...design teams should anticipate learners’ interest, motivation and engagement... the best visualizations...are fluid, dynamic artifacts that respond to the need for a different view or for more detailed information...signs - things (real and/or imaginary) extend some sensory, physical, or intellectual capacity... we do not perceive meaning-bearing differences in absolute ways, but rather in relational terms…[signs] are semiotically constrained by culture...we are in a constant process of deciphering what something ‘stands for’...forward thinking research considers human and the computer together as a problem solving system...we are experiencing the miniaturization of the world through media... Cobley, 2010; Sawyer, 2014; Ware, 2014 1
Transcript
...design teams should anticipate learners’ interest, motivation and engagement...the best visualizations...are fluid, dynamic artifacts that respond to the need for a different view or for more detailed information...signs - things (real and/or imaginary) extend some sensory, physical, or intellectual capacity...we do not perceive meaning-bearing differences in absolute ways, but rather in relational terms…[signs] are semiotically constrained by culture...we are in a constant process of deciphering what something ‘stands for’...forward thinking research considers human and the computer together as a problem solving system...we are experiencing the miniaturization of the world through media...
Cobley, 2010; Sawyer, 2014; Ware, 2014 1
Semiotics, Information and Interactive Design: Informing Geoscience Education, Multimedia Teaching and Learning
John C. BedwardBuena Vista University
Assistant Professor STEM EducationChair Mathematics, Science and STEM
EARTH EDUCATORS’ RENDEZVOUS 2016, UNIVERSITY OF WISCONSIN, MADISON 2
● Concept significance: The concept is significant, relevant, worthwhile to students and developmentally appropriate for learning essential concepts and skills…
● Scientific accuracy: The underlying scientific concept is clear, accurate, error free, unambiguous…
● Alignment of objectives, activity and assessment:
● Robustness: The video is easy to use, across multiple devices; the activity includes all components (e.g., video, worksheets, assessments)...
● Activity description: Sufficient content information is provided allowing the instructor to make an informed decision about whether or not this is an appropriate activity to use in their learning situation.
● Building coherent mental structures● The construction of schemata (formation and/or embellishment of new
schemata)● Automaticity of schemata
Mayer, 2014 6
Cognitive Theory of Multimedia Learning
Mayer, 2014
Dual Channel: separate channels for processing auditory and visual information Limited Capacity: limited in the amount of information each channel can process Active Processing: attend to relevant incoming information, organize information into coherent mental structures and integrate mental representations with other information 7
Neuro -Learning Science Education
Learning pathways...
● Sensory - Affective - Reward - Attention & Memory - Language & Mathematics - Executive Function - Social○ Executive Function (higher-order thinking functions)
■ Analysis and synthesis■ Metacognition■ Mental flexibility-shifting strategies and adjusting to change■ Working memory■ Handling ambiguity and uncertainty
Zadina, 2014; Sawyer, 2014 8
The Visual Field
Attention
● “...humans do not perceive much unless they have at least some expectation and need to see.”
● Attention to objects, expands and contracts based on task, information in display and level of stress in the observer
● Useful field of view (UFOV) - fixate on detail and glance for patterns● Cognitive load can exacerbate tunnel vision● Motion is helpful in attracting attention (i.e., animation)
Google, 2016; Sawyer, 2014; Ware, 2004 9
Sound, Hearing, Learning
Auditory Scene Analysis
● Build separate mental representations of the events from the sound mixture
● Infer backwards from the sounds to the event● Integrate mental representations of auditory
scene w/ accompanying visual scene (i.e., auditory grouping and auditory schema)
Coren, Ward & Enns, 2004 10
Gestalt, Semiotics and Multimedia Design
How we see patterns, reason with signs to design student learning experiences
● Syncing visuals and narration: Narration and pictures are displayed to encourage understanding and minimize misunderstanding.
● Use of multiple modes of communication:
● Minimized redundancy: Removed all unnecessary visuals, text, narration and/or special effects.
● Scene layout, sequence & transition: Information is consistently displayed, organized and communicated using a combination of color, font style, graphic elements, special effects and whitespace.
● Lighting & image quality: Brightness, darkness, contrast and resolution were corrected for all images and scenes.
● Achieve (2016). The Next Generation Science Standards. Retrieved July 2016 from http://www.nextgenscience.org/.● Cobley, P. (2010). The Routledge Companion to Semiotics. New York: Routledge, Taylor & Francis Group.● Coren, S., Ward, L. & Enns, J. (2004). Sensation and Perception (6th Edition). USA: John Wiley & Sons, Inc.● Mayer, R. (2014). The Cambridge Handbook of Multimedia Learning (2nd Edition). New York, NY: Cambridge University
Press.● National Academies of Science, Engineering and Medicine (The) (2016). National Academy of Engineering Grand
Challenges. Retrieved July 2016 from http://www.engineeringchallenges.org/challenges.aspx.● North Carolina State University (2016). Assessment Instrument Information Page. Retrieved July 2016 from https://www.
ncsu.edu/per/TestInfo.html.● Sawyer, K. R. (2014). The Cambridge Handbook of the Learning Sciences (2nd Edition). New York, NY: Cambridge
University Press.● United Nations (2016). The United Nations. Retrieved July 2016 from https://sustainabledevelopment.un.org/sdgs.● Ware, C. (2004). Information Visualization: Perception for Design (2nd Edition). San Francisco: Morgan Kaufman.● Wikipedia (2016). Wikipedia: The Free Encyclopedia. Retrieved July 2016 from https://en.wikipedia.org/wiki/Weathering.● Zadina, J. N. (2014). Multiple Pathways to the Student Brain: Energizing and Enhancing Instruction. USA: Jossey Bass.
