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.
Click
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.
http://resources.ed.gov.hk/envir-ed/e_index.htm

Environmental Protection Department. http://www.epd.gov.hk/epd/english/environmentinhk/noise/noise_maincontent.html

Environmental Protection Department. Environmental Noise.
http://www.epd.gov.hk/epd/noise_education/web/ENG_EPD_HTML/index/index.html

Environmental Protection Department. Environmental Noise (Young Version).
http://www.epd.gov.hk/epd/noise_education/young/eng_young_html/m2/m2.html


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.

References:
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
http://www.intelligententerprise.com/showArticle.jhtml?articleID=31400009

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