Sunday, March 25, 2007
Saturday, March 24, 2007
Theories of learning from texts and visual displays:
Dual Coding Theory
Majority of theories state that people can learn more deeply from words and pictures than from words alone (Mayer, 2005). According to Paivio’s (1986) dual coding theory, there are two cognitive subsystems, one specialized for the representation and processing of nonverbal objects/events (i.e., imagery), and the other specialized for dealing with language. Paivio also assumes two different types of representational units: "imagens" for mental images and "logogens" for verbal entities. Logogens are organized in terms of associations and hierarchies while imagens are organized in terms of part-whole relationships.
Dual Coding theory identified three types of processing: (1) representational, the direct activation of verbal or non-verbal representations, (2) referential, the activation of the verbal system by the nonverbal system or vice-versa, and (3) associative processing, the activation of representations within the same verbal or nonverbal system. A given task may require any or all of the three kinds of processing.
Integrative Model of Text and Picture Comprehension
Other research throughout the 1990s has also demonstrated that visual displays have supportive effects on communication of information, thinking, and learning. Furthermore,
carefully constructed pictures as visual text adjuncts can not only have a decorative function, but also have functions of representation, organization, interpretation, and mnemonic encoding (Levin, Anglin & Carney, 1987).
With the help of above theories, interactive multimedia undoubtedly provide evident to enhance the effectiveness of teaching and learning. As my knowledge, well-designed multimedia is very time-consuming and necessary for money input; however, If the interactive learning purposes are managed to reach and identified by viewer or learner with impression, it could be a valuable media to use. Thus, interactive multimedia can help teachers streamline their preparations of teaching materials and be more efficient in deliver the message, information, or knowledge to other people. As my assignment of traveling information, I hope to achieve the prominent objectives to fulfill the basic principles by above literature information.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognitive and Instruction, 8, 293-332.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32, 1-19.
Schnotz, W. (2002). Commentary - Towards an integrated view of learning from text and visual displays. Educational Psychology Review, 14(1), 101-120.
My friends or any viewers who get interested in basic impression and travelling information from Egypt
One photo had been taken from Zoser's step-pyramid at Saqqarah. However, how I use this picture to demonstrate attractive learning object for my representation?
Interesting photo from Egypt, however, what type of theme or organizational plan to show this picure? Creating specific pages for collection of photos or something creative presentation?
Wednesday, March 14, 2007
Monday, March 12, 2007
Saturday, March 10, 2007
The magnetic field between sun and earth:
The earth's atmosphere:
Initially, I planed to make the representation by noting down which keywords should be in cluded and illustrated within a confined area for one page only. I drafted out the ideas by the method of mind-mapping, I could clarify my ideas with respect to the keywords or concept assigned by the topic. One by one, I used the lines to associate with the related concept that included several keywords to demonstrate the contents. It was also the time for me to think about the method or style of presentation. I would consider choosing either referring other diagrams or pictures by ready-made format or hand made by myself.