Dynamic Visualizations in Instruction: Difference between revisions
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==Mission and Objectives== | ==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<ref>http://www.iwm-kmrc.de/www/en/projekte/projekt.html?dispname=Resource-Adaptive+Design+of+Visualizations+in+the+Natural%0ASciences&name=NaturwissenschaftlicheVisualisierung</ref>. | 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<ref>http://www.iwm-kmrc.de/www/en/projekte/projekt.html?dispname=Resource-Adaptive+Design+of+Visualizations+in+the+Natural%0ASciences&name=NaturwissenschaftlicheVisualisierung</ref>. | ||
==Cyprus contributions== | |||
The Cypriot team contributed in three aspects to the project: | |||
# Providing scenarios for contextual and situated mobile learning; | |||
# Development and testing of [[Mental Attributes Profiling System|MAPS]]; | |||
# Use of [[Structured Dialogic Design Process]] to explore the characteristics of a new science of education. | |||
==Participation in workshops== | ==Participation in workshops== | ||
Revision as of 08:41, 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].
Cyprus contributions
The Cypriot team contributed in three aspects to the project:
- Providing scenarios for contextual and situated mobile learning;
- Development and testing of MAPS;
- Use of Structured Dialogic Design Process to explore the characteristics of a new science of education.
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
