never know what or who you come across as you are travelling.

2. International Space Flight (ISF) Museum
This particular space was designed for public education purposes and is also an environment in which people can come together and explore a common interest. It is also a way in which scientists can publish and share their knowledge and developments within the field. One of the things Jo taught us to do in this space was to launch a rocket into mars which in a way allowed the user to engage in some sort of interactivity.

3. Swinburne University – Koala Island
This was a project Jo was involved in and the design of the space was intended to replicate the campus environment. The buildings and architecture were designed to reflect those on campus and upon entering one of the buildings, you could see a display of artworks along the walls. Not only is this an aesthetic measure but also an avenue through which digital media students could display their work. We entered a vacant room which Jo, upon the teleportation of objects, changed into a conference room where we could engage in discussion. One of the interesting and perhaps useful things about this teleportation feature is that rooms can be reconfigured at one click to cater for different learning situations. Being able to change the learning environment can be very beneficial to the learner as one of the things you can do is incorporate stimuli, such as artwork or graffiti or colour and so on, which crates a space in which learners can come up with their own ideas and build a knowledge base that is merely facilitated by the educator rather than dictated by the educator.

At this stage of the lecture, we took some time out in the “conference room” to talk about some of the things that had been brought up. A few classmates spoke of how easy it was to use the technology and perhaps the biggest issue raised was the problems we had with the hardware. There was a problem with the computers lagging but it was also reiterated that the Second Life platform as well as the hardware, needs to be greatly improved in order to really engage with the technology. The issue related to synchronous environments, not being able to communicate with people internationally because of time differences, was also brought up. In response to that Jo said that there are ways in which we can document things to tackle the problems this poses.

Anne asked the question of where Second Life/virtual worlds can be used in educational settings and below were some of the responses:

• In distance education – to compensate for the loss of interaction that you get when you are physically present.
• In vocational education – the ability to immerse students in different environments, to learn skills and be accustomed to different work environments and policy and procedures that come with being in such environments.
• For role paly
• As informal learning spaces

To conclude the lecture, we discussed the key educational strengths of virtual worlds:

• it offers new ways of delivery
• it offers new ways of facilitating
• they are student centred spaces
• it enables engagement in cooperative and active learning
• it enables students to connect
• it promotes a shared experience
• it promotes the rewards of being able to feel that you have done something together, which is particularly important and powerful for young children

The final question was about how you advertise these spaces to gain visitors to your space and Jo spoke of the importance of social networking, blogging, rss feeds and the like to arouse interest.

To close this blog, I’d like to say that today’s lesson was very informative and did make me see the benefit of using virtual worlds within the educational setting. Although personally I found the technical aspects of it to be quite confusing, I think with consistent use, you become more competent. However in saying that, consistent use does tickle a bone with me as I think over use of the technology is really not good for your health and social life. The potential (as paranoid as this sounds) of technology overtaking our lives is something that worries me and I think we need to really limit how much we immerse ourselves in using technology.

And so what I hope to gain from e-Learning Design is perhaps a better understanding of the technologies I use and how best to set them up so as to assist in my daily routine. I am really keen on committing myself to this as a couple of weeks I met amazing role model Mia Freedman who spoke to us at a dinner in which she emphasized the importance of technology and how it has been so crucial to doing more than communicating information. The technologies we use communicate messages, ideas, opinions and so on and articulate in some way what we have to say. It is our own personal vehicle by which we can reach out to others and effect change. Sounding rather philosophical here, I guess what I really am trying to say is that I want to begin milking our technology frameworks for all its educational and self-serving worth.