Sunday, August 20, 2006

Our Reflection on Final Assignment by Susanna and Terrenz

Our Reflection on Final Assignment by Susanna and Terrenz

We've finished our learning object finally!
This is not easy for us to produce a learning object using FLASH because we know a little about this software before this course. We didn't believe we can produce a learning object using this sophisticated software! But with Daniel's and colleagues' help, we can produce our own FLASH finally!
Designing different kinds of learning resources is a part of our daily work. However, we don't know whether they are really effective or not as they are always be produced in hurry and we have no time to evaluate every piece of work we produced. In this time, we have to design and produce a learning object step by step. Therefore, we can think thoroughly and modify our work during different stages of our work.
Daniel and colleagues' suggestions and opinions do help us a lot. Through the use of BLOG, we can share our experiences and ideas with others freely and openly. We received many useful suggestions form colleagues and they did help us a lot. Quality of our learning object was improving and our final product was produced finally.
We are satisfied with the quality of our work but we know that there are still many rooms from improvement. Transmitting update and useful information and knowledge to students is one of our responsibilities. We will continue to explore different means to deliver information and knowledge interactively so that the quality of our teaching can be improved.

Saturday, August 19, 2006

Final Assignment: Final Product

Final Assignment: Final Product

Learning Object: Sound Pollution
Designed by Susanna and Terrenz

Click HERE for our Flash version.
HERE for our source file.

Tools and resources we have used:
-Macromedia Flash MX
-Microsoft Clipart Online
-Media sound recording
-Digital Camera

Sources of information:
EMB. Environmental Educational Site.

Environmental Protection Department.

Environmental Protection Department. Environmental Noise.

Environmental Protection Department. Environmental Noise (Young Version).

Brief description on how the representation works

The way we present and understand has been changed with the development of information technology and our understanding of visual perception (Gershon, 1998). We are in information-rich era and are surrounded by different kinds of information. Representing the information in a visual form allow us to browse through ocean of information so that we can find interesting pieces of text, understand them and make sense of information in them easily (Gershon, 1998). Hence, visual representations of information, data or knowledge are used anywhere where information needs to be explained quickly or simply.

As visual representations become more and more popular and important, the way of learning is also changed. Well-processed data, information and knowledge presented in various ways can enhance the effectiveness of learning and teaching. Learning and teaching paradigm is thus shifted with the use of interactive visual representations.

We would like to produce an interactive and informative learning object (LO) to make our aware of the impacts of different kinds of noise on our health. The LO that we produced can be used independently whenever needed or can be used when teaching General Studies of Primary 6 as sound pollution is one of the subject modules.

The information object (Churchill, 2005) we produced is a single screen visual representation that provides information dynamically based on interaction. Information available is visualized in the form of text, pictures and charts. As many pieces of information is included in the LO, buttons are used to organize them so that learners can explore the information available by themselves. According to Churchill (2005), using of buttons not only allow learners experience interaction and / or lots of information in mediated formats, but also let learners understand how different pieces of information are related. In our LO, buttons are used to categorize various kinds of noise according to their loudness. Learners can recognize the loudness of different kinds of noise and their impact on human health through browsing the LO we produced. Also, effectiveness of the LO is enhanced by adding sound effects in it.

It is known that we can quickly comprehend some forms of data presentation but not others and effectiveness and efficiency of visual representation greatly depends on how well the designers tap into the power of visual perception (Few, 2004). Thus, the information has to be encoded in a manner that can be instantly and easily perceived by readers. In our LO, color of the buttons is changed when learners point the mouse on it. Background color is also changed when different pieces of information are shown.

What the eyes see is moved into short-term memory for conscious processing, which can only hold three to seven chunks of data at a time (Few, 2004). Therefore, only four mains kinds of noise and their impact on human health are shown in the LO. Hence, learners can make sense of the LO as a whole without shifting their attention back and forth. Moreover, as the main targets of the LO produced are primary students, layout of the LO is simple, colorful and clear to attract learners’ attention.

We do believe that the information available in the interactive visual representation produced is effectively presented. Learners can learn from the LO and recognize impact of different kinds of noise on their hearing.

Churchill, D. (2005). Towards a useful classification of learning objects. Educational Technology Research and Development.

Few, S. (2004). Data presentation: tapping the power of visual perception. Retrieved June 14, 2006 from

Gershon, N., Eick, S. G.. & Card, S. (1998). Information visualization. Interactions, March, 9-15.

Monday, July 31, 2006

Final Assignment: Phase 3

Final Assignment: Phase 3
Created by Susanna and Terrenz

Please click Here to view the Flash version.

Sunday, July 30, 2006

Final Assignment: Phase 2

Final Assignment: Phase 2
Created by Susanna and Terrenz

Please click Here to view the Flash version.

Friday, July 28, 2006

Final Assignment: Phase 1

Final Assignment: Phase 1
Created by Susanna and Terrenz

Prototype of Sound Pollution

This module is interesting and full of challenging. We are really enjoying the learning process both in the blog and the final assignment.
In these two weeks, we tried our best to learn and explore the Flash. As we are the beginner, it is a hard time for us to do a little bit. Here is our prototype of Sound Pollution:

Please click Here to view the Flash version.

Wednesday, July 12, 2006

The storyboard of our final Assignment

The storyboard of our final Assignment

Designed by Susanna and Terrenz
Please give us suggestion. Thanks!

We have our storyboard at last! We are so late because we do not know whether the proposal we have is good or not and whether we can produce what we want by our limited IT skills. After thorough thought, we decided to face the challenges and produce a learning object about sound pollution. We do think we can learn lots of things from this assignment and the experienced acquired is beneficial to our work.

If you wish to view the storyboard in powerpoint version, please click HERE.

Thursday, June 29, 2006

Some Ideas of Our Final Assignment

Some Ideas of Our Final Assignment – Susanna and Terrenz

We are interested in environmental issue and would like to produce learning object related to this issue.

Topic: Sound Pollution

Mobile phone, MP3, PSP and other different kinds of technologies become part of our life. It seems that many people cannot live without these technologies. However, the noise generated by these technologies does affect our health, both mental and physical, just like the case of uncle bus and youngster with glasses.

Thus, we would like to produce a single screen learning object with animation and interaction that P6 students can be used to explore the cause and effect of noise pollution on our body.

IT tools used: PowerPoint, Photo Impact and Flash.

Thursday, June 22, 2006

Design a Learning Object

This learning object is designed by Susanna and Terrenz.
Please kindly have a look and comment. Thank you.

Sources from:

Friday, June 16, 2006

Digital Storytelling (Clear Version)

(For Primary 1 Students)
Thank you for the classmates' suggestion. I have solved the upload problem. Finally, I uploaded a clear version.
Through the pictures and simple wordings, it looks like a movie which attracts P.1 students' attention. The students recognize the school places that are good for learning and leisure.

Here is my work. Please have a look.


My first digital storytelling

Theme: My School (For Primary 1 students)

Digital storytelling can be used to integrate subject area knowledge in many areas of the curriculum. Through the pictures and simple wordings, it looks like a movie which attracts P.1 students' attention. The students recognize the school places that are good for learning and leisure.
Here is my work, please have a look!

Although I enjoyed the process to create a photo story, I felt a little bit frustration because of the upload problem. Maybe my file is very large (4.44 MB), so I can’t upload a clear version (windows media) to the Blog or to the ILN. However, when it changed it into a Flash Version, the image not very clear. Actually, I am not satisfied of this version. ……How can I do? ……

Reflection of Session 3

Reflection of Session 3
Although I used a lot time to create my first digital storytelling, I enjoyed the process. Digital storytelling is a wonderful way to engage students and teachers who would like to be the next Steven Spielberg. It is a practical and effective teaching method for arousing students' learning interest. Also, it can contribute to the development of many of the competencies we want our students to acquire. It is an ideal environment in which students can work in teams, learning to collaborate on decision-making and task division throughout the planning, production and post-production phases of the creation of their digital stories. These interactions are crucial to the acquisition of knowledge as well as allowing for multiple learning styles.
From the website of Educational Uses of Digital Storytelling, it pointed out the educational goals of Digital Storytelling:
For Teachers:
  • Appeal to the diverse learning styles of the students by using Digital Storytelling as a presentation media
  • Generate interest, attention and motivation for the "digital generation" kids in our classrooms.
  • Capitalize on the creative talents of your own students as they begin to research and tell stories of their own.
  • Publish student work on the Internet for viewing and critiquing by others.

For Students:

  • Learn to use the Internet to research rich, deep content while analyzing and synthesizing a wide range of content.
  • Develop communications skills by learning to ask questions, express opinions, construct narratives and write for an audience.
  • Increase computer skills using software that combines a variety of multimedia including: text, still images, audio, video and web publishing.

Source from:

I believe I will create many educational storytelling later with this useful software.

Thursday, June 08, 2006

Task 2 - Design a Visual Display

Reflection of Session 2

I have learnt a lot from session 2. Thanks for Dr. Churchill, the five visual displays of giant squid let us understand how to make a visual display more effective. It is impressing!

I agree with the points of Tufte and Lester. Tufte pointed out, “Visuals can communicate complex ideas with clarity, precision, efficiency and convey the most knowledge in the shortest time in the small space”. Well designed graphics or pictures are far more effective than words. They offer text and numbers as visual ideas rather than display of words and numbers. Also, creativity is crucial factor to visual design.

Visual Display is a good reflection in teaching as pictures invent to communicate complex thoughts. With invention of print words become more important that pictures. Teachers can integrate visual display into the curriculum. Students can remember the content by creating powerful pictures. I totally agree with the mention of Dr. Churchill --- if a visual representation is given to students for learning than there is a need for a teacher to prepare some additional questions or task that would direct them to seek information presented in appropriate ways (to support development of visual literacy).

Thursday, June 01, 2006

About me and Reflection of Session 1

Reflection of Session 1

  • This module is very interesting. After the first lesson, I realized "a picture is worth a thousand words." Information Visualization is the direct visualization of a representation of selected features or elements of complex multi-dimensional data. Data that can be used to create visualization includes text, image data, sound, voice, video or all kinds of numerical data.
  • In schooling, interactive visual representations are beneficial to subject teachers as well as teacher librarians. It provides powerful mediating tools in arousing the learning motivation among students. A lot of interactive visual activities relate with the data that has been visualized so that students can explore, discover and learn.
  • As a teacher librarian, interactive visual activities are useful for me to plan a reading program or collaborate the curriculum activities with teachers. So, I want to learn more.

Sunday, May 28, 2006

About Me

Hi everyone!

I am Terrenz. I am a teacher librarian of a primary school.