Hello everyone,
1- This is the latest video walk through on my low fidelity visual component for my thesis project. I look forward to your feedbacks.
2- You can also download the step by step documentation that covers all the different settings in my prototype.
I. Introduction
A. 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 understand how technical manipulation effect visual results, thus bridging the gap between abstract concepts and the theory behind those concepts.
Problem statement: Conventional simulators and online instructional methods fall short in delivering higher order learning
Proposed solution: 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.
II. Introduction to Cognitive Tools
A. History of Cognitive Tools
B. Advantages of Using of Cognitive Tools
1. Facilitated understanding of complex topics
2. Increased familiarity with Interface
3. Encourages website exploration to users familiar with the metaphors used in the website.
C. Dis-advantages of Using of Cognitive Tools
1. Can be misleading to the visitors not familiar with the metaphors used.
2. Cognitive Tools are incomplete.
3. Can become outdated quickly.
D. Experts & Research
1. Alan Cooper
2. Donald Norman
3. Kenneth Craik
4. David H. Jonassen
III. Introduction to Direct Manipulation
A. History Of Direct manipulation
B. Advantages of Direct Manipulation
C. Dis-advantages of Using Direct Manipulation
D. Experts & Research
1. Alan Cooper
2. Donald Norman
3. Colin Ware
4. James P. Gee
IV. Visualization Tools
A. History Of Visualization Tools
B. Advantages of Visualization Tools
1. Facilitated understanding of complex topics
2. Increased familiarity with Interface
3. Encourages website exploration to users familiar with the metaphors used in the website.
C. Dis-advantages Visualization Tools
1. Can be misleading to the visitors not familiar with the metaphors used.
2. Cognitive Tools are incomplete.
3. Can become outdated quickly.
D. Visualization Tools Examples
1. Yahoo body map
2. MacSpartan Visualization tool
3. Adobe Kuler
4. TheSim Cam
5. Camera Simulator
6. Cam Sim
D. Experts & Research
1. Alan Cooper
2. Donald Norman
3. Colin Ware
4. James P. Gee
V. Visualization Tools In Education
A. History Of Visualization Tools In Education
B. Advantages of Visualization Tools In Education
1. Facilitated understanding of complex topics
2. Increased familiarity with Interface
3. Encourages website exploration to users familiar with the metaphors used in the website.
C. Dis-advantages Visualization Tools In Education
1. Can be misleading to the visitors not familiar with the metaphors used.
2. Cognitive Tools are incomplete.
3. Can become outdated quickly.
D. Visualization Tools Examples
1. MacSpartan Visualization tool
2. Camera Simulator
D. Experts & Research
1. David H. Jonassen
2. Will Constello
3. James P. Gee
VI. Proposed Solution
A. An application that promotes higher learning through:
1. Direct manipulation
2. Direct interaction
3. Immediate visual feedback
direct interaction and manipulation which provides immediate visual results.
B. Advantages of Visualization Tools In Education
1. Facilitated understanding of complex topics
2. Increased familiarity with Interface
3. Encourages website exploration to users familiar with the metaphors used in the website.
VII. METHODOLOGY OF SOLUTION
A. Design the low fidelity in Photoshop and Illustrator
B. Program the simulator in Flash and HTML5
C. Test the rough prototype in beginning photography classes
D. Collect Data
E. Make revisions
F. Additional Testing
A. Evaluate and assess the effectiveness of the application in promoting higher learning through:
1. Class projects
2. User Testing
3. Student Outcome
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.
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.
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.
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.
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.
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.