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perception February 26, 2010

Filed under: CECS 5300 Cognitive Psychology — Echang @ 8:51 pm
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Activity 3: Blog Reflection – Go to http://www.seb.cc/particles/ and play with it for a few minutes.

How do theories of perception explain and the cognitive structures of perception allow humans to make use of such a digital development to experience the simulation of particles and their three main manipulable components here? What is the role of the digital simulation in aiding human perception of concepts that involve elements too small to physically manipulate

  • 1st try

What is it? Why I need to play with it? What’s my objectives?

need more time.

  • 2nd collecting information

I still don’t know what I should do for this assignment, so I decided to visit other peer’s blog and see his posting regarding this issue. I visited Brus’ blog and read his posting and noticed I needed to know the ” Particles and the three components. Untill this moment, I didn’t realize what i should do. I just considered about the term of particles.

Do I need to find some information about particicles? i don’t think the instructor meant I should focus on this issue.

So I spend one more day.

  • 3rd  Perception

Today, I found out that I have been influenced by my language disability in perception.

I perceive input information totally wrong becuase I think too much on terms or language.

It makes me to lead wrong way to go. For this assignment, I just considered I should know about particles and components. I didn’t know why I should do this assignment regarding perception.  With Brus’ blog, I digged more to think about connection between particles and simulation. Therefore, I decided to investigate ” particles” to do this assignment just before I read the last blog partner, Amy’s posting.

After reading it, everything is clear now.

This assinment is to think about simulation cooncting with perception. Now I understand the assignment’s objectives.

The term “Particles” was like confusing picture by Escher. Like Escher’s trick, the word “particles” misled me to  considering other things. I just came out of the obstacle which made me confused.

Now I can tell simulation and perception.

Simulation is really good for learners because they can experience any conditions which are embeded in the certain projects. Experiencing the all situation, learners can anaysis whole components’ influences in the certain condition.

It gives learners to accumulate some basic information which can help when working memory organizes the information in perception period of cognitive processing. i think it is based on Top down approach. If we don’t have simulation, we just have information which we can experience in real life , so our perception would be limited. Especially, in the too small world like dealing with particles, simulation gives learners clear evidences or explanation than reading.

Applying any perception theory, if we have certain information which helps input information organized in the working memory, the perception occurs in right and clear way. I mean we can more percieve with more prior knowledge or experiences.

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LMS comparison February 24, 2010

Filed under: CECS 5510 Technology- based learning environments — Echang @ 4:32 pm
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I just start to investigate two LMSs: Blackboad Vista 8 VS Moodle 1.8. In the beginning, I didn’t know the Moodle version of what I am using these days, so I visited ” Moodle Tutorial” where Becky let me know.

Moodle Tutorial  http://www.moodletutorials.org/video.php?category=mr&viewtype=

In Moodle tutorial, I looked into several versions of Moodle, and I assume that I use  Moodle 1.8 because the   graphic icon is the same as my current Moodle environment. Moodle 1.9 looks different. I hope it will be right.

Then I made a comparison table using WCET’s Edutools website.

I clicked product list and select Bb8 and Moodle 1.8 in the list page.  Then I got the a comparison table.

        table1.   http://www.edutools.info/compare.jsp?pj=4&i=592,555

Before I got this table, I made another table applying “UNT’s Learning Management System Evaluation Project website ” http://web3.unt.edu/lmseval/vendors.htm (http://web3.unt.edu/lmseval/EduTools_Comparison2007.htm#discfor ) for a long time. Oh, if I tried above site, I din’t have to spend so much time for this.  Anyway, I will use this table which I made , applying feagure1.

This is the table which I made:  table2 Bb_vs_Moodle

I will try these two LMSs with their features of a communication tool, a productivity tool and  a student Improvement tool from the student’s point of view. In addition, I will evaluate two LMSs with with their features of a communication tool, a productivity tool, a student Improvement tool, administration tool, a course delivery tool, content development tool, and cost & licensing  from the administrator(instructor)’s point of view.

The tutorials will be much helpful for this investigation.

Blackboard Vista    https://ecampus.unt.edu/webct/urw/lc5122011.tp0/cobaltMainFrame.dowebct

                                       http://tutorials.webct.com/exploring/exploring_interface/interface.htm

Moodle  http://www.moodletutorials.org/video.php?category=mr&viewtype=

As a student view point, communication tools consist of discussion forum, e-mail, file exchange, online journal/ note, Real time chat and white board. Blackboard Vista(BV) and Moodle (MD) have all these functions except online journal/ note  which is available in BV, but we use outside Blog sites which the instructors recommended. Note function would facilitate e-learning in a place. All these functions can be used frequently in e- learning, and I don’t feel any differences between two LMS though there are more functions in BV according to the table2. Real time chat and whiteboard function sound great, but we never used them for the courses. Instead of them, we used vyew.com or other IM tool, so I am just curious why the instructors recommend the other tools instead of them. I can’t find Spell-checker on the both LMS, even in the tutorials. If I can use the function, it will be more convenient for me. I always write down on the MSN Word which corrects my grammar and spelling mistakes. This communication tools facilitates us to communicate with peers and instructors, accomplishing the online socialization, the second stage which Salmon said in the five step model.

Productivity tools provide bookmarks, calendar/ process review/ searching within course, work offline, orientation/ help functions which are convenient tools in e-learning. I experienced these functions in the BV, but it is hard for me to find these functions in the MD. I can easily set up the calendar, use work offline, orientation on BV, but I never used them on MD and hard to find them on the site. However RSS feed function can be used in MD, so it would be more convenient. These functions are good for the beginners of the semester, so I don’t feel any inconveniences without these functions in MD because I can see the whole module at a glance on the MD.

With Student Improvement tools, I can collaborate with other classmates, but we are recommended wikispaces, other web authoring programs for this purpose.

As an administrator, I tried to manage two LMS, but it was not easy to do that because of lack of administrator’s perspectives. Anyway, on BV, with teach view and student view, I can set the BV in comfortable mood seeing them together. On the MD, I used turn edit on/off, but it was little bit confusing about my situation. As an administrator, I can have more functions like administration tools, course delivery tools, and content development tools.

I cannot give clear and accurate investigate result in this because it is not that easy to do this as an ordinary person. I just can say the methods are not easy and intuitive for setting. Compared with MD, BV seems little bit easier that MD with understandable icons. I need more time to try out this part.

In conclusion, two LMS provide convenient and proper tools for e-learning. According to the table 2, BV provides more functions than MD, but I feel good on the MD without more functions which BV provides.

The interface of MD is more readable from student’s viewpoint while the administration part looks clearer for instructor’s viewpoint. Their tools can provide proper functions for both students and instructors. I will try more and figure more in the future with this framework.

Then I can evaluate these LMS with Divis’ infrastructire Model, considering functionality, usability, and flexibility.

Infrastructure Model

 

sound and learning February 22, 2010

Filed under: CECS 5300 Cognitive Psychology — Echang @ 7:05 pm
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When we are listening the music while driving, at the first time it makes us distracted. It would influences driving safely, but we can be accustomed to listening the music according to habituation feature of the preconscious processing. It would awake our consciousness when dishabituation ouccurs, voluming up the sound of the music.

Trying multiplication through 12 and listening music is very hard because I am doing dual task at the same time. The speed of task and accuracy of processing would be influenced each other. However, According to Neisser and Becklen (1975), practices can make people do dual task at the same time because the task is about skill not special cognitive mechanism. Therefore, we can ignore one activity, processing automatically and do the other work finally after practices. In addition, according to attentional- resources theories of selective attention, the use of two different modality attentional resources would not interfere seriously each other. People can use auditory sense for listening and retrieve at the same time.

I learned some principles of creating online instruction from the book titled “ e-learning and the science of instruction”( Clark & Mayer, 2008).  Modality principle emphasizes the audio narration for on screen text. The memory requires more times for text presentation rather than audio presentation. In addition, people can both two channels: audio and visual in their cognitive process, it is not concentrating on the only one channel. Therefore, using audio narration along with text supports learners for strong and consistent learning effectiveness. However, we are also careful of the redundancy principle which emphasizes using proper amount of audio effects not overloading. The audio narration would be different from noise, but I just focus on the audio narration for instruction.

This is a diagram about chapter 3 and it will be helpful to understand attention and consciousness.

diagram

 

Wiki of Online Instruction and Communication February 18, 2010

Dear Analisa & Ragina
I just put our group activity page for dictionary assignment. Let’s do it together!

I have collected some terms, and I will put more detail from now on. You can put as you like before me.

EunJoo

Wiki of Online Instruction and Communication


(1) Designing and teaching in online courses (Terms focused on the Course)

Concept-Learning Content
CMS
CSCL Computer-Supprted Cllaborative Learning
e-learning

ELA Experiential Learning Activity

LMS

Map

course map
conceptual map

VLE
WBT
LCMS

PBL Problem-Based Learning

(2) Designing and facilitating learning activities online (Terms focused on the Teacher/Instructor)

R2D2 Model
ARCS Model
CMC Model
SME

e-moderator

(3) Participating in online activities and virtual teams (Terms focused on the Learner)

automaticity
calibration
Cognitive Learning Theory
icebreaker

Knowledge Construction

Learning Styles
Metacognition

Processing
Extraneous Processing
Essential Proceesing
Generative Processing

Principle
Coherence Principle
Contiguity Principle
Modality Principle
Multimedia Principle
Personalization Principle
Pretraining Principle
Redendancy Principle
Segmenting Principle

Working Memory

Useful Links

http://www.worldwidelearn.com/elearning-essentials/elearning-glossary.htm
http://www.e-learningguru.com/gloss.htm
http://www.cybermediacreations.com/elearning/glossary.html
http://www.e-learningcentre.co.uk/eclipse/Resources/glossaries.htm
http://www.astd.org/LC/glossary.htm

 

week4 the measurement of human intelligence February 15, 2010

Filed under: CECS 5300 Cognitive Psychology — Echang @ 5:11 pm
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How do you feel that the measurement of human intelligence has impacted learning in the educational system you are most familiar with?

We have a saying from my country: “You can see as much as you know.”

I think our experiences affect our intelligence which is so called fluid intelligence. From the saying, I can pick out several concepts of cognition. With the words, “you can see” means the new experience of knowledge; it is that you get a new input. What I know is my prior knowledge. The cognitive process occurs very fast from sensory system to long term memory.  I think this is knowledge construction process: I can get information with my sensory system. When I transfer the information to the long term memory, I can be affected by what I know. The intelligence facilitates this process. From this, I can think about what definition of intelligence is. It is better to say its function. I think the intelligence can be an ability of fast integrating information, transferring, and retrieving accurately. How we can measure this all ability. How we can assume the all test takers abilities which can have been developed by various methods are the same?  If someone get higher grade, can we tell they are smarter than others?

Especially higher education, there are many factors which influence the achievement. The score is just number. I think we can’t tell the number means one’s intelligence. Grade can be increased or decreased by condition of test. However, we can tell who is better at which activities. That’s why I am interested in Gardener’s multiple intelligences. I believe we can use multiple intelligences case by case integrating each intelligence.

I am a kind of shy person, but I think I like interaction with people in some reason. I don’t know why…

Therefore, I study something or have something to do, and I make some events involved with intrapersonal intelligence. With interaction, I can do more than I do by myself. For my daughter, I think, she has higher intrapersonal intelligence and language intelligence ( she got higher score in language part from multiple intelligences test in her early age. I am not sure how it was reliable.). I have formed book clubs for her to discuss about stories or writing clubs with her friends, and I have seen she achieved a lot in group study. That’s how I chose the learning environment according to her multiple IQ. 

 

 

my routine February 13, 2010

Filed under: CECS 5510 Technology- based learning environments — Echang @ 6:10 pm
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My life seems very simple staying home, but I always keep busy every day with house holdings, my work, and studying. From early in the morning, I prepare my kid’s lunch box first and then serve breakfast for family. Sometimes my kid eats breakfast in the car while I am driving to the school. After returning home around 8 AM, I start to check my e-mail and video conferencing with my working partner in my country through the Internet. Recently I use a web cam for this conference, but the connection is frequently disconnected. Therefore we like to exchange e-mail more often. Then I start to study for course work and I need to be wise to use limited time for my studying. However, online course makes me more exploring for searching and reflection. It takes much more time for me to read materials in English. Then around 3 o’clock, I need to pick up my kid and I must become a mom from then dropping off and picking up my kid and arranging her daily activity schedule. In the evening, I arrange the Internet video clips for my kid’s study for her own language. I can apply the various technologies for my kid’s studying. While she is studying, I am also keeping up with my reading. That’s my daily routine. Even though I spend whole morning everyday for studying, I am always struggling to keep up with the course works. Language disability makes me very hard and frustrated.

 

e-learning presentation February 5, 2010

Filed under: CECS 5510 Technology- based learning environments — Echang @ 8:30 pm
Tags: ,

Online learning

Online learning