Dynamic Visualizations in Instruction: Difference between revisions
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|funding_agency=Leibniz Association | |funding_agency=Leibniz Association | ||
|total_cost=ca. €782,200 (ca €30,000 to CNTI for organization of Cyprus workshop and travel) | |total_cost=ca. €782,200 (ca €30,000 to CNTI for organization of Cyprus workshop and travel) | ||
|partners=CNTI: Cyprus Neuroscience and Technology Institute | |partners=CNTI: Cyprus Neuroscience and Technology Institute<br>OTEC: Onderwijstechnologisch Expertise-centrum der Open University of the Netherlands<br> | ||
<br>OTEC: Onderwijstechnologisch Expertise-centrum der Open University of the Netherlands<br> | |||
LSRI: Learning Sciences Research Institute<br> | LSRI: Learning Sciences Research Institute<br> | ||
TECFA: Technologies de Formation et Appre-ntissage<br> | TECFA: Technologies de Formation et Appre-ntissage<br> |
Revision as of 07:36, 25 October 2014
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The Dynamic Visualizations in Instruction was a project implemented in collaboration with the Knowledge Media Research Center under the leadership of Peter Gerjets and funded by the German Leibniz Association. The Cyprus Neuroscience and Technology Institute participated in all workshops and contributed both to the research and some logistics of the project. Yiannis Laouris, Loredana Mihalka, Lawrence Kalogreades and Tatjana Taraszow participated in various phases and experiments of the project. The Cyprus team has also organised a week-long workshop in Cyprus.
Mission and Objectives
The basic idea of the 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[1].
Participation in workshops
- Tuebingen, Germany Workshop Yiannis Laouris, Tatjana Taraszow, Loredana Mihalka
- Protaras, Cyprus workshop Yiannis Laouris, Tatjana Taraszow, Lawrence Kalogreades
- Playa de Aro, Spain Workshop (14-23 May 2008) Yiannis Laouris, Tatjana Taraszow, Lawrence Kalogreades
External Links
Participants in the Cyprys Workshop
- Birgit Imhof
- Bjorn de Koning
- Cyril Rebetez
- Emmanuel Schneider
- Fred Paas
- Halszka Jarodzka
- Jean-Michel Boucheix
- Jorg Edelmann
- Katharina Scheiter
- Lawrence Kalogreades
- Markus Armbruster
- Mireille Betrancourt
- Peter Gerjets
- Richard Lowe
- Shaaron Ainsworth
- Sven Gemballa
- Tatjana Taraszow
- Tamara van Gog
- Tim Kuhl
- Vanessa Pfeiffer
- Yiannis Laouris