Resource-Adaptive Design of Visualizations for Supporting the Comprehension of Complex Dynamics in the Natural Sciences: Difference between revisions
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|project_title=Resource-Adaptive Design of Visualizations for Supporting the Comprehension of Complex Dynamics in the Natural Sciences | |project_title=Resource-Adaptive Design of Visualizations for Supporting the Comprehension of Complex Dynamics in the Natural Sciences | ||
|acronym= | |acronym=Dynamic Visualizations in Learning | ||
|donor= | |donor=Leibniz Association | ||
|lead_partner=[[ | |lead_partner=[[Knowledge Media Research Center]] | ||
|call= | |call=Pact for Research and Innovation of the Competition Fund 2006 of the Leibniz-Association | ||
|link_call= | |link_call=http://www.leibniz-gemeinschaft.de/en/about-us/history/ | ||
|agreement_number= | |agreement_number= | ||
|partners= | |partners=OTEC: Onderwijstechnologisch Expertise-centrum der Open University of the Netherlands<br> | ||
|cost= | LSRI: Learning Sciences Research Institute<br> | ||
|grant= | TECFA: Technologies de Formation et Appre-ntissage<br> | ||
|cost_fwc= | LEAD (CNRS): Laboratoire D’etude del’ apprentissage et du developpement <br> | ||
|grant_fwc= | CNTI: Cyprus Neuroscience and Technology Institute | ||
| | |cost=€782,200 | ||
|description= | |grant=€782,200 | ||
|cost_fwc=ca €30,000 | |||
|grant_fwc=ca €30,000 | |||
|start_day=01 | |||
|start_month=01 | |||
|start_year=2007 | |||
|end_day=31 | |||
|end_month=12 | |||
|end_year=2009 | |||
|description=Pact for Research and Innovation of the Competition Fund 2006 of the Leibniz-Association | |||
|main_page= | |main_page= | ||
|website= | |website= | ||
|about= | |about=[[Dynamic Visualizations in Instruction]] | ||
|title_header=Research Plan | |title_header=Research Plan | ||
|content_header=The basic idea of the research project was that a successful knowledge acquisition with dynamic visualizations is a resource intensive process which requires simultaneous and optimized availability of different learning resources. This particularly comprises different processing capabilities of the cognitive system, functionalities of the applied computer technology and didactically substantiated contents and representations. Accordingly, the instructional potential of dynamic visualizations can only effectively evolve if these different learning resources are available in a coordinated way for a concrete knowledge acquisition scenario. This hypothesis was investigated in formal learning settings (e.g. school, university) as well as in informal learning settings (e.g. aquarium, diving excursion) for a natural sciences domain, the locomotion of fish. | |content_header=The basic idea of the research project was that a successful knowledge acquisition with dynamic visualizations is a resource intensive process which requires simultaneous and optimized availability of different learning resources. This particularly comprises different processing capabilities of the cognitive system, functionalities of the applied computer technology and didactically substantiated contents and representations. Accordingly, the instructional potential of dynamic visualizations can only effectively evolve if these different learning resources are available in a coordinated way for a concrete knowledge acquisition scenario. This hypothesis was investigated in formal learning settings (e.g. school, university) as well as in informal learning settings (e.g. aquarium, diving excursion) for a natural sciences domain, the locomotion of fish. | ||
Latest revision as of 01:17, 10 June 2015
Research Plan
The basic idea of the research project was that a successful knowledge acquisition with dynamic visualizations is a resource intensive process which requires simultaneous and optimized availability of different learning resources. This particularly comprises different processing capabilities of the cognitive system, functionalities of the applied computer technology and didactically substantiated contents and representations. Accordingly, the instructional potential of dynamic visualizations can only effectively evolve if these different learning resources are available in a coordinated way for a concrete knowledge acquisition scenario. This hypothesis was investigated in formal learning settings (e.g. school, university) as well as in informal learning settings (e.g. aquarium, diving excursion) for a natural sciences domain, the locomotion of fish. |
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Specific objective(s)
-To support the understanding of complex dynamic processes in the Natural Sciences. Thereby we draw attention to conducive design of dynamic visualizations while considering and developing findings from cognitive and media psychology. -To study the following topics: mental resources
learner requirements
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