Thesis Statement

Conventional simulators and online instructional methods fall short in delivering higher order learning. By utilizing direct manipulation with real-time feedback, a learner can better synthesize cause and effect relationships, thus bridging the gap between abstract concepts and the theory behind those concepts..

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. according to 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 application 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 applications 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 more clearly their unique mental vision through photographs.

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.

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 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.

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.

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.

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.

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. Today, with the introduction of HTML 5 and CSS3, visual metaphors have become part of the new web trends in how users interact online.

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 the current eLearning 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 thesis proposes designing a customized application as a visual learning tool through direct manipulation and interaction with a virtual DSLR camera for beginning online photography students.

This immediate and direct hands-on manipulation and interaction with an application through virtual sliders and dials that offer immediate visual feedback, can provide a better understanding of basic yet abstract photography concepts such as aperture setting, shutter speed, film speed and color corrector settings for eLearning students.

This application will be embedded in an educational website, alongside with in-depth lesson plans, video tutorials and step by step directions as downloadable PDF files all directly related to the photography lesson at hand; thus allowing the eLearning student to choose the method that best suits their needs for a more complete and rewarding learning experience.

Thesis Statement

This research seeks to examine how metaphor can be an effective tool to enhance and improve the process of learning experience for visual learners.

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. Today, with the introduction of HTML 5 and CSS3, visual metaphors have become part of the new web trends in how users interact online.

However, this new forms of communication hasn’t reached the standard current eLearning Management Systems which continue to rely on the linear and thread based forms of interactivity and communication that in not conductive for visual learner, and don’t provide the needed support for online visual students to engage effectively in the process of creativity, learning and collaboration.

This research seeks to examine how using visual metaphors familiar to design students as part of a navigation device, can enhance and facilitate the eLearning experience through an interactive book, defining design steps and process to meet the needs of online design students.