Lecture 4 Activity: Window Movie Maker Trial

Just use the window live movie maker to produce the following:



Produced by REAL

Lecture 3: Cell Learning Object

This is the LO about Biology - Cell. It is a bit slow but it is very good for student to understanding cell, virus, evoluation and so on.
It is a very useful website.

RISAL link: http://risal.cite.hku.hk/search.php?search=cell+learing+object&tag=true&ownerid=422&owner=

RISAL Tags: Cell Learning Object.

By Joe

Lecture 3 : Learning Objects (LO)

This Learning Object is an online website regarding human Biology. The website contains a movie that demonstrate the active
transport of sodium anad postassium in and out of cell membrance.

The learning object is a good sample of Simulation Objects since the movie simulate the process of sodium anad postassium absorption.
The movie also realizes the concept by the animation so that it also can be treated as a Conceptual Model Learning Objects.

RISAL link: http://risal.cite.hku.hk/search.php?search=sodium-potassium+pump&tag=true&ownerid=420&owner=

RISAL Tags: learning objects, sodium-potassium pump

By Ruby

Lecture 3 Activity - Identify one useful Learning Object (LO) from the Internet

O'Neal says:

This is a very good online Learning Object. It is a both Conceptual Model, Simulation Object and Practical Object, just depends how you treat this website. Basically, it is a LO about the Physic concept - Refraction in Prism. In the website, visitor can alter the incline angle of the beam such that he can see the angle of the refracted ray.

As the site is demonstrating the physical concept of Light refraction, surely we can treat it as Conceptual Model. Also, it visualizes the concept by simulating the physical situation, it can be seen as a Simulation Object. Furthermore, visitor can drill, play and use the animation inside in ordetr to familar with the concept, so, it is also a Practical Object.

I have put the link to RISAL with the tags "learning objects" and "Prism refraction". You may also visit the site through there.

RISAL link: http://risal.cite.hku.hk/search.php?search=learning+object&tag=true&ownerid=417&owner=onealwong

by O'Neal

Lecture 3 Activity: Find Learning Object

James say:

I find an learning object that is learning vocabulary by game. A good learning object for child.

I have already put on RISAL with title 6024 Learning object: Learn vocabulary.

My RISAL link: http://risal.cite.hku.hk/search.php?search=fun+game+learn+vocabulary&term=true&ownerid=403&owner=morli3

You can search by tags: fun, game, learn, vocabulary.

By James

Lecture 3 - Search for and explore...Some Theoretical Issues

Dual Coding Theory (By Ruby)

Cognition according to DCT involves the activity of two distinct subsystems, a verbal system specialized for dealing directly with language and a nonverbal (imagery) system specialized for dealing with nonlinguistic objects and events. The systems are assumed to be composed of internal representational units, called logogens and imagens, that are activated when one recognizes, manipulates, of just thinks about words or things. The representations are modality -specific, so that we have different logogens and imagens corresponding to the visual, auditory, and haptic (feel), and motor properties of language and objects. The representations are connected to sensory input and response output systems as well as to each other so that they can function independently or cooperatively to mediate nonverbal and verbal behavior. The representational activity may or may not be experienced consciously as imagery and inner speech.
The theory means that both systems are generally involved even in language phenomena. The verbal system is a necessary player in all “language games” but it is sufficient in only a few. In the most interesting and meaningful ones, the verbal system draws on the rich knowledge base and gamesmanship of the nonverbal system. Conversely, the nonverbal system cannot play language games on its own, but it can play complex nonverbal “ solitaire.” The verbal system dominates in some tasks (crosswords is a simple example) and the nonverbal imagery system in others (e.g., jigsaw puzzles). Cognition is this variable pattern of the interplay of the two systems according to the degree to which they have developed.
The modality-specific nature of DCT distinguishes it from more abstract, common coding theories of cognition. Theories that emphasize the dominance of language arose from religious and educational opposition to imagery during the Renaissance. Such theories peaked in modern behaviorist interpretations of thought as inner speech. Another class of common coding theories postulate abstract mental entities and processes, usually called propositions or schemata.

More complex hybrid theories are essentially augmented forms of dual coding in which verbal and nonverbal representations are connected to an abstract conceptual system of some kind. Much research has been directed at testing DCT against the alternatives.

Paivio, A., 2006, 'Dual Cding Theory And Education", University of Wastern Onario

Gestalt Principles (By James)

My comment as follow:
This is a theory belongs to psychology, it also call gestaltism (from a German word).
I think this is a memory on thinking to recognize an image, that put this image into his mind.
On memorizing the image, the human mind should thinking to outline the completed layout about the image, then put it in mind on that image from its linkage such as shape, smelling, taste and body can let you to figure out the image!


Link find as follow:
http://en.wikipedia.org/wiki/Gestalt_psychology
http://www.scholarpedia.org/article/Gestalt_principles

Combining Visualization and Interactivity (By O'Neal)

I do think that a good Digital Media for Education should be having a good and attractive visual effects. This is not difficult to do so because the modern technology is very powerful such that teacher can use IT to visual many difficult to talk concept.

Also, interactivity can keep student's interest in learning certain matters. So It is also very important in Digital enabled teaching.

Again, combining the two, many learning objects appear. These two especially important for distance learning since "Visualization" can demonstrate the concept and "Interactive" can deeper the knowledge of the student.

http://diuf.unifr.ch/people/lalanned/Articles/visualization-v05.pdf

http://corporate.visual-io.com/about/approach.php



Limitations of Short-term memory  (By Joe)
◦A limited capacity of up to seven pieces of independent information.


◦The brief duration of these items last from 3 to 20 seconds.


◦Decay appears to be the primary mechanism of memory loss.


After entering sensory memory, a limited amount of information is transferred into short-term memory. Within STM, there are three basic operations:
◦Iconic memory - The ability to hold visual images.


◦Acoustic memory - The ability to hold sounds. Acoustic memory can be held longer than iconic memory.


◦Working memory - An active process to keep it until it is put to use (think of a phone number you'll repeat to yourself until you can dial it on the phone). Note that the goal is not really to move the information from STM to LTM, but merely put the information to immediate use.


The process of transferring information from STM to LTM involves the encoding or consolidation of information. This is not a function of time, that is, the longer a memory stayed in STM, the more likely it was to be placed into LTM; but on organizing complex information in STM before it can be encoded into LTM. In this process of organization, the meaningfulness or emotional content of an item may play a greater role in its retention into LTM. As instructional designers, we must find ways to make learning relevant and meaningful enough for the learner to make the important transfer of information to long-term memory.
Also, on a more concrete level, the use of chunking has been proven to be a significant aid for enhancing the STM transfer to LTM. Remember, STM's capacity is limited to about seven items, regardless of the complexity of those items. Chunking allows the brain to automatically group certain items together, hence the ability to remember and learn better.

http://www.sos.net/~donclark/hrd/learning/memory.html
http://www.youtube.com/watch?v=TausqSK9p9k
http://www.youtube.com/watch?v=GwaAqnQctP0

Lecture 1 - Activites (Previous ICT experiences)

Previous experience:

Ruby who work @ Fuji Xerox: Dealing with IT everyday, mainly focusing on document management i.e. DMS

O'Neal, lecturer in an post-secondary academy, works and teach in IT every day. Regarding, Learning Managament Systems like eClass, myITSchool (in secondary) are systems that teach and use every day.

Joe works at SanrioDigital: including server maintenance, networking and programming.

James work at the IT department of the Ferderation of Trade Union currently. That works for the learning material development on the FTU Learning Centre (www.hkftustsc.org/stsc12.htm).  He has a lot of experience in IT includes programming, networking and repair. Previous IT development tools using includes: C/C++, Java, PHP, MySQL, PGSQL, Oracle, Computer Telephony (Dialogic), VB, Unix(SCO,AIX,Solaris,Apple MAC,FreeBSD) / Linux (RedHat/ Ubuntu/ Fedora) ,shellscript (csh,ksh,sh), Perl, Apache and Win Server ... etc. On E-learning platform system, he uses OUHK's portal, HKUST's webct and HKU's blackboard before. But Moodle is the first-time he meets this system and try to familiar with it now!

Lecture 2 - Activity 2 (Mindmeiser)

Lecture 2 - Activity 1 (Learning website review)

The sample that our group chose to review is the one related to ANIMATIONS


It is obviously a online lesson regarding how to make animation. The “lesson” is delivered in the form of video. Also, activities are given after the video. Learner can also find demo video for hands-on exercise.

The lesson is well planned since there are clear objectives. It is also very considerably as there is a FAQ thus learners can find the solution by themselve.

Room for improvement:

If there is a short quiz or even ways to upload the finished activity for checking, it will be more perfect.

by O'Neal