Here is the link to directly access the Project D Part 03 : Final Presentation website:
Archive for August, 2012
27
Aug
Final Website Thesis Presentation
posted by Ellie Zenhari in Thesis Review Presentation and have Comments Off
27
Aug
Thesis Abstract : Revised – Camera Simulator
Please Click Here to Download the PDF File
Thesis Statement
Effectively use mental models together with direct manipulation to support higher level thinking
and learning.
Abstract
Studies have shown using visual metaphors familiar to user’s interests in navigation interface design,
can facilitate the learning process by intuitive understanding of complex concepts and topics for
visual learners.
To improve and facilitate the higher concept of thinking and learning for visual learners, this
paper proposes building a customized simulator as a visual mental model through direct
manipulation and interaction with a virtual digital camera for online beginning photography
students. By allowing the learner to manipulate the virtual sliders and dials related to the lesson
at hand and instantly seeing changes and results on an image, the student can visually and
directly learn about the basic yet abstract technical photography concepts such as film, shutter
and aperture setting, and immediately establish the relationship between how the interaction
between these settings can effect the overall image.
What makes this application a much more powerful learning tool than standalone
simulators or traditional online textual lessons, is that through direct manipulation and
exercises with the simulator providing immediate visual feedback, the learner can
instantly bridge the gap between the abstract technical photography concepts and the
theory behind them.
In my proposed solution, I will argue that the use of mental models are most effective not
just for usability in interface design, but also through direct manipulation to teach higher
and abstract concepts of thinking and learning; thus unifying the designer’s conceptual model
to the user conceptual model, allowing the learner to articulate and materialize their mental
vision more clearly and efficiently.
Once I design and program the prototype camera simulator for my final thesis, I plan to test it for
my photography classes and evaluate it’s effectiveness as a new teaching aid to enhance and
facilitate the higher concept of learning.
posted by Ellie Zenhari in Thesis Abstract and have Comments Off
27
Aug
Thesis Statement & Proposal : Revised 09
Please Click Here to Download the PDF File
Thesis Statement
Effectively use mental models together with direct manipulation to support higher level thinking
and learning.
Proposal
Symbols as metaphors are a necessary and integral part of navigation design today. They help the
user find information quickly by bridging the gap between the real and the virtual world through
translating familiar objects into digital pixels that the user can visually relate to, and bridging the
gap between the real and the virtual world. [1]
For example, when we see an exclamation mark both in reality and on a web page, we intuitively
know that it represents a problem, or when we see a trash can, we know automatically that it is
used to discard unwanted items. In ‘What Games Have to Teach Us about Learning and
Literacy’, James P. Gee highlights the importance of targeting metaphors to its users language.
He argue that semiotics are used in the physical and the virtual world to help us understand
complex and abstract ideas through intimate concepts. [2]
In ‘Information visualization’, Colin Ware argues that we acquire more information through
vision than through all of the other senses combined. He further argues that the visualization
tools provide the ability to better understand large amount of data and thus facilitate the
understanding of complex information.[3]
For example, MacSpartan visualization tools enables chemistry students to view, rotate, and
measure molecules using different views and also to modify or construct new molecules to make
abstract chemistry concepts much easier to understand. [4]
Today with the new technology, visual simulations as mental models have become part of the
new web trends in how users interact online. For example, Adobe Kuler application allows
designers to interactively create custom color schemes for creative projects. [5]
Other tools such as Yahoo body map website, allows the user to better understand human body
parts and their functions through connecting with a virtual human body.[6]
There are also photography simulators that allow the user to manipulate the different camera
settings such as the film speed or aperture simultaneously and see an immediate result. These
applications are generally helpful for users with some basic understanding of the theory and
techniques behind the tool at hand, but they are not effective for beginner learners who may not
be familiar with the fundamental concepts behind each tool such as foundation color theory, or
basic camera functions like aperture or shutter speed. [7]
To improve and facilitate the higher concept of learning and thinking for visual learners, this
paper proposes building a customized simulator as a visual mental model through direct
manipulation and interaction with a virtual digital camera for online beginning photography
students. By allowing the learner to manipulate the virtual sliders and dials related to the lesson
at hand and instantly seeing changes and results on an image, the student can visually and
directly learn about the basic yet abstract technical photography concepts such as film, shutter
and aperture setting and immediately establish the relationship between how the interaction
between these settings can effect the overall image.
In ‘The Design of Everyday Things’, Donald Norman emphasizes the importance of connecting
the designer’s conceptual model to the user conceptual model by only making visible the tools
that the user will be manipulating. He further argues to avoid confusion, the tools should also
provide visual feedback to the user so they could see the result of their actions immediately. [8]
For this prototype, I propose unifying the user’s and the designer’s conceptual model by breaking
the technical information down to allow the learner to gradually develop and build a more solid
understanding of the technical photography topics. For example a lesson plan on introduction to
aperture, would allow the learner to only manipulate and change the aperture dial while the other
settings such as film speed and shutter speed would stay locked into standard daylight position.
Once the student completes the aperture exercises through direct manipulation using the
simulator, they can move on to the next lesson which would allow them to manipulate and
interact with additional settings, such as film speed in conjunction with the aperture dial.
As the lessons progress, the level of complexity in using the camera settings through the
simulator also advances.
What makes this application a much more powerful learning tool than standalone simulators or
traditional online textual lessons, is that through direct manipulation and exercises with the
simulator providing immediate visual feedback, the learner can instantly bridge the gap between
the abstract technical photography concepts and the theory behind those topics.
There are many books and guidelines in Human- Centered Design best practices such as ‘ Don’t
Make Me Think: A Common Sense Approach to Web Usability’ that discuss many techniques to
enhance the usability and accessibility of interactive design through user testing and common
sense methodologies.[9]
However my proposed solution, take this argument further by suggesting the use of metaphors
and mental models through direct manipulation, to teach higher and abstract concept of thinking
and learning and not just for usability in interface design; thus unifying the designer’s conceptual
model to the user conceptual model, allowing the learner to articulate and materialize their
mental vision more clearly and accurately.
Once I design and program the prototype camera simulator for my final thesis, I plan to test it for
my photography classes and evaluate it’s effectiveness as a new teaching aid to enhance and
facilitate the higher concept of learning.
REFERENCES
1- “Human-Computer Interaction: Design and Development Approaches.” Springer.com. N.p.,
n.d. Web. 26 Aug. 2012. <http://www.springer.com/computer/hci/book/978-3-642-21601-5>.
<http://www.usabilityfirst.com/usability-methods/hci-design-approaches/>
2- Gee, James. (Dec 2007)” What Video Games Have to Teach Us About Learning and Literacy.
Second Edition” . Pal Grave MacMillan : (pp 23-27). Digital PDF. Last accessed July 30th, 2012
<http://www.yorku.ca/jjenson/geesituated.pdf>
3- Ware, Colin. (Dec 2007)” Information Visualization – Perception for Design (Dec 2004)”
MorganKaufmann : (pp 1-5). Digital PDF. Last Accessed July 01, 2012.
< Website: http://www.ifs.tuwien.ac.at/~silvia/wien/vu-infovis/articles/book_informationvisualization-
perception-for-design_Ware_Chapter1.pdf >
4- David H. Jonassen ( Dec 1993) “Computers as Mind tools for Engaging Learners in Critical
Thinking”. web. Last Accessed July 01, 2012.
<http://www.siue.edu/education/techready/5_Software_Tutorials/5_AncillaryPages/
Mindtools.pdf>
5- “Kuler.” Kuler. N.p., n.d. Web. 26 Aug. 2012. <http://kuler.adobe.com/>.
“Human Body Maps | 3D Models of the Human Anatomy | Yahoo! Health.” Human Body Maps |
6- 3D Models of the Human Anatomy | Yahoo! Health. N.p., n.d. Web. 26 Aug. 2012.
<http://health.yahoo.net/human-body-maps/>.
7- “CameraSim.” CameraSim Simulates a Digital SLR Camera. N.p., n.d. Web. 26 Aug. 2012.
<http://camerasim.com/camera-simulator/>.
8- Norman, Donald A. The Design of Everyday Things. (92-103)London: MIT, 1998. Print..
<http://intra.iam.hva.nl/content/1011/cim/design_research/intro-en-materiaal/
DesignofEverydaythings.pdf>
9- Krug, Steve. Don’t Make Me Think!: A Common Sense Approach to Web Usability.(10-20)
Berkeley, Calif: New Riders Pub., 2006. Print.
<http://web-profile.com.ua/wp-content/uploads/steve-krug-dont-make-me-think-secondedition.
pdf>
25
Aug
New Research Links : Metaphors, Mental Models and Direct Manipulation
BOOKS
1- Gee, James. (Dec 2007)” What Video Games Have to Teach Us About Learning and Literacy. Second Edition” . Pal Grave MacMillan : (pp 23-27). Digital PDF. Last accessed July 30th, 2012
<http://www.yorku.ca/jjenson/geesituated.pdf>
Summary: An in depth study of the roles or semiotics and metaphors in games and enhanced learning experience.
2- Krug, Steve. Don’t Make Me Think!: A Common Sense Approach to Web Usability. (10-20) Berkeley, Calif: New Riders Pub., 2006. Print.
Summary: An entertaining book written in lay language that discusses important web concepts and common sense approach to web design through five years of usability consulting and testing.
3- Ware, Colin. (Dec 2007)” Information Visualization – Perception for Design (Dec 2004)” MorganKaufmann : (pp 1-5). Digital PDF. Last Accessed July 01, 2012.
Summary: An indepth study of theory of data visualization, human perception and the science of perception and vision and the relationship
between the brain structures and cognitive mechanisms that have enabled humans to create the huge body of knowledge that now exists.
4- Shneiderman, Ben. Designing the User Interface: Strategies for Effective Human-computer-interaction. Reading, Mass: Addison Wesley Longman, 1998. Print.
Summary: A study of practical ways to develop and design high qualityinterface that the user can understand through design process, direct manipulation, usability testing and reviews.The book also discusses the new dynamic media brought by user-generated content of text, photo, music, and video and the raised expectations for compelling user experiences.
5- Norman, Donald A. The Design of Everyday Things. (92-103)London: MIT, 1998. Print..
Summary: An indepth study of user-centered design on everyday objects both physical, and virtual and the effects of poor design and equipment failure on human behavior.
6- Anderson, Stephen P. Seductive Interaction Design: Creating Playful, Fun, and Effective User Experiences. Berkeley, CA: New Riders, 2011. Print.
Summary: A study of gestalt principles/psychology of web design and looking at a new approach to designing interactivity based on the stages of seduction.
7- Meadows, Mark Stephen. Pause & Effect: The Art of Interactive Narrative. Indianapolis, IN: New Riders, 2003. Print.
Meadows, Mark Stephen. Pause & Effect: The Art of Interactive Narrative. Indianapolis, IN: New Riders, 2003. Print.
Summary: I got this book for my ITGM 705. As I was researching for my thesis,I went back to the book and read
” Principles of Interaction and Icon “, which discusses the roles of icons and images in relation to composition and functionality as well as the importance of receiving feedback after attempting a task.
8- Designing the User Interface
Shneiderman, Ben. Designing the User Interface: Strategies for Effective Human-computer-interaction. Reading, Mass: Addison Wesley Longman, 1998. Print.
Summary: : A study of practical ways to develop and design high qualityinterface that the user can understand through design process, direct manipulation, usability testing and reviews. The book also discusses the new dynamic media brought by user-generated content of text, photo, music, and video and the raised expectations for compelling user experiences.
Scholarly Articles & Papers : PDF
1- David H. Jonassen ( Dec 1993) “Computers as Mind tools for Engaging Learners in Critical Thinking”. web. Last Accessed July 01, 2012.
<http://www.siue.edu/education/techready/5_Software_Tutorials/5_AncillaryPages/Mindtools.pdf>
Summary: An in-depth analysis to using computer and visualization tools to help student learners become engaged with the learning process and choose the tools that best suits their learning needs through mindful use of technology instead of trying to use technology to decide for the students as to what is best for their learning process or be controlled by them.
2- Dan Saffer (May 2005) “The Role of Metaphor in Interaction Design”. web. Last Accessed July 01,2012.
<http://www.odannyboy.com/portfolio/thesis/saffer_thesis_paper.pdf>
Summary: An analysis on formal and informal education in the new age of technology and how the new web2 tools have empowered students to access information through informal exploration so they can take control over their learning process as it best suits them and become more engaged with the subjects of their interests.
3- Bum chul Kwon, Waqas Javed, Niklas Elmqvist, and Ji Soo Yi ( 2011) “ Direct Manipulation Through Surrogate Objects”. Web. Last Accessed Aug 20th, 2012.
Summary:An overview on some of the challenges of direct manipulation in interaction and possible solution through surrogate objects that allow the user interact with smaller objects or multiple objects simultaneously.
5- ”People & Technology.” Why Metaphor Is a Double-Edged Sword «. N.p., n.d. Web. 26 Aug. 2012.
<http://www.syntagm.co.uk/design/blog/?p=77>.
Summary:A visual study of Mental models, Metaphors and Design through Psychological representations
of real, hypothetical, or imaginary situations.
6- The Myth of Metaphor
Alan Cooper (June1995) “The Myth of Metaphor”. web. Last Accessed August 21, 2012.
<http://tafein2009.files.wordpress.com/2009/09/the-myth-of-metaphor.pdf>
Summary: In this article originally released in 1995, Alan Cooper discusses that metaphors would constrict the thinking mind and
he further argues that the future user interface design would rely on the natural ability of the
human mind to learn better and more effectively, instead of using metaphors in interface design.
7- Visual And Auditory Symbols
“Visual and Auditory Symbols: A Literature Review.” Visual and Auditory Symbols: A Literature Review. N.p., n.d. Web. 26 Aug. 2012. <http://hf.tc.faa.gov/products/bibliographic/tn9437.htm>.
Summary: an indepth report on the human factors literature on visual and auditory symbols. The review is the first step in an effort to develop a set of standard symbols for use throughout Airway Facilities.
The topics included in the review are: general principles, experimental findings, and standard guidelines.
9- Mental Models, Metaphor and Design
First postulated by the Scottish psychologist Kenneth Craik ( First posted in 1943)
Summary: A visual study of Mental models, Metaphors and Design through Psychological representations of real, hypothetical, or imaginary situations.
10- Semiotics & and Human-Computer Interaction | Clarisse Sieckenius de Souza
“1.” The Interaction Design Foundation. N.p., n.d. Web. 20 June. 2012.
<http://www.interaction-design.org/encyclopedia/semiotics_and_human-computer_interaction.html>.
Summary: An in-depth analysis of the characteristics of Semiotics covering the historical progress and advantages and disadvantages of using them, as well as why and how Semiotics can help advance some of the major goals in HCI. It begins with a definition of Semiotics and a brief explanation of a few central concepts that will be used throughout the chapter.
11 Skeuomorphic Design
“Skeuomorphic Design: What It Is, Who Uses It, and Why You Need to Know | MediaLoot.” Skeuomorphic Design: What It Is, Who Uses It, and Why You Need to Know | MediaLoot. N.p., n.d. Web. 10 Aug. 2012.
Summery: Analysis of the characteristics of semiotics and looking at advantages and disadvantages of using them in websites.
<http://medialoot.com/blog/skeuomorphic-design/>.
Research on Exisiting Simulators : Design, Typography and more…
1- Visit Visual Thesaurus : This website allows the user to visually find alternative word options to any given word
“Search for Synonyms Using the Visual Thesaurus.” Thinkmap Visual Thesaurus. N.p., n.d. Web. 20 Aug. 2012. <http://www.visualthesaurus.com/>.
2- Visit Learn to Kern : This website allows the user to learn about kerning text for online publishing.
“KernType a Kerning Game.” Kern Type, the Kerning Game. N.p., n.d. Web. 20 Aug. 2012. <http://type.method.ac/>.
3- Visit Learn to wrap text with CSS : This website allows the user to custom wrap text using CSS.
“CSS Text Wrapper.” CSS Text Wrapper. N.p., n.d. Web. 16 Aug. 2012. <http://www.csstextwrap.com/>.
4- Visit Adobe Kuler : This website allows the user to create custom color palettes.
“Kuler.” Kuler. N.p., n.d. Web. 16 Aug. 2012. <http://kuler.adobe.com/>.
5- Visit Colour Contrast Check : The website allows the user to specify a foreground and a background colour and determine if they provide enough of a contrast on their monitors.
“Colour Contrast Check.” - Snook.ca. N.p., n.d. Web. 26 Aug. 2012. <http://www.snook.ca/technical/colour_contrast/colour.html>.
6- Visit Different Methods for Choosing Color Schemes in Web Design : This website provides ten different ways of choosing color for the web through online simulators
“Different Methods for Choosing Color Schemes in Web Design.” Vandelay Website Design. N.p., n.d. Web. 26 Aug. 2012. <http://vandelaydesign.com/blog/design-process/color-schemes/>.
7- Visit The Brain : Mind Mapping Tool : TheBrain Technology helps people make sense of the wide range of information they need to organize and assimilate on a daily basis.
“TheBrain :: Mind Mapping Software, Brainstorming, GTD and Knowledgebase Software.” TheBrain :: Mind Mapping Software, Brainstorming, GTD and Knowledgebase Software. N.p., n.d. Web. 26 Aug. 2012. <http://www.thebrain.com/>.TheBrain Technology helps people make sense of the wide range of information they need to organize and assimilate on a daily basis.
Research on Exisiting Similators - Photography
Below are some of the online simulators that allow the user to virtually copy the camera functionality. I have included an indepth review on one of the similators on one of the videos that I have posted in the prototype page. Please visit the page for my analysis and urgument as to why these simulators are not effective learning tools for beginner learners.
1- Kamera Simulator
“Aperture, Shutter and ISO Value.” Bländare, Slutare Och ISO-värde. N.p., n.d. Web. 26 Aug. 2012. <http://www.kamerasimulator.se/eng/?page_id=2>.
2- Simcam
“The SimCam: Film and Digital Camera Simulator – Photonhead.com.” The SimCam: Film and Digital Camera Simulator – Photonhead.com. N.p., n.d. Web. 26 Aug. 2012. <http://www.photonhead.com/simcam/>.
3- Simcam Film and Digital simulator
“CameraSimâ¢.” CameraSim. N.p., n.d. Web. 26 Aug. 2012. <http://camerasim.com/>.
Research on Existing Animated Photography Simulators
I would like to create a similar visual animation as part of my simulator. Unlike this animation however, my proposed aperture simulator, would lock in to the selected opening so the learner can better understand the relationship between the opening and the amount of light entering the camera. In addition, the learner would automatically see the result on the image instead of having to click additional buttons such as the simulator above.
The Aperture
The Aperture Opening simulation | source : http://digital-photography-school.com/aperture-101
Fig 1.5.1 The iris opens and closes to change the aperture.
The Shutterspeed Opening simulation | Source : http://digital-photography-school.com/photography-1016-shutter
The Shutter
Fast Shutter Speeds
When the shutter has been set for a very short exposure period, such as 1/200th sec or faster, the twin curtain system comes into its own. A single “door” shutter wouldn’t be able to open and close this fast. For such short exposures, the rear curtain starts to fall, covering up the sensor before the front curtain is even fully open. The result is a moving open slit passing in front of the sensor. See the animation below:
Educational & technology Websites
1- Campus Technology
“Campus Technology.” Campus Enterprise Networking & Infrastructure –. N.p., n.d. Web. 26 Aug. 2012. <http://campustechnology.com/Home.aspx>.
2- HCI Design Approaches
“HCI Design Approaches.” Usability First. N.p., n.d. Web. 26 Aug. 2012. <http://www.usabilityfirst.com/usability-methods/hci-design-approaches/>.
Photography Educational Websites & Resources
3- Smashing Magazine
“50 Incredible Photography Techniques and Tutorials | Smashing Magazine.” 50 Incredible Photography Techniques and Tutorials | Smashing Magazine. N.p., n.d. Web.02 Aug. 2012.
<http://www.smashingmagazine.com/2009/04/22/the-ultimate-photography-round-up/>.
4- Digital Photography School
“The Magic of Storytelling: A Rhetoric for Beginners.” Digital Photography Tips and Tutorials. N.p., n.d. Web. 26 June. 2012. <http://digital-photography-school.com/tips>.
posted by Ellie Zenhari in Research Links and have Comments Off
20
Aug
Thesis Visual Prototype : Revised : Camera Simulator
Revised camera simulator and interface
http://elliezenhari.com/755/eZenhari_revises_New_action plan.pdf
posted by Ellie Zenhari in Thesis Visual Prototype and have Comments Off
20
Aug
Thesis Website Presentation
Project D – Part 02 – Content
posted by Ellie Zenhari in Thesis Review Presentation and have Comments Off
20
Aug
Thesis Outline
Please click here to download the PDF File
Thesis Outline
I. INTRODUCTION
1. Thesis statement
2. Problem statement
3. Proposed solution
II. NEW TECHNOLOGY AND ONLINE EDUCATION
A. Metaphors as visual learning tools
1. Metaphors and direct manipulation
B. Online educational websites
1. Blackboard eLearning platform
a. Advantages:
i. Information accessibility
ii. Conducive for none visual learners
b. Dis-advantages:
i. Linear and threaded interface
ii. Minimal visual learning tools
iii. Not conducive for visual learners
2. Apple in Education
a. Advantages:
i. Direct manipulation and interaction with the interface
ii. Conducive for visual learner
b. Disadvantages:
- Not affordable for everyone
ii. Not accessible for everyone
III. MY PROPOSED SOLUTION
- Build lesson plans around a custom designed simulator for eLearning introductory
photography class as a visual learning tool that allows:
1. Direct manipulation
2. Direct interaction
3. Immediate visual feedback on:
a. Aperture setting
b. Shutter speed setting
c. Film speed setting
d. Color corrector setting
B. Each lesson plan would include:
1. Photography lessons on techniques and theory
2. Guided exercises using the simulator directly related to the lesson
3. Video tutorials
4. Detailed instructions as downloadable PDF file
5. Illustrations and diagrams
C. Bridge the gap for the beginner learner between theory and practice by:
1. Guided exercises using the simulator
2. In-depth lesson plans discussing the theory behind each techniques
3. Visual simulation that provides immediate feedback through direct manipulation of each tool.
D. Online Standalone Simulators Advantages and Dis-advantages
1. Online Standalone Simulators advantages:
a. Useful for a user familiar with basic photography concepts
2. Standalone simulators dis-advantages:
a. No lesson plans or guided instructions for a beginner learner
b. The interface tools do not look like a physical digital camera which can cause confusion for a beginner user when using the physical camera.
c. Confusing interface for a beginner learner
VI. METHODOLOGY OF SOLUTION
- Design the simulator in Photoshop and illustrator
- Program the simulator in Flash and HTML5
- Embed in educational beginning photography website
- Include guided lesson plans and exercises around the simulator
- Test the new application to assess it’s effectiveness through:
1. Class projects
2. Project assessment
3. Student surveys
4. Questionnaires
V. CONCLUSION
A. Provide alternative methods of teaching so the student can choose the tool that best suits his or her learning style.
B. Minimizing the need for the learner to leave the website in search of finding relevant resources or tools for completing their assignments.
posted by Ellie Zenhari in Thesis Outline and have Comments Off
20
Aug
Revised Proposal – Camera Simulator & Education – revised 08
Please click here to download the PDF file
Thesis Statement
Through immediate and direct interaction and manipulation, a visual learner can learn quicker using
semiotics familiar to the discipline.
Proposal
Symbols as metaphors are a necessary and integral part of navigation design today. They help the
user find information quickly by bridging the gap between the real and the virtual world through
translating familiar objects into digital pixels that the user can visually relate to, and bridging the gap
between the real and the virtual world. [1]
For example, when we see an exclamation mark both in reality and on a web page, we intuitively
know that it represents a problem, or when we see a trash can, we know automatically that it is used
to discard unwanted items. In “ What Games Have to Teach Us about Learning and Literacy”, James
P. Gee highlights the importance of targeting metaphors to its users language. He argue that semiotics
are used in the physical and the virtual world to help us understand complex and abstract ideas
through intimate concepts. [2]
As users of the new technology, we all have different ways of processing information and learning.
Some learn better through reading digital text, while others learn more effectively through
visualization and direct manipulation with an object through software and applications.
In today’s learning environment it is essential that educators provide as many meaningful learning
tools as possible so the students could decide which method is best suited for their needs, allowing a
more engaging and rewarding learning process.
To improve and facilitate the eLearning experience for visual learners, this paper proposes building
lesson plans around a customized simulator as a visual learning tool through direct manipulation and
interaction with a virtual digital camera for online beginning photography students.
By allowing the learner to manipulate the virtual sliders and dials related to the lesson plan at hand
and instantly seeing changes and results, the student can visually and directly learn about basic yet
abstract technical photography concepts such as film speed, shutter speed and aperture setting.
What makes this application a much more powerful learning tool than standalone simulators or
traditional online textual lessons, is that it allows the learner to instantly bring together and bridge the
gap between abstract technical photography concepts and the theory behind them through direct
hands-on manipulation and interaction with the application that offers immediate visual feedback.
For example a lesson plan on aperture settings, would include guided exercises using the simulator so
that the learner can visually and immediately see how different aperture openings can produce
different lighting on an image by changing the dial and the sliders.
In addition to this costumed application, each lesson plan would include guided exercises using the
simulator, video tutorials, diagrams and step by step directions and illustrations as downloadable PDF
files, all directly related to the photography lesson at hand, thus minimizing the need for the learner
to leave the website in search of finding relevant information or tools to complete their projects.
Furthermore, by providing multiple learning tools and resources, the student can choose the method
that is best suited for them for a more rewarding learning experience.
Today, in an online photography class, typically the information is offered through digital text with
image references through thread based educational platforms such as Blackboard, which may work
well for a math class, but is not conducive for a visual topic such as photography. [3]
In addition, unlike a traditional photography class where the course offers both lectures and hands-on
studio time for students to photograph, brainstorm and physically manipulate the camera, there is no
studio time for eLearners to explore different photography process and techniques.
There are some generic online simulators that ‘copy’ the physical camera functionalities by allowing
the user to manipulate the different settings such as the film speed or aperture setting and seeing an
immediate result, which is useful for someone already familiar with photography topics. However,
these applications are not effective learning tools for a beginner student who may not have even heard
of shutter speed or aperture setting. Without understanding the theory and concept behind each
technique through structured lesson plans and guided exercises such as why a larger aperture opening
produces lighter images, these tools can cause more confusion than help the beginner learner. [4]
In “Computers as Mind tools for Engaging Learners in Critical Thinking”, David H. Jonassen argues
that visualization tools are the most effective way for learners to engage with the computer by
providing instruments that assist the user to translate mental images into rough presentations of those
images, thus helping the visual learner to understand abstract concepts more efficiently. [5]
For example, MacSpartan visualization tools enables chemistry students to view, rotate, and measure
molecules using different views and also to modify or construct new molecules to make abstract
chemistry concepts much easier to understand. [6]
Other tools such as Photoshop allows the user to see immediate results by moving the color sliders
around to manipulate color values for a full and direct interactive experience.
Online educational websites such as Apple in Education is the most promising educational platform
tool today that teaches science and math among other classes through visualization and direct
manipulation using apps on an iPad for student learners. But this technology is not available to the
majority of students who may not be Mac users due to cost, accessibility or geographical location. [7]
In ‘Web Course Design with Topic-case Drive Methodology’, Leena Hiltunen suggests that virtual
learning platforms need to change the way the information is presented to student users and not just
“translate” books or lectures on a web page. She proposes that by presenting information in more
than one format, students can become more encouraged and participate more actively in their
learning process instead of becoming passive ‘TV viewers’. [8] According to Jonassen, when
students are empowered to make decisions about the tools that support their personal approaches to
learning, they are able to grow further control over their learning process.
This approach to online teaching for a visual subject such as photography can provide a more
powerful understanding of the topic since the learner can immediately bridge the gap between the
techniques and the theory through immediate visual change on the image, guided lesson plans and
exercises build around this customized application.
Once I design and program the prototype for my final thesis, I will test it in my online photography
classes and evaluate the effectiveness of this new online teaching approach.
posted by Ellie Zenhari in Thesis Proposal and have Comments Off
20
Aug
Revised Abstract
Please click to download the PDF
ABSTRACT
http://elliezenhari.com/755/eZenhari_revised_abstract.pdf
Thesis Statement
Through immediate and direct interaction and manipulation, a visual learner can learn quicker using
semiotics familiar to the discipline of study.
Abstract
Studies have shown using visual metaphors familiar to user’s interests in navigation interface design,
can facilitate the learning process by intuitive understanding of complex concepts and topics for
visual learners.
As users of the new technology, we all have different ways of processing information and learning.
Some learn better through watching video tutorials, while others learn more effectively through
visualization and direct manipulation with an object through softwares and applications. In today’s
eLearning environment it is essential that educators provide a variety of meaningful learning tools for
accessing and processing information, so the students could decide which method of learning is best
suited for their needs.
Examining today’s online educational platforms, websites and data, I will argue that current
eLearning systems which rely heavily on linear and thread based structure, are not conducive for
visual learners and don’t provide the necessary tools to engage them effectively in the process of
creativity and learning.
To improve and facilitate the eLearning experience for visual learners, this paper proposes building
lesson plans around a customized simulator as a visual learning tool through direct manipulation and
interaction with a virtual digital camera for online beginning photography students.
By allowing the learner to manipulate the virtual sliders and dials directly related to the lesson plan at
hand and immediately seeing changes and results on the image, the student can visually learn about
basic yet abstract photography concepts such as film speed choice in relation to available light and
bridge the gap and connect the technics with the theory behind the technics instantly.
In addition to the visual component that provides immediate and direct feedback, each lesson plan
would include guided exercises using the simulator, video tutorials, diagrams and step by step
directions and illustrations as downloadable PDF files, all directly related to the photography lesson
at hand, thus minimizing the need for the learner to leave the website in search of finding relevant
resources or tools to complete their projects.
Furthermore, by providing multiple learning tools and resources, the students can choose the method
that is best suited for them for a more rewarding learning experience.
posted by Ellie Zenhari in Thesis Abstract and have Comments Off