Saturday, March 31, 2012

WEEK 6

INFORMATION DESIGN & INTERACTION DESIGN

What is information design ?

"The field of information design applies traditional and evolving design principles to the process of translating complex, unorganized, or unstructured data into valuable, meaningful information. The practice of information design requires an interdisciplinary approach which combines skills in graphic design, writing and editing, instructional design, human performance technology, and human factors." stcsig.or

“Information design is the integrator that brings other disciplines together to create excellent information solutions.” Dirk Knemeyer

The Role of The Information Design

1. Information design as integrator

v information design is the integrator that brings other disciplines together to create excellent information solutions.

v Information design serves as a resource for other disciplines engaged in the creation of better understanding and the building of human knowledge.

Techniques and Principles in Information Design

v Information only has value when it is successfully communicated.

v Identify and stay true to the goals that your information is intended to support.

v Be mindful of how you create and disseminate information during development

v Understand how the information you are creating will be experienced or communicated by the users.

v Understand the information domain.

v Seek out the information that you need.

v Make certain the information promotes understanding. Be sure that, as much as possible, it is:

1. Relevant

2. Clear

3. Memorable

Turning Information into Experience by:

1. Give users clear guidance and options (motivating users)

2. Creating an interesting journey or clear path through the information

3. Users can controls so that they can go where they want and do what they want.(giving users controls)

4. Making the experience as easy and intuitive as possible.

What is Interactivity?

The user controls the sequence, the pace and most importantly, what to look and what to ignore.

Information to Interaction

Designing interaction turns the information design into a storyboard which shows navigation pathways, media inclusions and controls.

3 basic elements in Interaction Design.

1. Organization – How the information will be organized on the pages ?



1. Navigation – How people will find their way around your web site ?

Effective navigation provides enough location information (Orientation) to let users

answer the following question:

1. Where am I? let the user know their current page.

2. Where can I go? – let users know where they are.

3. How do I get there? – provide consistent, easy to understand link.

4. How do I get back to where I started? – provide alternatives to the browser’s

back button to let users return to their starting point.

Nielsen suggests these ways a designer can aid their users with navigation:

v include a site identifier on every page.

v make it easy to go to landmark pages.

v emphasize the structure of your site by making each page show which sub site it belongs to.

v do not change the default colors for links and visited links.

v draw a sitemap or use some other orienting devices to illustrate the relationships between main areas of your site.

Sources : Nielsendesign

Orientation

Ø In order to navigate effectively, users need to know where they are in the context of the overallsite structure.

Ø One way to help users orient themselves is by reinforcing placement, or position.

a) Site Map

v It provides direct links, or shortcuts, to all of the content pages on a site.

v It illustrates how content relates to the overall site structure.


credit to web designer wall

b) Topic Paths

v Breadcrumb trails, or topic paths, which consist of clickable links that show how the current page fits into the overall hierarchy of the site.


credit to searchenable

Friday, March 23, 2012

WEEK 5

On first segment, prof. show us some examples of courseware that been produced. We also need to criticize the courseware. From the example, there were many guidelines that help us in produce / develop our courseware.

Next is presentation.

From our presentation, there were some contents in the table that is not appropriate to do. So, our prof give many advices that help us to develop a learning courseware and combine it with learning theories.

Manifestation of Language for aesthetics use for form 2 English( Rumpelstiltskin )

in the Learning Environment

No.

Topic

Elements of :

Guidelines for implementation

Manifestation in learning environment

1

3.0 LANGUAGE FOR

AESTHETIC USE

3.1 Listen to, read, view and

respond to literary works

by:

a. understanding and telling in

one’s own words the story

and heard and/or read

and giving one’s opinion;

· opportunity for the sharing of narratives and stories

· Provide coaching and scaffolding at critical time

o Offer hints and strategies

· Provide access to expert

performances and the modeling of processes

Video with sound

Background music

1) Student is given the summary of the story.

- Student are asked to give their own opinion about the story

- Type the answer in the text box

2) Students will watch the video of Rumpelstiltskin

- Student is required to give and idea or opinion about the scene given

- Student are asked to give one unique name for the character of Rumpelstiltskin

b. recognizing elements in a

story such as

( i ) characters

( ii ) setting

( iii ) plot

introduction

action starts

climax

falling action

resolution

· Provide for integrated

assessment of learning within

the tasks

· Learning is an active process in which the learner uses sensory input and constructs meaning out of it.

· The opportunity for students to be effective performers with acquired knowledge, and to craft polished, performances or products

Provide coaching by the teacher at critical times, and scaffolding and fading of teacher support

Cognitive

· Organization effect

Constructivism

· Meaning requires understanding for the whole as well as part

Character images

Characters’ voice

Character images, images of scene and place

Character images, images of scene and place

· Students are required to use the different voice/ act as the character to pronoun the same sentences.

· Students need to match the character with the given sentence and description.

Drag and drop games (students match the character based on given dialog/ voices)

· Students are required to match the events with the correct setting.

· Students are required to name the sequence of events in the plot

· Students are required to rearrange the story according to the sequence of plot

c. explaining the message the

writer is trying to convey and

discussing how this relates

to one’s life;

· Provide authentic activities

· the opportunity to detect relevant versus. irrelevant information,

The video , graphic or animation about

  • Do not be greedy
  • Honesty
  • Do not boast
  • Selfish
  • Regretful

In our daily life

  • Students are required to match the moral values according to action of the characters


Finally, after discussion, this is our final result for implementation table.


Manifestation of Language for aesthetics use for form 2 English( Rumpelstiltskin )

in the Learning Environment

No.

Topic

Elements of :

Guidelines for implementation

Manifestation in learning environment

1

3.0 LANGUAGE FOR

AESTHETIC USE

3.1 Listen to, read, view and

respond to literary works

by:

a. understanding and telling in

one’s own words the story

and heard and/or read

and giving one’s opinion;

Behaviorism

  • Behavioral objectives that can be observed

  • objectives of the courseware

1) Objectives:

- Students should be able to recognize literacy devices such as characters, setting, plot and moral values

- Students should be able to give their opinion on the story

- Students should be able to do at least 8 out of 10 activities in courseware

- Students should be able to identify moral values of the story

2) Students is provided with synopsis of the story

b. recognizing elements in a

story such as

( i ) characters

( iii ) plot

introduction

action starts

climax

falling action

resolution

( ii ) setting

Constructivism

  • Allow extrapolation and fill in the empty spaces in student’s knowledge

Cognitive

· Stress on structuring organization and arrangement of information to ease optimal processing

Constructivism

· Meaning requires understanding for the whole as well as part

Cognitivism

  • Scheme effect

Character images, videos of Rumpelstiltskin

Character images, images of scene and place

Character images, images of scene and place

1) Students will watch the video of Rumpelstiltskin

- Student are asked to give one unique name for the character of Rumpelstiltskin

2) Students are given the images of the characters without their identity and they need to guess the name of the characters.

3) Students need to match the character with the given sentence and description.

· Students are required to rearrange the sequence of events in the plot

· Students are required to name the story according to the sequence of plot

  • Student is given the summarization chart with characters and places image of the setting in the story
  • Student need to click on the image to do the activity.
  • Then, student has to choose the correct event according to the image.

c. explaining the message the

writer is trying to convey and

discussing how this relates

to one’s life;

Situated learning

  • Provide coaching and scaffolding at critical times

The video , graphic or animation about

  • Do not be greedy
  • Honesty
  • Do not boast
  • Selfish
  • Regretful

In our daily life

  • Students are required to match/key in the moral values according to action of the characters
  • If they do not know the answer they can click on “Hint” button to get clue.