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.

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 a learner can better synthesize cause and effect relationships, thus bridging the gap between abstract concepts and the theory behind those concepts.

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/>.

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/>.

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>.

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>

Thesis Statement

Through immediate and direct interaction and manipulation, a visual learner can learn quicker using semiotics familiar to the discipline of study.

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. [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. This intimacy can make it easier for the user to engage with technology in the virtual space more intuitively and effectively, even if he or she hasn’t been to the web site before. [2]

Both James P. Gee [3] and Martin J. Eppler [4] argue that semiotics are used in the physical and the virtual world to help us understand complex and abstract ideas through familiar concepts. A good example of such metaphors is the Yahoo Body Map website which connects a virtual human body to understanding body parts and their functions. [5]

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 “ Computers as Mind tools for Engaging Learners in Critical Thinking, ” David H. Jonassen argues that visualization tools are the most effective way 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. [6]

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. [7]Other tools such as Photoshop allows the user to manipulate color values by moving the color sliders around to create new colors and see immediate results for a direct interactive experience.

Today, the new online tools have allowed access to a wealth of information at the click of a button. With the introduction of HTML 5 and CSS3, visual metaphors have become part of the new web trends in how users interact online. [8]

However, these new forms of communication and technology haven’t reached the standard online educational management systems. Blackboard and Moodle, as the dominant eLearning platforms in the United States, use a ‘one size fits all’ linear and threaded interactivity structure that may work well for math students, but may not be so effective for design or art students. [9]

Other Educational websites such as Sakai provide open source collaboration and learning environments for research in higher education, but again falls short in providing tools for learners of visual disciplines. [10]

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. [11]

In today’s eLearning environment it is essential that educators provide the students various meaningful learning tools for accessing and processing information, so the students could decide which method of learning is best suited for their needs, allowing a more engaging and rewarding learning experience and outcome.

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 “translating” 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’. [12]

According to David H. 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. He further argues that computers should be used as tools that help learners to build knowledge by allowing the student to choose the method best suited for their needs instead of being controlled by them. [13]

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 photography eLearning students. [14]

Through direct manipulation with virtual sliders and dials, and by seeing immediate changes and results, the students can visually learn about basic technical photography concepts such as aperture setting, shutter speed, film speed and color corrector settings. For example, the color correct slider can visually and directly help the student understand about color theory and how adding or subtracting a color value can affect the overall image. This immediate and direct hands-on manipulation and interaction with an application offering immediate visual feedback can provide a better understanding of abstract photography concepts for eLearning students.

Even though there are some standalone online tools such as Camera Simulator that provide a similar yet limited experience, what makes this proposed solution unique is that this application will be presented in an interactive educational website, alongside with in depth lesson plans covering beginning photography topics both in theory and practice, visual examples, video tutorials, and step by step directions and illustrations as downloadable PDF files, all directly related to the lesson at hand. [15]

This ‘one stop shop’ website would minimize the need for the student to leave the site in search of finding relevant resources or tools to complete their projects. Furthermore, by providing multiple visual tools and resources, the students can choose the method that is best suited for their learning process; thus providing a more balanced and well rounded and rewarding eLearning experience.

References

1- Smashing Magazine | Website

http://www.smashingmagazine.com/2010/05/20/web-design-trends-2010-real-life-metaphors-and-css3-adaptation/

2- What video Games have to teach us about learning and literacy | Jmaes Paul Gee | PDF

http://www.yorku.ca/jjenson/geesituated.pdf

3- Good Video Games and Good Learning | James Paul Gee | PDF

http://www.academiccolab.org/resources/documents/Good_Learning.pdf

4- The Image of Insight: The Use of Visual Metaphors in the Communication of Knowledge | Martin J. Eppler | PDF

http://knowminer.know-center.tugraz.at/corpi/iknow-papers/papers/pdf/12_The%20Image%20of.pdf

5- Yahoo Body Map | Website

http://health.yahoo.net/human-body-maps/

6- Computers as Mind tools for Engaging Learners in Critical Thinking | David H. Jonassen | PDF

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

7- Ibid

8- Towards a Fusion of Formal and Informal Learning Environments: the Impact of the Read/Write Web | Richard Hall | De Montfort University, UK | PDF |

www.ejel.org/issue/download.html?idArticle=81

9- Moodle vs. Blackboard: A Comparative Analysis of Learning Management Systems | Cantrell, Hare, Randle | http://web.nmsu.edu/~jillhare/portfolio/myportfolio/Moodle%20vs%20Blackboard.pdf

10- Sakai

http://www.sakaiproject.org/

11- Apple in Education

http://www.apple.com/education/

12- Web Course Design With Topic – Case Driven Methdology | PDF

http://www.mit.jyu.fi/OPE/kurssit/VYO0262/Hiltunen.pdf

13- Computers as Mind tools for Engaging Learners in Critical Thinking | David H. Jonassen | PDF

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

14- DSLR Camera

http://en.wikipedia.org/wiki/Digital_single-lens_reflex_camera

15- Camera Simulator

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

( This post was deleted by accident, so I am reposting it again.)

Thesis Statement (revised 05)

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

Proposal

Symbols and icons 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 we can visually relate to. [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 James Paul Gee’s “What Games Have to Teach Us about Learning and Literacy” he highlights

the importance of targeting metaphors to a specific user. He argues that creating a language relying on pre-knowledge of the user’s world can create more familiarity and make access to information easier, even for users who have never been to the site before; thus this language allows for a human process to engage the user with technology in the virtual space more intuitively and successfully. [2]

As pointed out by James Paul Gee in ‘Good Video Games and Good Learning’[3] and Martin J. Eppler in ‘ The Image of Insight: The Use of Visual Metaphors in the Communication of Knowledge’ [4], metaphors are used in the physical and the virtual world to help us understand complex ideas through game like interactions and familiar concepts, such as connecting a virtual human body to understanding biology similar to Yahoo Body Map website. [5]

In Don’t Make Me Think: A Common Sense Approach to Web Usability, Steve Krug argues that the first law of usability is creating an interface where the user doesn’t have to think about where they are on a page, and the information is clearly defined. [6] He points out some basic web design rules such as omitting needless words, repetitious navigation buttons, and adding metaphors or as he refers to it ” street signs” and breadcrumbs to guide the user to know where they are on the page and what options are available to them.

New online educational tools have allowed students to study from anywhere and have access to  a wealth of information at the click of a button. When students view an education website, they are looking for information; and their mission is to find what they need quickly and easily.

Unfortunately in eLearning platforms today, the role of graphics as navigation device to facilitate the learning process through the concept of familiarity and ‘ street signs’ that Gee, Krug and Eppler have proposed are not followed, and the information architecture for these websites are outdated and not conducive particularly for visual learners. [7]

As stated in Leena Hiltunen’s essay “Web Course Design with Topic-case Driven Methodology”, today we need to change the way the information is presented to student users so that instead of becoming passive ‘ TV viewers’, they could become more involved and active participants in their learning process, not just “translating” books or lectures on a web page format. [8]

Many of the industry standard web-based course-management systems such as Blackboard [9] and eCompanion [10] are designed for traditional academic topic based courses such as history or mathematics, but both are missing the human centered approach in employing familiar metaphors for more effective and facilitated learning process.

On one hand these online tools have provided great opportunities for both students and educators to communicate, share files, resources and information, and conduct conversations using online forums and discussion boards. On the other hand there are limitations and significant interface design flaws that can cause confusion and frustrations specially for visual learners. [11]

Some of these shortcomings are:

1- Thread based and linear interface with repetitious navigation buttons on pages, requiring the user to click multiple times to preform a simple task.

2- Confusing instructions on how to use some of the interface functionalities such as chat rooms.

3- Impersonal discussion boards, allowing participants to interact only through linear threads.

4- Unattractive and cluttered interface with minimal options for customization on important tools such as the calendar or the survey functions.

5- Not compatible with all browsers, and no support for WordPress blogs.

These limitations can make the learning process frustrating and uninspiring and they ultimately have a negative impact on the online visual student’s creative process due to confusing navigation structure and the lack of a cohesive interface for visual users to access the information they need easily and quickly.

This proposal, while not the first to introduce such concepts, will re-examine the role of non-linear metaphors for information access and will argue that human centered visual metaphors specific to each discipline, should be incorporated into the design structure in eLearning websites to ease and improve the learning experience for visual learners in particular.

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.

References

1- Smashing Magazine | Website

http://www.smashingmagazine.com/2010/05/20/web-design-trends-2010-real-life-metaphors-and-css3-adaptation/

2- What video Games have to teach us about learning and literacy | Jmaes Paul Gee | PDF

http://www.yorku.ca/jjenson/geesituated.pdf

3- Good Video Games and Good Learning | James Paul Gee | PDF

http://www.academiccolab.org/resources/documents/Good_Learning.pdf

4- The Image of Insight: The Use of Visual Metaphors in the Communication of Knowledge | Martin J. Eppler | PDF

5- Yahoo Body Map | Website

http://health.yahoo.net/human-body-maps/

6- Don’t Make Me Think: A Common Sense Approach to Web Usability | Steve Krug

7- Learning Styles And e-learning | Essi Kanninen | PDF

http://psychology.wikia.com/wiki/Learning_styles

8- Web Course Design With Topic – Case Driven Methdology | PDF

http://www.mit.jyu.fi/OPE/kurssit/VYO0262/Hiltunen.pdf

9- Blackboard | Website

http://www.blackboard.com/

10- eCompanion | Website

http://www.smc.edu/TechnologyResources/FacultyStaffITHandbook/Pages/eCompanion.aspx 11- Learning Styles And e-learning | Essi Kanninen | PDF

http://psychology.wikia.com/wiki/Learning_styles

10- Web Course Design With Topic – Case Driven Methdology | PDF

http://www.mit.jyu.fi/OPE/kurssit/VYO0262/Hiltunen.pdf

10- Web Course Design With Topic – Case Driven Methdology | PDF

http://www.mit.jyu.fi/OPE/kurssit/VYO0262/Hiltunen.pdf

Inspirational Readings While Researching

1- Good Video Games and Good Learning | James Paul Gee | PDF

http://www.academiccolab.org/resources/documents/Good_Learning.pdf

2- Open Education | Website

https://openeducationalresources.pbworks.com/w/page/24836860/What%20are%20Open%20Educational%20Resources

3- A Theory of Computer Semiotics: Semiotic Approaches to Construction and Assessment of Computer Systems | P.B. Anderson | PDF

http://acl.ldc.upenn.edu/J/J92/J92-4011.pdf

4- Macintosh Human Interface Guidelines | PDF

http://interface.free.fr/Archives/Apple_HIGuidelines.pdf

5- Windows 8 Metro UI: A Bold New Face for Windows | Website

http://www.pcworld.com/article/251340/windows_8_metro_ui_a_bold_new_face_for_windows.html

6- Using learning environments as a metaphor for educational change | Martin J, Eppler | PDF

http://nogoodreason.typepad.co.uk/no_good_reason/2009/09/using-learning-environments-as-a-metaphor-for-educational-change.html

7- Abstract Thoughts? The Body Takes Them Literally | By Natalie Angier | New York Times Article

8- Creating Effective Visual Metaphors | Vicki S. Williams

9- Metaphors of_for Language in Popular Culture.pdf | Handout for LING 057

10- The impact of digital technologies on human wellbeing.pdf | Dr Paul Howard Jones

Thesis Statement – Option 01

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

Thesis Statement – Option 02

Studies have shown using visual metaphors familiar to user’s interests in navigation interface design, can facilitate intuitive understanding of complex concepts and topics for visual learners.
Examining the latest data in online educational platforms, I will argue that the current Learning Management Systems are not conducive to visual learners who have challenged the educators to come up with innovative ways to present class material so that it is more user-centric for eLearning visual students.

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.