essentials & tools - eth zblogs.ethz.ch/...media_design_essentials_tools.pdf · students are...

22
Media in higher education / Making information ‚brain-friendly‘ Essentials & Tools

Upload: others

Post on 23-May-2020

1 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

Media in higher education / Making information ‚brain-friendly‘ Essentials & Tools

Page 2: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie 2

M E D I A

Text • Article/Paper • Essay • Book • Online text • Newspaper article • Manual/Instruction

Image

• Photo • Illustration • Graphs • Infographic • Drawing

Collaboration tools

• Online forum • Chat/Whats App • Wiki • Google Doc • Mobile voting

system/Clicker

Video • Reality video, scene • Lecture recording • Historical footage • Demonstration/Lab • Contrasting concepts • Handwritten,

handdrawn video (Kahn, etc)

• Personal talk (MOOC, TED talks)

• Animation • Interactive videos

(Capira)

Page 3: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie 3

Key elements of effective learning Students are actively doing something.

Apply, practice and repeat (new) concepts.

The input (media) enables students to connect ideas & concepts. Students construct meaning. Self-Regulation / Self-Reflection (what is clear to me, what is not?) Monitor and adapt own thoughts and behaviors. (what should I do next….?) Situated learning in same or similar context as it is applied (real world application). Social, collaborative process (receive feedback - learn and discuss with teacher & peers).

ACT

CON

SELF

SIT

SOC

Page 4: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie 4

Learning & media Text Image Collaboration tools

Video

Actively do something.

ACT

Yes (reading)

No (passive absorption)

Yes (contributing to text, discussion, …)

No (passive absorption)

Connect ideas & concepts. Construct meaning.

CON

Yes Yes Core strength of visuals

Yes Yes. Great to demonstrate connections and meaning in real world

Self-Regulation Self-Reflection.

SELF

Yes, good to dig deeper and to repeat

Yes Good to check own under-standing with summaries

Yes Great to make detailed adjustments - with input and questions from others

Yes, good to check overall big picture (summary learning)

Situated learning SIT

Seldom (Yes). Instructions on a machine

Seldom (Yes). Instructions on a machine

Yes, can be 1:1, ie. to learn online collaboration

Yes, can come close to real world experience: Acces to special places

Social, collaborative process SOC

No, exception: collaborative script

No exception: collaborative illustration

Yes, Wiki, Google docs, dropbox

Yes, personal, visible, spoken feedback in eLearning

Page 5: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie 5

Method Examples

Group work, collaboration Wiki, Google docs, forum

Interactive tasks Clicker, mobile voting, paper voting

Reflection Forum, learning journal, eportfolio

External reality Videos, images

Visualization Infographics, maps, tables, charts, diagrams

Instruction during class

Page 6: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie 6

Method Examples

Group work, collaboration ACT SOC. CON (SIT, SELF)

LMS, Wiki, Google docs, forum

Online communication

Forum

Reflection

Forum, learning journal

Self-study

Virtual lab, quiz, scripts, video, blog. FAQ

Evaluation

Self-assessment, test, peer comparison

Instructional media before – during - after class (blended)

Page 7: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie

Recordings of lectures / demonstrations

ETH: ID-MMS (Multimediaportal) http://www.multimedia.ethz.ch

UZH: ID-MELS (SWITCHcast) https://cast.switch.ch

7

Page 8: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie

Online forum & learning journal (eportfolio)

8

Page 9: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie

Screencasts

9

Record presentations/screens with audio PowerPoints with sound: Adobe Presenter: http://www.adobe.com/ch_de/products/presenter.html Screencast-Tools: Adobe Captivate: http://www.adobe.com/de/products/captivate/ TechSmith Camtasia: http://www.techsmith.com/camtasia/

Page 10: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie

Blogs

ETH Weblog Service: http://blogs.ethz.ch oder http://blogs.uzh.ch

One or many person,

Chronological order of posts, comments possible

Blog als learning journal, personal knowledge-management,news

10

Page 11: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie

Questions & feedback by clicker

11

Multiple Choice-Questions During lecture Display of results Improves attention Check of understanding

Peer Instruction (E. Mazur, Harvard) Question to core concept Students discuss different answers Repeat question / Adapt own thinking 2nd run: Better results in 90% of cases

Page 12: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie

Wiki

Directly online editing

Many tools available

http://c4lpt.co.uk/top100tools/ https://en.wikipedia.org/wiki/Comparison_of_wiki_software

12

Page 13: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie 22.02.2016 13

The suggestions in this document are based on the ‘cognitive load’ theory (Sweller, 1988). This theory explains why learning happens best when human cognitive architecture is respected (‘brain-friendly learning’). References: • Schneider, M. & Stern, E. (2010), “The cognitive perspective on learning: ten cornerstone findings”, in D. Dumont, D. Istance & F. Benavides (eds.), The Nature of Learning: Using research to

Inspire Practice, OECD Publishing. http://www.educ.ethz.ch/pro/litll/oecdbuch.pdf • Cognitive load theory. Retrieved from http://www.mindtools.com/pages/article/cognitive-load-theory.htm

Why is it important to present information in a ‚brain-friendly‘ way (I)?

• As working memory has a very limited capacity, instructional methods should avoid overloading it. • Learning material should lower the cognitive load on the working memory by eliminating any

information which does not contribute directly to learning.

Page 14: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie 22.02.2016 14

Working memory can only hold 4-5 bits of information at one time and information in working memory lasts only around 10 seconds.

Why is it important to present information in a ‚brain-friendly‘ way (II)?

Page 15: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie 22.02.2016 15

Principles for ‘brain-friendly‘information (I) 1. Work with a clear introduction and structure.

2. Relate the current lesson to the previous and the next

lesson. Context and relevance are key to learning.

3. Focus on your learning objectives. Never include more information than your audience needs to understand a point.

4. What pre-knowledge do students have? Are the necessary prior concepts, symbols and jargon clear to the audience? (Best to double-check).

Page 16: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie 22.02.2016 16

Principles for ‘brain-friendly‘information (II)

1. Present some information via the visual channel and some via the verbal channel (this splitting improves cognitive processing capacity).

2. Decide what part of your information is best communicated using visuals, and what can be communicated verbally. Make sure the two methods are synchronized and do not compete. Use suggestions 1-4 for visual information

3. Do not narrate on-screen text word-for-word.

On-screen text should be brief and may be in note form.

Page 17: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie 22.02.2016 17

Four suggestions for designing visual information

1. Prefer images to text

2. Rule of Four

3. Make key information stand out

4. Cluster & organize information

Page 18: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie 22.02.2016 Pascal Schmidt 18

Don’t Do

1. Prefer images to text (I): Describing processes

Simplified version for blackboard or overhead projector

www.sqiar.com

Page 19: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie 22.02.2016 19

• A is most important because … It covers 70% of ….

• B is ….10% • C is ….10 % • D is ….5% • E is ….5% A (70%)

B (10%) C (10%)

D (5%) E (5%)

Here the learner can immediately see the proportions and importance of A - E

Don’t Do

1. Prefer images to text (II): Showing data

Page 20: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie

2. Use the Rule of Four The Rule of Four derives from the fact that our brains can generally hold only four pieces of visual information simultaneously.

Don’t Do

Lohmann, U. / Mensah, A. (2014). Atmospheric Physics (Thermodynamics, areosols, clouds, radiation and precipitation). ETH Zurich.

http://quakeinfo.ucsd.edu

Page 21: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie 22.02.2016 21

3. Make key information stand out

Make key information stand out to influence what the audience pays attention to. Use color, size or framing.

average values over many realizations.

Lohmann, U. Microphysics of warm clouds (2014). ETH Zurich (adapted).

Lohmann, U. Microphysical processes of cold clouds (2014). ETH Zurich (adapted).

Page 22: Essentials & Tools - ETH Zblogs.ethz.ch/...Media_Design_Essentials_Tools.pdf · Students are actively doing something.. Apply, practice and repeat (new) concepts. The input (media)

| | LET – Lehrentwicklung und -technologie 22.02.2016 22

4. Cluster and organize information

Group and visually organize elements which belong together. This makes understanding and remembering easier. Examples: - Evaluation: Pros – Cons - Fullfills criteria: Yes – No - Categories: A – B – C - Arguments: Main – Second

Concept 1 A A A B B B F F F

Theory XYZ

Concept 2 C C C D D D E E E G G G