星期一, 8月 21, 2006

Here's our product

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http://iln.cite.hku.hk/com/1238/users/hymchan2/foodchain.swf

星期六, 8月 19, 2006

Why using interactive representations?

Why using interactive representations?

The development of graphical illustrations on educational purposes is highly noticed by educators. Most of the learners can enjoy their learning process through “what you see is what you get”, i.e. WYSIWYG. This kind of learning object is highly recommended by teachers and learners since their interactions can be easily observed. Furthermore, it is deniable that graphical elements such as pictures or a frame of movie express much more than thousand words. Pictures can also deliver a lot of information to the receivers instantly. By using visual representations in education aspects, learners can access all learning materials in terms of images or videos, the effectiveness of the learning process is much more advantageous than using traditional text or numeric mode. In Farberman and Musina (2004), they fully support the use of visual representations in education purpose, they mention that “figurative thinking or thinking through images, offers fresh perspectives and ensures variation in the teaching/learning process, while logic protests the process from potential randomness and haphazardness and promotes critical analysis.”

In a general classroom of Hong Kong school, a teacher should face at least thirty or forty students in the meanwhile, effective and meaningful interactions between them are crucial since a successive lesson lead a successive learning and teaching process. Students are always told to be active and capable to give reply to teacher while they are asked to do so. However, it is an ideal situation. The reality always comes up with low reply rate, inactive responses from students and sometimes, teacher seems to be spoken to herself rather than to his/her students. Such scenes always appear in traditional classrooms, as a result, paradigm shift is requested and such change is imposed in classrooms now. The use of information technology and whatever which can facilitate the learning and teaching effectiveness are recommended by teaching professionals. In the meantime, teachers are also working hard on developing specific visual representations for their students.

In our representation, we would like to follow the theme which Farberman and Musina (2004) propose. The topic of our representation is about food chain. This is a general topic which students will be taught in lower form science lessons. We would like to focus on some simple explanations and giving simple game whereas students can learn about food chain and even consolidate their knowledge. Drill and practice on exploring this topic is essential for the learners, we use game as a tool to provide opportunity for this purpose.

Though our representation is a very simple learning object, learners should realize the content of the learning object is concise and easy to understand, moreover, they should be capable to learn the essence of food chain with confident. We hope learners can make use of the representation and introduce this learning object to someone who would like to know about food chain in a very basic level.

Bibliography
Farberman, B.L. & Musina, R.G. (2004). Picturing the concepts: an interactive teaching strategy. Thinking Classroom, pp. 12-16, 5(4).
Pack, T. (1998). Visualizing information: visualization systems data management. Database, pp. 47-49, 21(1).

Here' our prototype!

Please follow this like to see our prototype.

http://iln.cite.hku.hk/com/1238/users/hymchan2/prototype.swf