http://elliezenhari.com/765_website/prototype.html

I need to work with this statement below

“ What makes this application a more powerful learning tool than standalone simulators or traditional online textual lessons is that through direct manipulation providing immediate visual feedback, the learner can instantly bridge the gap between abstract technical photography concepts and the theory behind those concepts. “

1. First state what traditional online textual lessons and standalone simulators lack…

2. Then summarize your solution.

Thesis statement = establishing unsolved design problem + possible design solution.

These are the versions that I came up with: 

Thesis Statement ( option 00)

Problem:

Standalone simulators and traditional online textual lessons constrain the learner’s ability to efficiently process theoretical concepts.

Solution:

Through direct manipulation providing immediate visual feedback, the learner can communicate their mental vision more effectively by bridge the gap between the technical concepts and higher concept learning.

Thesis Statement ( option 01)

Standalone simulators and traditional online textual lessons have limited capabilities in relaying theoretical concepts. Through direct manipulation providing immediate visual feedback, the learner can communicate their mental vision more efficiently by bridge the gap between the technical concepts and higher concept learning.

Thesis Statement ( option 02)

Standalone simulators and traditional online textual lessons have limited capabilities in promoting higher order learning. Through direct manipulation providing immediate visual feedback, the learner can bridge the gab between the abstract technical concepts and the theory behind those concepts with greater comprehension.

Abstract

Studies have shown that human beings acquire more information through vision than all the other senses combined. Visualization and mind tools provide the ability to translate our mental images into rough, tangible, and digital representations of those images, so that we can better understand our thoughts and more actively engage in the development and exploration process of what we are learning and why we are learning it.

However, visualization tools alone can’t promote higher order thinking, problem solving and analytical skills based on the learner’s unique mental vision and experiences. Based on studies and research on cognitive tool’s impact in education, when computer technologies are used as the primary source of acquiring information, the learner can actually develop deficiencies in critical thinking and learning skills, making them passive learners.

To engage students in critical thinking and improve higher order learning, 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 classes.

By allowing the learner to manipulate the virtual settings and dials and instantly see changes and results on an image, the student can visually and directly learn about abstract technical photography concepts, such as film, shutter and aperture settings, helping them to immediately establish a relationship between how the interaction of these settings can affect the overall image.

What makes this application a more powerful learning tool than standalone simulators or traditional online textual lessons is that through direct manipulation providing immediate visual feedback, the learner can instantly bridge the gap between abstract technical photography concepts and the theory behind those concepts. Furthermore, the learner can facilitate higher order learning more efficiently by actively interpreting, analyzing and acquiring new knowledge, allowing them to materialize and communicate their unique mental vision through photographs with better understanding and clarity.

Artistic Influences

edudemic

http://edudemic.com/

Alan Cooper | The Myth of Metaphor

http://www.cooper.com/author/alan_cooper

Everything About the Web

http://www.everythingaboutweb.com/

The Biggest Ever List of Graphic Design Blogs?

http://www.proofhq.com/html/blog/the-biggest-ever-list-of-design-blogs-00198/

Tree House

http://teamtreehouse.com/

Steve Jobs

http://www.amazon.com/Steve-Jobs-Walter-Isaacson/dp/1451648537/ref=sr_1_1?ie=UTF8&qid=1348958426&sr=8-1&keywords=steve+jobs

Donald Norman

http://www.jnd.org/

TEDEd

http://ed.ted.com/

Digital photography school

http://digital-photography-school.com/tips

Ideo Projects

http://www.ideo.com/work/

zeldman.com

http://www.zeldman.com/about/

Luke Wroblewski

http://www.lukew.com/

Janson Santa Maria

http://jasonsantamaria.com/

Khan Academy

http://www.khanacademy.org/

Please click on the link below to download the PDF file.

http://elliezenhari.com/765/abstract_765-16.pdf

Thesis Statement

Through engaged interaction with applied visualization tools, a learner can facilitate higher order learning more efficiently, with better understanding and greater comprehension.

Abstract

Studies have shown that human beings acquire more information through vision than all the other senses combined. Visualization and mind tools provide the ability to translate our mental images into rough, tangible, and digital representations of those images, so that we can better understand our thoughts and more actively engage in the development and exploration process of what we are learning and why we are learning it.

However, visualization tools alone can’t promote higher order thinking, problem solving and analytical skills based on the learner’s unique mental vision and experiences. Based on studies and research on cognitive tool’s impact in education, when computer technologies are used as the primary source of acquiring information, the learner can actually develop deficiencies in critical thinking and learning skills, making them passive learners.

To engage students in critical thinking and improve higher order learning, 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 classes.

By allowing the learner to manipulate the virtual settings and dials and instantly see changes and results on an image, the student can visually and directly learn about abstract technical photography concepts, such as film, shutter and aperture settings, helping them to immediately establish a relationship between how the interaction of these settings can affect the overall image.

What makes this application a more powerful learning tool than standalone simulators or traditional online textual lessons is that through direct manipulation providing immediate visual feedback, the learner can instantly bridge the gap between abstract technical photography concepts and the theory behind those concepts. Furthermore, through “ self directed learning,” students can actively engage in interpreting, analyzing and acquiring new knowledge which helps to promote understanding and allows them to communicate clearly their unique mental vision through photographs.

I plan to design and program this simulator in Flash using Action Script 3 as part of a complete lesson plan. Based on the feedback that I have received from my students on the available photography simulator’s confusing interface, I will simplify the design of the initial prototype interface to include the shutter speed, aperture setting and film speed control dial and their individual effects on the image. As the lesson plans advance, the level of complexity in using the simulator will also advance to include a complete interaction between the shutter speed, aperture setting and film speed control dials and their overall effect on the image.

I will test the initial prototype in my photography classes to evaluate its effectiveness in

bridging the gap between abstract technical photography concepts and promoting higher order learning so that students could not only effectively understand, articulate and organize their ideas, but more clearly materialize their mental vision with others.

Based on the collected data and test results, I will make any additional changes needed for my final thesis project prototype, which will be presented in Winter 2013.

Please click to download the PDF

http://elliezenhari.com/765/thesis_revised_765_proposal-16.pdf

ALL MODELS ARE WRONG

“ Essentially, all models are wrong, but some are useful

the practical question is how wrong do they have to be to not be useful. ” – George Box

Thesis Statement

Through engaged interaction with applied visualization tools, a learner can facilitate higher order learning more efficiently, with better understanding and greater comprehension.

Proposal

Studies have shown that human beings acquire more information through vision than all the other senses combined. [1] Visualization and mind tools provide the ability to translate our mental images into rough, tangible, and digital representations of those images so that we can better understand our thoughts and more actively engage in the development and exploration process of what we are learning and why we are learning it.

Today, with new web technologies such as HTML 5, visualization tools have become part of how we interact online. [3] For example, the MacSpartan visualization tool enables chemistry students to view, rotate, modify and measure molecules through direct manipulation. This interaction allows the learner to visually understand the abstract chemistry concepts that are invisible to the naked eye, thereby helping chemistry students to analyze the information, brainstorm and develop new comprehension of this abstract process. [4] Another example is the Adobe Kuler application which allows designers to interactively create, save and share custom color schemes for design projects. [5]

As useful as mind tools are in empowering the learner to visually interpret and analyze a subject matter, studies have also shown that visualization tools alone can’t promote higher order thinking and analytical skills based on the learner’s unique vision and experiences. [7] When computer technologies are used as the primary source of acquiring information, the learner can develop deficiencies in their critical thinking and learning skills, eventually becoming passive learners.

Seymour Papert, a pioneer in promoting “self directed learning,” argues that by using visualization tools to brainstorm and reflect our inner feelings and ideas, we can make those ideas tangible and shareable. According to Papert, these ideas in return can help us inform, shape and acquire new knowledge and understanding that is based on our own individual experiences in interacting with the world around us, resulting in a deeper understanding about ourselves and our environment. [8]

In “ What Constitutes Systems Thinking,” Will Costello proposes that cognitive tools such as a well designed simulator can simplify a real world experience by actively engaging the student in the learning process through problem-solving and decision-making while shedding light on the complexity of the system that the simulator is representing. He argues that this could be any system that promotes higher order learning and contemplative analysis on any given subject matter. [9]

As an online photography instructor, I have been researching for comprehensive visual simulators that could facilitate the understanding of abstract photography techniques, so the students could capture and communicate their personal vision more clearly and effectively.

There are some online photography simulators such as Kamera Simulator [9] and DSLR Simulator [10] that allow the user to physically manipulate different camera settings such as the film speed or aperture settings in order to see immediate results.

After testing these applications in my photography classes, and based on students’ feedback, it became clear that the interface for these simulators were too complex and confusing for a beginner learner. In addition, none of these tools provide any instructions or support in how to use the tools efficiently.

Based on this research and testing, it was concluded that these self-contained simulators can be useful for hobbyists with some basic knowledge in photography. But these applications are not effective teaching and learning tools for a beginner learner, since they don’t provide a clear understanding of how to use the techniques so that the learner could better articulate and materialize their mental vision.

As proof of concept, and to engage and improve higher order learning, 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 classes.

By allowing the learner to manipulate the virtual settings and dials and instantly seeing changes and results on an image, the student can visually and directly learn about the abstract technical photography concepts, such as film, shutter and aperture settings, and immediately establish the relationship between how the interaction between these settings can affect the overall image.

What makes this application a more powerful learning tool than standalone simulators or traditional online textual lessons is that through direct manipulation providing immediate visual feedback, the learner can instantly bridge the gap between the abstract technical photography concepts and the theory behind those concepts. Furthermore, through “self directed learning,” the learner can actively engage in interpreting, analyzing and acquiring new knowledge and understanding, thereby communicating their unique vision through photographs more clearly. [7]

I plan to design and program this simulator in Flash using Action Script 3 as part of a complete lesson plan. Based on the feedback that I have received from my photography students on the available simulator’s confusing interface, I will simplify the design of the initial prototype interface to include only the shutter speed, aperture setting and film speed control dials and their individual effects on the image. As the lesson plans advance, the level of complexity in using the simulator also will advance to include a complete interaction between the shutter speed, aperture setting and film speed control dials and their overall effects on the image.

I will test the initial prototype in my photography classes to evaluate its effectiveness in

bridging the gap between the abstract technical photography concepts and promoting higher order learning, so the learner could more effectively understand, articulate and organize their ideas, and more clearly materialize their mental vision with others.

Based on the collected data and test results, I will make any additional changes needed for my final thesis project prototype, which will be presented in Winter 2013.

REFERENCES

1- Ware, Colin. (Dec 2007)” Information Visualization – Perception for Design (Dec 2004)” MorganKaufmann : (pp 1-5). Digital PDF. Web. Last Accessed Sep 19, 2012.

< Website:  > http://www.ifs.tuwien.ac.at/~silvia/wien/vu-infovis/articles/book_information-visualization-perception-for-design_Ware_Chapter1.pdf

2- David H. Jonassen ( Dec 1993) “Computers as Mind tools for Engaging Learners in Critical Thinking”. Web. Last Accessed Sep 19, 2012.

<http://www.siue.edu/education/techready/5_Software_Tutorials/5_AncillaryPages/Mindtools.pdf>

3- Mao, Bo. “A FRAMEWORK FOR ONLINE SPATIO-TEMPORAL DATA VISUALIZATION BASED ON HTML5.”(2012): Web. Last Accessed Sep 19, 2012.

<http://www.int-arch-photogramm-remote-sens-spatial-inf-sci.net/XXXIX-B2/123/2012/isprsarchives-XXXIX-B2-123-2012.pdf>

4- David H. Jonassen (2000) “Mind tools: Affording Multiple Knowledge Representations for Learning”. Web. Last Accessed Sep 19, 2012.

<http://web.missouri.edu/jonassend/Mindtoolschapter.pdf>

5- “Kuler.” Web. Last Accessed Sep 19, 2012. <http://kuler.adobe.com/>

6- David H. Jonassen (2000) “Mind tools: Affording Multiple Knowledge Representations for Learning”.

Web. Last Accessed Sep 19, 2012.

<http://web.missouri.edu/jonassend/Mindtoolschapter.pdf>

7- Salomon, G. (1993). On the nature of pedagogic computer tools. The case of the wiring partner. In S.P. LaJoie & S.J. Derry (Eds.), Computers as cognitive tools (pp. 179-196). Hillsdale, N J: Lawrence Erlbaum Associates.

8- Ackermann, Edith. “Piaget’s Constructivism, Papert’s Constructionism: What’s the Difference?”
Web. Last Accessed Sep 19, 2012

<http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf>

9- Costello, Will. “What Constitutes Systems Thinking – A Proposed Taxonomy. What-Constitutes-Systems-Thinking-A-Proposed-Taxonomy. Web. Last Accessed 18 Sept. 2012.

<http://www.scribd.com/doc/33539648/What-Constitutes-Systems-Thinking-A-Proposed-Taxonomy>

10- David H. Jonassen (2000) “Mind tools: Affording Multiple Knowledge Representations for Learning”.

Web. Last Accessed Sep 19, 2012.

<http://web.missouri.edu/jonassend/Mindtoolschapter.pdf>

11- “Aperture, Shutter and ISO Value.” Bländare, Slutare Och ISO-värde. Web. Web. Last Accessed 18 Sept. 2012.

<http://www.kamerasimulator.se/eng/?page_id=2>.

12- “CameraSima” CameraSim Simulates a Digital SLR Camera. Web. Web. Last Accessed 18 Sept. 2012.

<http://camerasim.com/camera-simulator/>.

Please click to download the PDF File

Thesis Statement

Through engaged interaction with applied visualization tools, a learner can facilitate higher order learning more efficiently, with better understanding and greater comprehension.

Abstract

Studies have shown that human beings acquire more information through vision than all the other senses combined. Visualization and mind tools provide the ability to translate our mental images into rough, tangible, and digital representations of those images to help us better understand our thought process, and more actively engage in the development and exploration of what we are learning and why we are learning it.

As useful as these tools are in helping the learner to visually understand and process information,

the visualization tools alone can’t promote higher order thinking, analytical skills or help the learner to design and build new knowledge that is unique to their mental model and experiences.

To engage and improve higher concept learning, this paper proposes building a customized simulator as a visual mental model through direct manipulation and interaction with a virtual digital camera for hybrid beginning photography students.

By allowing the learner to manipulate the virtual settings and dials related to the lesson plan 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 settings and immediately establish the relationship between how the interaction of these settings can affect the overall image.

What makes this application a more powerful learning tool than using standalone simulators or traditional online textual photography lessons is that the learner can actively engage in interpreting the abstract technical photography concepts through direct manipulation that provides immediate visual feedback. Furthermore, the learner can participate in the process of analytical thinking and problem solving through complete lesson plans, class projects and discussions, to construct and build new knowledge that is unique to their mental vision.

I plan to design and program this simulator in Flash with Action Script. Based on the feedback that I received from my beginning photography students on the current available simulators, I will create the initial prototype by simplifying the interface to only include the shutter speed, aperture setting and film speed dials and their individual effect on the overall image.

I plan to test the initial prototype in my photography classes to evaluate its effectiveness in

bridging the gap between abstract technical photography topics and analytical thinking and active learning so the learner can visualize, articulate and materialize their mental vision more clearly and accurately.

Based on the collected data and test results, I will make any additional changes needed for my final thesis project prototype, which will be presented as part of a complete lesson plan in Winter 2013.

ALL MODELS ARE WRONG

“ Essentially, all models are wrong, but some are useful

the practical question is how wrong do they have to be to not be useful. ” – George Box

Thesis Statement

Through engaged interaction with applied visualization tools, a learner can facilitate higher order learning more efficiently, with better understanding and greater comprehension.

Proposal

Studies have shown that human beings acquire more information through vision than all the other senses combined. [1] Visualization and mind tools provide the ability to translate our mental images into rough, tangible, and digital representations of those images to help us better understand our thoughts and more actively engage in the development and exploration processes of what we are learning and why we are learning it. mind tools can empower the learner to visualize, interpret, organize and design new knowledge based on the learner’s unique experiences. [2]

Today, with the introduction of HTML 5 and CSS3, mind tools have become part of the new web trends in how we interact online. [3]

For example, the MacSpartan visualization tool enables chemistry students to view, rotate, modify and measure molecules through direct manipulation. This interaction allows the learner to visually understand the abstract chemistry concepts that are invisible to the naked eye, thereby helping chemistry students to analyze the information, brainstorm, and build new knowledge. [4]

Another example is the Adobe Kuler application which allows designers to interactively create, save and share custom color schemes for design projects on its website. [5]

As useful as these tools are in helping the learner to visually understand and process information, it is important to keep in mind that visualization tools alone can’t promote higher order thinking, analytical skills or construct and design new knowledge.

When computer technologies are used as the primary source of knowledge, the learner can become passive in the learning process and develop deficiencies in the critical thinking and learning skills. [6]

Seymour Papert, a pioneer in promoting “ self directed learning ” through visualization tools, argues that by using visualization tools to brainstorm and reflect our inner feelings and ideas, we can make those ideas tangible and shareable. According to Papert, these ideas, in return can help us inform, shape and construct new knowledge that is based on our own individual experiences in interacting with the world around us, thus promoting a deeper understanding about ourselves and our environment. [7]

In “ What Constitutes Systems Thinking” Will Costello proposes that cognitive tools such as a well designed simulator can simplify the real world experience by actively engaging the student in the learning process through problem-solving and decision-making while shedding light on the complexity of the system that the simulator is representing; this could be any system that promotes contemplative analysis on any given subject matter. [8]

As a hybrid photography instructor, I have been researching visual simulators that could help and  improve students connect the photography technical information with their personal mental vision so they can capture and materialize their stories more effectively through the camera lens.

There are some online photography simulators such as Kamera Simulator [9] and DSLR Simulator [10] that allow the user to physically manipulate different camera settings such as the film speed or aperture settings in order to see immediate results.

After testing these applications in my photography classes, and based on student’s feedback, it was unanimously concluded that the interface for these simulators were too complex and confusing for the beginner learner. Furthermore, these applications don’t provide any instructions on how to use the tools so that the learner could apply the technical knowledge learned from the simulator to capture and communicate their personal vision.

These self-contained tools are great gadgets for hobbyists with some basic knowledge in photography, but are not effective teaching tools that could provide a clear understanding of the techniques or promote analytical thinking and learning so the student could better articulate and materialize their mental vision.

To engage and improve higher concept learning, this paper proposes building a customized simulator as a visual mental model through direct manipulation and interaction with a virtual digital camera for hybrid beginning photography students.

By allowing the learner to manipulate the virtual settings and dials related to the lesson plan 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 settings and immediately establish the relationship between how the interaction of these settings can affect the overall image.

What makes this application a more powerful learning tool than using standalone simulators or traditional online textual photography lessons is that the learner can actively engage in interpreting the abstract technical photography concepts through direct manipulation through immediate visual feedback. Furthermore , the learner can participate in the process of analytical thinking and problem solving through complete lesson plans, class projects and discussions, to construct and build new knowledge that is unique to their mental vision.

I plan to design and program this simulator in Flash with Action Script. Based on the feedback that I received from my beginning photography students on the current available simulators, I will create the initial prototype by simplifying the interface to only include the shutter speed, aperture setting and film speed dials and their individual effect on the overall image.

I plan to test the initial prototype in my photography classes to evaluate its effectiveness in

bridging the gap between abstract technical photography topics and analytical thinking and active learning so the learner can visualize, articulate and materialize their mental vision more clearly and accurately.

Based on the collected data and test results, I will make any additional changes needed for my final thesis project prototype, which will be presented as part of a complete lesson plan in Winter 2013.

REFERENCES

1- Ware, Colin. (Dec 2007)” Information Visualization – Perception for Design (Dec 2004)” MorganKaufmann : (pp 1-5). Digital PDF. Web. Last Accessed Sep 19, 2012.

< Website:  > http://www.ifs.tuwien.ac.at/~silvia/wien/vu-infovis/articles/book_information-visualization-perception-for-design_Ware_Chapter1.pdf

2- David H. Jonassen ( Dec 1993) “Computers as Mind tools for Engaging Learners in Critical Thinking”. Web. Last Accessed Sep 19, 2012.

<http://www.siue.edu/education/techready/5_Software_Tutorials/5_AncillaryPages/Mindtools.pdf>

3- Mao, Bo. “A FRAMEWORK FOR ONLINE SPATIO-TEMPORAL DATA VISUALIZATION BASED ON HTML5.”(2012): Web. Last Accessed Sep 19, 2012.

<http://www.int-arch-photogramm-remote-sens-spatial-inf-sci.net/XXXIX-B2/123/2012/isprsarchives-XXXIX-B2-123-2012.pdf>

4- David H. Jonassen (2000) “Mind tools: Affording Multiple Knowledge Representations for Learning”. Web. Last Accessed Sep 19, 2012.

<http://web.missouri.edu/jonassend/Mindtoolschapter.pdf>

5- “Kuler.” Web. Last Accessed Sep 19, 2012. <http://kuler.adobe.com/>

6- David H. Jonassen (2000) “Mind tools: Affording Multiple Knowledge Representations for Learning”.

Web. Last Accessed Sep 19, 2012.

<http://web.missouri.edu/jonassend/Mindtoolschapter.pdf>

7- Ackermann, Edith. “Piaget’s Constructivism, Papert’s Constructionism: What’s the Difference?”
Web. Last Accessed Sep 19, 2012

<http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf>

8- David H. Jonassen (2000) “Mind tools: Affording Multiple Knowledge Representations for Learning”.

Web. Last Accessed Sep 19, 2012.

<http://web.missouri.edu/jonassend/Mindtoolschapter.pdf>

8- Costello, Will. “What Constitutes Systems Thinking – A Proposed Taxonomy. What-Constitutes-Systems-Thinking-A-Proposed-Taxonomy. Web. Last Accessed 18 Sept. 2012.

<http://www.scribd.com/doc/33539648/What-Constitutes-Systems-Thinking-A-Proposed-Taxonomy>

9- “Aperture, Shutter and ISO Value.” Bländare, Slutare Och ISO-värde. Web. Web. Last Accessed 18 Sept. 2012.

<http://www.kamerasimulator.se/eng/?page_id=2>.

10- “CameraSima” CameraSim Simulates a Digital SLR Camera. Web. Web. Last Accessed 18 Sept. 2012.

<http://camerasim.com/camera-simulator/>.

Please Click to download the PDF

Thesis Statement

Through direct interaction and manipulation with mind tools, a visual learner can facilitate the construction of new knowledge and active learning by bridging the gap between technical information and higher order learning.

Abstract

Studies have shown that human beings acquire more information through vision than all the other senses combined. Visualization and mind tools provide the ability to translate our mental images into rough, tangible, and digital representations of those images to help us better understand our thought process, and more actively engage in the development and exploration of what we are learning and why we are learning it.

As useful as these tools are in helping the learner to visually understand and process information,

the visualization tools alone can’t promote higher order thinking, analytical skills or help the learner to construct and design new knowledge that is unique to their mental model and experiences.

To engage and improve higher concept learning, this paper proposes building a customized simulator as a visual mental model through direct manipulation and interaction with a virtual digital camera for hybrid beginning photography students.

By allowing the learner to manipulate the virtual settings and dials related to the lesson plan 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 settings and immediately establish the relationship between how the interaction of these settings can affect the overall image.

What makes this application a more powerful learning tool than using standalone simulators or traditional online textual photography lessons is that the learner can actively engage in interpreting the abstract technical photography concepts through direct manipulation that provides immediate visual feedback, and the process of analytical thinking and problem solving through complete lesson plans, class projects and discussions, to construct and build new knowledge that is unique to their mental vision.

I plan to design and program this simulator in Flash with Action Script. Based on the feedback that I received from my beginning photography students on the current available simulators, I will create the initial prototype by simplifying the interface to only include the shutter speed, aperture setting and film speed dials and their individual effect on the overall image.

I plan to test the initial prototype in my photography classes to evaluate its effectiveness in

bridging the gap between abstract technical photography topics and analytical thinking and active learning so the learner can visualize, articulate and materialize their mental vision more clearly and accurately.

Based on the collected data and test results, I will make any additional changes needed for my final thesis project prototype, which will be presented as part of a complete lesson plan in Winter 2013.

CLICK TO DOWNLOAD THE PDF

ALL MODELS ARE WRONG

“ Essentially, all models are wrong, but some are useful

the practical question is how wrong do they have to be to not be useful. ” – George Box

Thesis Statement – (Option 01) (This is the one that was approved in ITGM 755, but I am not happy with it either )

Effectively use mind tools with direct manipulation to promote higher level thinking and learning.

(Revised Thesis Statement – Option 02) (sun Sept 16) This is the one I am leaning towards the most….

Through direct interaction and manipulation with mind tools, a visual learner can facilitate the construction of new knowledge and active learning by bridging the gap between technical information and higher order learning.

(Revised Thesis Statement – Option 03) (Wed Sept 19)

Through mind tools, a learner can visualize, articulate and materialize their mental vision more effectively and facilitate the construction of new knowledge by bridging the gap between computer technology and analytical and conceptual thinking and learning.

Proposal

Studies have shown that human beings acquire more information through vision than all the other senses combined. [1] Visualization and mind tools provide the ability to translate our mental images into rough, tangible, and digital representations of those images to help us better understand our thoughts and more actively engage in the development and exploration processes of what we are learning and why we are learning it. Mind tools can empower the learner to visualize, interpret, organize, construct and design new knowledge based on the learner’s unique experiences. [2]

Today, with the introduction of HTML 5 and CSS3, mind tools have become part of the new web trends in how we interact online. [3]

For example, the MacSpartan visualization tool enables chemistry students to view, rotate, modify and measure molecules through direct manipulation. This interaction allows the learner to visually understand the abstract chemistry concepts that are invisible to the naked eye, thereby helping chemistry students to analyze the information, brainstorm, and build new knowledge. [4]

Another example is the Adobe Kuler application which allows designers and design students to interactively create, save and share custom color schemes for design projects on its website. [5]

As useful as these tools are in helping the learner to visually understand and process information, it is important to keep in mind that visualization tools alone can’t promote higher order thinking, analytical skills or construct and design new knowledge.

When computer technologies are used as the primary source of knowledge, the learner can become passive in the learning process and develop deficiencies in the critical thinking and learning skills. [6]

Seymour Papert, a pioneer in promoting “ self directed learning ” through visualization tools, argues that by using mind tools to brainstorm and reflect our inner feelings and ideas, we can make those ideas tangible and shareable. According to Papert, these ideas, in return can help us inform, shape and construct new knowledge that is based on our own individual experiences in interacting with the world around us, thus promoting a deeper understanding about ourselves and our environment. [7]

In “ What Constitutes Systems Thinking” Will Costello proposes that cognitive tools such as a well designed simulator can simplify the real world experience by actively engaging the student in the learning process through problem-solving and decision-making while shedding light on the complexity of the system that the simulator is representing; this could be any system that promotes contemplative analysis on any given subject matter. [8]

As a hybrid photography instructor, I have been researching visual simulators that could help students connect the photography technical information with their personal mental vision so they can capture and materialize their stories more effectively through the camera lens.

There are some online photography simulators such as Kamera Simulator [9] and DSLR Simulator [10] that allow the user to physically manipulate different camera settings such as the film speed or aperture settings in order to see immediate results.

After testing these applications in my photography classes, and based on students’ feedback, it was unanimously concluded that the interface for these simulators were too complex and confusing for the beginner learner. Furthermore, these applications don’t provide any instructions on how to use the tools so that the learner could apply the technical knowledge learned from the simulator to capture and communicate their personal vision.

These self-contained tools are great gadgets for hobbyists with some basic knowledge in photography, but are not effective teaching tools that could provide a clear understanding of the techniques or promote analytical thinking and learning so the student could better articulate and materialize their mental vision.

To engage and improve higher concept learning, this paper proposes building a customized simulator as a visual mental model through direct manipulation and interaction with a virtual digital camera for hybrid beginning photography students.

By allowing the learner to manipulate the virtual settings and dials related to the lesson plan 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 settings and immediately establish the relationship between how the interaction of these settings can affect the overall image.

What makes this application a more powerful learning tool than using standalone simulators or traditional online textual photography lessons is that the learner can actively engage in interpreting the abstract technical photography concepts through direct manipulation that provides immediate visual feedback, and the process of analytical thinking and problem solving through complete lesson plans, class projects and discussions, to construct and build new knowledge that is unique to their mental vision.

I plan to design and program this simulator in Flash with Action Script. Based on the feedback that I received from my beginning photography students on the current available simulators, I will create the initial prototype by simplifying the interface to only include the shutter speed, aperture setting and film speed dials and their individual effect on the overall image.

I plan to test the initial prototype in my photography classes to evaluate its effectiveness in

bridging the gap between abstract technical photography topics and analytical thinking and active learning so the learner can visualize, articulate and materialize their mental vision more clearly and accurately.

Based on the collected data and test results, I will make any additional changes needed for my final thesis project prototype, which will be presented as part of a complete lesson plan in Winter 2013.

REFERENCES

1- Ware, Colin. (Dec 2007)” Information Visualization – Perception for Design (Dec 2004)” MorganKaufmann : (pp 1-5). Digital PDF. Web. Last Accessed Sep 19, 2012.

< Website:  > http://www.ifs.tuwien.ac.at/~silvia/wien/vu-infovis/articles/book_information-visualization-perception-for-design_Ware_Chapter1.pdf

2- David H. Jonassen ( Dec 1993) “Computers as Mind tools for Engaging Learners in Critical Thinking”. Web. Last Accessed Sep 19, 2012.

<http://www.siue.edu/education/techready/5_Software_Tutorials/5_AncillaryPages/Mindtools.pdf>

3- Mao, Bo. “A FRAMEWORK FOR ONLINE SPATIO-TEMPORAL DATA VISUALIZATION BASED ON HTML5.”(2012): Web. Last Accessed Sep 19, 2012.

<http://www.int-arch-photogramm-remote-sens-spatial-inf-sci.net/XXXIX-B2/123/2012/isprsarchives-XXXIX-B2-123-2012.pdf>

4- David H. Jonassen (2000) “Mind tools: Affording Multiple Knowledge Representations for Learning”. Web. Last Accessed Sep 19, 2012.

<http://web.missouri.edu/jonassend/Mindtoolschapter.pdf>

5- “Kuler.” Web. Last Accessed Sep 19, 2012. <http://kuler.adobe.com/>

6- David H. Jonassen (2000) “Mind tools: Affording Multiple Knowledge Representations for Learning”.

Web. Last Accessed Sep 19, 2012.

<http://web.missouri.edu/jonassend/Mindtoolschapter.pdf>

7- Ackermann, Edith. “Piaget’s Constructivism, Papert’s Constructionism: What’s the Difference?”
Web. Last Accessed Sep 19, 2012

<http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf>

8- David H. Jonassen (2000) “Mind tools: Affording Multiple Knowledge Representations for Learning”.

Web. Last Accessed Sep 19, 2012.

<http://web.missouri.edu/jonassend/Mindtoolschapter.pdf>

8- Costello, Will. “What Constitutes Systems Thinking – A Proposed Taxonomy. What-Constitutes-Systems-Thinking-A-Proposed-Taxonomy. Web. Last Accessed 18 Sept. 2012.

<http://www.scribd.com/doc/33539648/What-Constitutes-Systems-Thinking-A-Proposed-Taxonomy>

9- “Aperture, Shutter and ISO Value.” Bländare, Slutare Och ISO-värde. Web. Web. Last Accessed 18 Sept. 2012.

<http://www.kamerasimulator.se/eng/?page_id=2>.

10- “CameraSima” CameraSim Simulates a Digital SLR Camera. Web. Web. Last Accessed 18 Sept. 2012.

<http://camerasim.com/camera-simulator/>.

Please click here to download the PDF files

ALL MODELS ARE WRONG

“ Essentially, all models are wrong, but some are useful the practical question is how wrong do they have to be to not be useful. ” – George Box

Thesis Statement

Effectively use mind tools with direct manipulation to promote higher level thinking and learning.

(This is the one that was approved in ITGM 755 )

(Revised Thesis Statement) (sun Sept 16)

Through immediate and direct interaction and manipulation with mind tools, a visual learner can more effectively facilitate the construction of new knowledge by bridge the gap between the technical information and higher concept learning and analytical thinking.

Proposal

Studies have shown that human beings acquire more information through vision than all the other senses combined. [1] Visualization or mind tools provide the ability to translate our mental images, into rough tangible digital representation of those images in order to help us better understand our thoughts, and more actively engage in the development and exploration process of what we are learning and why we are learning it. [2]

Today, with the introduction of HTML 5 and CSS3, visualization and mind tools have become part of the new web trends in how we interact online. [3]

For example, MacSpartan visualization tool enables chemistry students to view, rotate, modify and measure molecules through direct manipulation. This interaction allows the learner to visually understand the abstract chemistry concepts that is invisible to the naked eye, and help chemistry students to analyze the information, brainstorm, and build new knowledge. [4]

Another example is Adobe Kuler application, which allow users already familiar with design concepts to interactively create custom color schemes for their projects. [5]

As useful as these tools are in helping the learner to more effectively process information, it is important to keep in mind that visualization and mind tools alone can’t promote higher level thinking, analyzing skills or build new knowledge.

Seymour Papert who is a pioneer in connecting individual learning and creativity with the computer language and technology, argues that through projecting out our inner feelings and ideas using mind tools, we can make those ideas tangible and shareable. He further argues that in turn, these ideas can inform, shape and construct new knowledge that is based on our own individual experiences in interacting with the world around us; thus promoting a deeper understanding about ourselves and our environment. [6]

As hybrid photography instructor, I have been researching for visual simulators that could help students connect the photography technical knowledge, with the student’s personal vision so they can capture their stories more effectively through the camera lens for sometime. There are some online photography simulators such as Kamera simulator [7] and DSLR Simulator [8] that would allow the user to physically manipulate different camera settings such as the film speed or aperture settings and see an immediate result.

After testing these applications in my photography classes, and based on student’s feedback, it was unanimously agreed that the interface for these simulators were too complex and confusing for the beginner learner. Furthermore, these applications didn’t provide any instructions on how to use the tools intuitively and clearly to allow the learner to capture and communicating their person vision through imagery.

These self contained tools are great ‘gadgets’ for someone with basic knowledge in photography, but are not effective teaching tools that could provide a clear understanding of the techniques or promote analytical thinking and learning to help the student form their unique vision and cognition.

In “ Computer-Based Simulations as Learning Tools”, Will Costello argues that a well designed simulator simplifies the real world experience by actively engaging the student in the learning process through problem-solving and decision-making, while shedding light on the complexity of the system that the simulator is representing; which could be any system that promotes contemplative analysis on any given subject matter. [9]

He further argues that, a more holistic approach to learning is needed since many students have difficulty “ building concepts and skills from parts to whole ”, and it is more effective to start from the ‘whole’, or the concept, and use mind tools to organize and build the parts with the application. [10]

To engage and improve a higher concept learning, this paper proposes building a customized simulator as a visual mental model through direct manipulation and interaction with a virtual digital camera for hybrid beginning photography students. By allowing the learner to manipulate the virtual settings and dials related to the lesson plan 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 more powerful learning tool than standalone simulators or traditional online textual photography lessons, is that it can bridge the gap between the abstract technical photography concepts through direct manipulation with immediate visual feedback, and help the learner to constructing new knowledge this is unique to their vision in the process.

I plan to design and program this simulator in Flash with Action Script. Based on the feedback that I received from my beginning photography students on the current available simulators, I will create the initial prototype by simplifying the interface to only include the shutter speed, aperture setting and film speed dials and their individual effect on the overall image.

I plan to test the initial prototype in my hybrid photography classes to evaluate it’s effectiveness in promoting higher level learning. Based on the collected data and test results, I will make any additional changes needed for my final thesis project prototype in Winter 2013.

REFERENCES

1- 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_information-visualization-perception-for-design_Ware_Chapter1.pdf

2- 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>

3- Mao, Bo. “A FRAMEWORK FOR ONLINE SPATIO-TEMPORAL DATA VISUALIZATION BASED ON HTML5.”(2012): n. pag. Web.

http://www.int-arch-photogramm-remote-sens-spatial-inf-sci.net/XXXIX-B2/123/2012/isprsarchives-XXXIX-B2-123-2012.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/>.

6- Ackermann, Edith. “Piaget’s Constructivism, Papert’s Constructionism: What’s the Difference?” (n.d.): n. pag. Web.

<http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf>

7- “Aperture, Shutter and ISO Value.” Bländare, Slutare Och ISO-värde. N.p., n.d. Web. 18 Sept. 2012.

<http://www.kamerasimulator.se/eng/?page_id=2>.

8- “CameraSimâ” CameraSim Simulates a Digital SLR Camera. N.p., n.d. Web. 18 Sept. 2012.

<http://camerasim.com/camera-simulator/>.

9- Costello, Will. “What Constitutes Systems Thinking – A Proposed Taxonomy. What-Constitutes-Systems-Thinking-A-Proposed-Taxonomy. Web. 18 Sept. 2012.

<http://www.scribd.com/doc/33539648/What-Constitutes-Systems-Thinking-A-Proposed-Taxonomy>.