essentials & tools - eth zblogs.ethz.ch/...media_design_essentials_tools.pdf · students are...
TRANSCRIPT
Media in higher education / Making information ‚brain-friendly‘ Essentials & Tools
| | 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)
| | 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
| | 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
| | 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
| | 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)
| | 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
| | LET – Lehrentwicklung und -technologie
Online forum & learning journal (eportfolio)
8
| | 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/
| | 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
| | 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
| | 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
| | 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.
| | 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)?
| | 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).
| | 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.
| | 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
| | 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
| | 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
| | 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
| | 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).
| | 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