For my final project I created three rollovers which change the image from orange to green, and upon on(release) open the pages to which they are referring.
homepages.nyu.edu/~ntk2/www/midterm/
three main graphics are rollovers
Open Source Article June 19, 2008
Perceptions of Open Source Versus Commercial Software: Is Higher Education Still on the Fence?
This article takes a totally different perspective from most about CMS’s or LMS’s because it focuses partially on the different (and competing) roles between the CIO / CTO’s and the CAO’s interests in LMS features. The CAO might be more focused on pedagogy, whereas the CIO is focused on technology. The two should communicate more seems to be the message so needs of both groups are met.
Other interesting article information about open source is basically that it’s not a given that it’s cheaper to go open source-having to customize the interface(s) means manpower which can be expensive.
Seems many institutions are wary of the support for these tools-the community support. Open source tools are driven by their communities and until there are committments to these communities, seems people are wary of adopting open source tools. Basically they think open source is a good idea, but very few are willing to adopt open source tools in place of commercial tools. The open source research has to build and be explored further, for practical applications-seems it’s still too new.
That’s it in a nutshell, as far as I’m concerned. Granted, I read it while there was a half carafe of red wine on the table, so perhaps my interpretations are slightly more “creative” than others : )
iframe(s) June 19, 2008
tres cool
code:
<iframe src=”learning_guide.html” height=”200″ width= “200″ frameborder=”0″ scrolling=”no”>Insert alternative text for browsers that do not understand Iframe</iframe>
in the above example I made an anchor to a section of the learning guide, and linked to it from a cell in the index page and sized it so there was no extra text. Fun stuff.
For extra credit-do resume (done) and add iframes–see above.
project update June 19, 2008
Relevant Links:
Stuff:
- Created a linked css style sheet rather than embedded one.
- changed text and color of graphics. Now they are orange not green–I will create rollovers in flash which will show the green graphics.
- Need to create the video library stuff. That’s where each graphic box goes to–movies related to find; deliver; and manage. I just have to create a mockup page for those.
- I dumped the green borders-think it looks kinda bland now but I don’t think the borders worked.
- i have to figure out what kind of design doc is needed…….probably just for presenting but still
- create pages for find; deliver; manage
- flash rollovers of images–look at homepages.nyu.edu/~ntk2/www/midterm/mindex.html–the only difference will be that when you click on the graphic it will go to the page.
- look at the homepage of wordpress blog-for layout of videos
- other flash elements? perhaps rollover question marks behind some of the stuff.
figure out case studies….where they should go, etc. - write a brief design document
- other: add dhtml menu to www index. fix www index page. update about us page
To do: new blog post on article and how it connects to open source articles.
Nine ways to Reduce Cognitive Load in Multimedia Learning June 12, 2008
Richard E. Mayer, and Roxana Morano
Research goal-how to use words and pictures to foster meaningful learning (deep understanding of the material, including mentally organizing it in a cognitive structure)
Off-Loading when One Channel is Overloaded with Essential Processing Demands
on-screen text and images shown–split attention effect since learner has to read and view images concurrently. Solution, present words as narration, rather than presenting text and images both in visual channel–this way you are utilizing verbal channel as well.
Project Example: Any camtasia type movie which provides narration coupled with animation: http://library.nyu.edu/tools/refworks/Movies.html
For my project where I’m providing information on library resources, under the manage section I’ll be providing videos on tools like the one above, which adheres to the presenting words as narration principle.
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Segmenting and Pretraining When Both Channels are Overloaded with Essential Processing Demands in Working Memory
overload of high-intrinsic load (conceptually complex info) in both verbal and visual channels
solution: segment information into bite size sections that don’t require continuous play w/out a break-allows for learner to select segments according to his or her cognitive capabilities.
solution: pretraining where learners receive prior instruction about what is to be learned
Project Example: in a class, give overview of the tool you are teaching, then show self-paced segmented movie and allow class to watch and learn at their own pace. for my project when showing a tool such as RefWorks, above, rather than providing a long movie that includes every aspect of the tool, i will provide several segments and allow the user to navigate to each segment as they wish. For example–logging on to RefWorks will be one segment; creating a folder will be another; adding BobCat searches to the folder; adding articles from databases into RefWorks, etc…..
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One or both channels are overloaded by the combination of essential and incidental processing
problem: one or both channels are overloaded by the combination of essential and incidental processing demands
too much essential processing of a learner who needs to engage both essential and incidental processing (essential and non-essential information)
solution: eliminate extraneous information
solution: signaling-when you can’t dump extraneous information, convey somehow which is essential and which is now.
Project Example: screen capturing software video showing the whole browser window in a search, for example. Create unified graphics such as green arrows, etc. to focus users attention on the section of the screen s/he should be paying attention to. My movies will provide such signaling
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Aligning and Eliminating Redundancy When the System is Overloaded by Incidental Processing Demands and Attributes to How the Essential Material is Presented
problem: one or both channels are overloaded by the combination of essential and incidental processing demands
same as above problem except in this case the essential information is presented in a confusing way.
solution: aligning words with pictures
provide pictures and corresponding text side-by-side, so user is not spending value cognitive ability trying to find the words that correspond with the image. provide words and images together, side-by-side, not one after the other.
solution: eliminate redundancy
don’t narrate words already provided on the screen
project example: I will be creating videos that don’t utilize on-screen text, but provide narration only in conjunction with graphics conveying the lesson in tandem with the narration
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Synchronizing and Individualizing When the System is Overloaded by the Need to Hold Information in Working Memory
one or both channels are overloaded by the combination of essential processing and representational holding
representational holding is: holding visual and / or verbal representations in working memory during the learning episode.
solution: synchronizing: synchronize visual and auditory material. temporal contiguity effect is eliminated when successive presentation is broken down into smaller pieces-working memory is not overloaded becuase only a small amount of material is being presented in sequence.
Project Example: As above, i will be providing brief videos conveying one area of a tool at a time; and will be synchronizing audio with graphics
final project notes June 10, 2008
- Notes for final
- homepage should not scroll
- links should be the same color scheme as the site
- pages obviously connected to one another
- make sure there are no untitled pages
- matching colors
- image alignment–even in tables, align table
- table alignment-nest tables instead of creating several separate tables
- make sure you know how your site is different from other sites out there.
- my notes
- dump border
- center boxes in alignment with top banner
- put all the files together (main site page, etc) and deliver to Reneta
- right now: homepages.nyu/edu~ntk2/index: resume
- http://homepages.nyu.edu/~ntk2/main.html (main link to everything)
- make the main index page to everything: http://homepages.nyu.edu/~ntk2/www/index. Link to everything from here, so have whole class within the www folder.
- for thurs
- nine way to reduce cog load article
- write a blog post about how i might improve my site based on nine ways…..
Midterm mockup June 9, 2008
http://homepages.nyu.edu/~ntk2/www/midterm/
The only link that works is the learning guide library, so far. The plan is to make pages for the search & discover, manage, and deliver areas. They are now hot spots but don’t go anywhere yet. I think they’ll go to flash pages but not got that sorted out yet. In fact, perhaps they will BE flash buttons that provide rollovers on the index page.
I am sooooooooo bad at organizing sites. I am still confused about what my case studies will do, what the three areas should contain, and how to link it all together in a way that’s educationally sound. I guess ya gotta start somewhere, but I’m kind of frustrated………….
blech
ADDIE June 5, 2008
- Analyze: determine what skills they have entering your site; analyze how much time they can accomplish in a certain amount of time
- Design: take what you’ve learned from analysis and start to put some elements into concrete terms; objectives you’re trying to get across to them (help them help their students write decent papers). Developing how you think you’re going to go about developing the project. Flowcharts, concept maps; own ideas; discussions with other people
- Development: CREATE! Taking the design one step further-know the direction you want to go; begin adding details–actually create the thing.
- Implementation: LAUNCH!
- Evaluation: ASSESS. Find out if your site accomplishes what you set out to do.
- revise, revise revise–gotta keep going back to each phase and re-visit.
Theory stuff:
- cognitive information processing: input, output, computer model. working memory and long term memory (7 +-2)
- zone of proximal development
- constructivism: learners construct knowledge and attempt to make sense of their own experiences
- you can either have your own theory and prove it or match theories to your tool
- social negotiation-in class; discussion board; chat rooms, etc…this is based on constructivism- want to make sure students are able to discuss what they’ve learned.
- ownership learning–you can literally take things. mashups, etc.
- self awareness of the knowledge construction process. student should be able to understand what they went through in order to get where they are.
For next class: midterm project
- homepage (include all the links you would see on the site)
- inside page, in HTML
- storyboard is bigger picture (done)-print out
- two pages of learner characteristics done
midterm musings
okay so who is my audience-i have a page with a lesson plan library that teachers can give their studetns. perhaps i have to divide it more-the instructors need to learn this stuff so the students can. instructor tutorials
lesson plans for students. look at spiro’s video site and see how they handle the lesson plan thing. Also, figure out how to give an overview to the instructors. Maybe a lesson orientation for each lesson plan? Like an overview video?
Maybe do it like ease video thing: http://www.easehistory.org/index2.html where you are providing instruction to the instructor and also providing the lesson plan as a bonus. So re-design based on these properties.
where their three types of movies show, I should have bib citation management | next video thing would be finding electronic resources, etc….when you go to view you see a larger video and a bunch of more
storyboard June 5, 2008
- Ugly as sin storyboard
- I’ll be focusing on the teaching library section, and the refworks one in particular
- The site is for instructors teaching composition class or writing workshop classes to undergraduates. The audience therefore is relatively limited which is a good start. Ideally you’d create such sites for faculty/instructors across disciplines but not this time..too broad an audience to include everyone. Also, using writing classes ensures that the tutorial/etc I’ll be creating for class–RefWorks, might provide enough motivation for instructors to actually use the lesson plan stuff….
