Ellie Zenhari

I look forward to your feedbacks!

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

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.

http://elliezenhari.com/765/eZenhari_765_outline.pdf

NEW RESEARCH : WORKING BIBLIOGRAPHY

1- Cooper, Alan, Robert Reimann, and Dave Cronin. About face 3: the essentials of interaction design. [3rd ed. Indianapolis, IN: Wiley Pub., 2007. Print.

Web Access: < http://professorbolin.org/More_UserFlows/MAIDF10_Personas_Readings.pdf >

2- Goodwin, Kim. Designing for the digital age: how to create human-centered products and services. Indianapolis, IN: Wiley Pub., 2009. Print.

Web Access: < http://www.cooper.com/journal/dda/Cooper_DDA_Ch16.pdf >

3- Weinschenk, Susan. 100 things every designer needs to know about people. Berkeley, CA: New Riders, 2011. Print.

http://ptgmedia.pearsoncmg.com/images/9780321767530/samplepages/0321767535.pdf

4- Dirksen, Julie. Design for How People Learn. Berkeley, CA: New Riders, 2012. Print.

http://www.amazon.com/Designing-Mind-Understanding-Interface-ebook/dp/B003H3IOXM/ref=pd_sim_kstore_7

WORKING BIBLIOGRAPHY

5- 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

6- 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>

7- Papert, Seymour. "The Children's Machine: Rethinking School In The Age Of The Computer [Paperback].” The Children’s Machine: Rethinking School In The Age Of The Computer: Seymour Papert: 9780465010639: Amazon.com: Books. N.p., n.d.

Web. 30 Sept. 2012.

<http://www.amazon.com/The-Childrens-Machine-Rethinking-Computer/dp/0465010636>

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>

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.

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/>.