S C E N A R I O

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Contents Short Description of the Idea Target Public The Scenario Goals of Activities Implementing Tools The Implemented Part of the Scenario References - Bibliography - Summary

Short Description of the Idea

"How It Works?" is a multimedia project that aims at explaining Physics and generally science of everyday life based on Cognitive Flexibility Theory (CF). It will be a laboratory where physics laws will meet with applications in real life that people deal with almost everyday. But even though all of us know how to use them, only few can explain how they work and why.
This project hopes to promote learning in that area. The idea is to start with objects and look within them for scientific principles. However, this is exactly the pattern in which much of science developed: people came to understand many of natural laws by watching and studying the objects around them.
It is an attempt to convey an understanding and appreciation for the concepts and principles of physics and science by finding them within specific objects of everyday experience. Many of these objects are interesting in their own rights and their appeal will help to motivate studies of the scientific principles that govern our universe. My goals are:

• learn how things work,
• begin to see theory & laws in everyday life,
• short history of science & technology,
• develop and expand our physical intuitions,
• realise that science isn't frightening but on the contrary so familiar...

So, the axes of exploitation will be:

Below, is a list of some possible candidates for this exploitation :)

Target Public

The target public will be primely students of High School but also people that they aren't afraid to admit that they don't know "How It Works"...

But seriously speaking, if I would like to speak based on experiments this multimedia instruction would be more effective to low prior knowledge and high spatial students (Interaction effects). The rest, will just find it an amusing way of learning and that's all :)

The Scenario

"Welcome page"
The learner faces a welcome page with the caption "How It Works?", with a proper photo and underneath a short description of what exactly is this welcome page for. There would be also two lists with a kind of buttons, containing -the first one- the list with all the "machines" that are going to be explained how they work and -the other one- with the relevant fields of Physics. The aim of these two lists is to leave the choice to the learner to choose his own way of exploration and find easily what he is searching for. That means only that he is going to start learning in two ways:

• either choosing an object to explore how it works and then conclude to the theory involved,
• either choosing the field of Physics or generally science whom applications he wants to explore.

Introduction page
This, will be an extra motivation page with header a smaller gif image of the project's title and next to it a big header that declares the name of the machine the learner has chosen to explore, with three kinds of information:

• a brief introduction to the chapter. Whenever the introduction is being loaded an audio file will be activated in order the learner to have the opportunity to hear also the narration live,
• questions to think about, kind of rhetorical questions that their answers will be found in the main explanation page, just to highlight the points that the learner has to focus on during his navigation and
• experiments that the learner can do with household items to observe first hand some of the issues associated with the exlporing theme. This paragraph can be a kind of hypertext. All key words will be links that lead to the opening of a new browser window where pictures, designs or whatever needed according to situation will be presented in order the learner gets a clearer idea.

Exploration page - Activities This page, will have a header frame with a smaller logo of the project's name and a caption with the name of the machine to be explored. Exactly below the machine's name it will be mentioned the number of page he is looking at out of total so as to see immediately if there are any more pages to explore or not. Below this frame the rest of the window will be split vertically in two frames that each one will be an activity as below (Guided TCC):

• Activity 1 - MENU frame
  This activity presents a list of buttons that each one opens a new window with further information on the subject as described in Activity 3 - Subactivities below.

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• Activity 2 - ANIMATION & NARRATION frame
  This activity will include an animated gif or a video clip that shows all the important phases of the motion on the machine chosen to be explored (if there is) and simultaneously hearing a short narration about each phase. Whenever it is judged proper the learner will have the choice to start again and again the animation. (Animation will be made of selected animation frames followed by the corresponding narration that describes the phenomenon) see Contiguity effects for Animation & Narration

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• Activity 3 - Subactivities of MENU frame
  This activity is in fact a lot of activities gathered together in a frame. It will be a kind of list of buttons (menu) that will include:
  • a Parts description. This activity presents an animated image of the machine with a detailed description of all the parts that is being made of.
    First, the learner watches the machine plain without captions or labels. Then, for a few seconds he watches a series of images that on each one a specific part of the machine is being painted red to point out his attention to it with a caption with part's name (selected illustration and corresponding captions) while he listens to an audio file saying the name of the part (Charge mentale et format de présentation). This ends with an image of the machine with all the refferred labels on pointing the right part. This continues to an endless loop in order to let the learner to watch the parts as many times as he likes.
    If the learner wants to learn more about each part can search the glossary section to get a few information on this part or something special that there is to note about it. See Contiguity effects for text & illustrations.

  • a Summary that places the explorating object on it's proper background in science giving a more detailed description of the phenomenon than the narration he listens during the animation.

  • one or more problem solving transfer Questions that can be a kind of an on-line quiz to test the understanding of the learner with the proper feedback. Each QUESTION of the quiz will be presented at a time and the student's ANSWER will be immediately followed by the according FEEDBACK written in a new browser window with the possibility of having a HINT before receiving the final feedback. When he finishes the quiz, he gets a SCORE and some COMMENTS on his performance. Also the TOTAL number of hints used. he will also get a LIST of web sites or bibliography and articles to enhance learning of the domain.

  • the relevant Theory in a way that will come normally as a conclusion of all the above (the induction of rules and the invention of models).
    If there are equations they will be presented in three different forms:
    1. The first, will be a word equation, identifying each physical quantity by name to avoid ambiguities.
    2. The second, will be a symbolic equation, using the standard format and notation.
    3. The third, will be a sentence that conveys the meaning of the equation in simple terms and often by example.

    This, is because each student responds differently to the equations. Like this, each one is likely to find one of these three forms more comfortable, meaningful and memorable than the others.
    If there aren't any equations, like the implemented part of the scenario, I will use colors and boldface and italics types of characters to highlight the key words of theory. From my short teaching experience, I have noticed that in that way theory is much more easier to be remembered. It's a kind of creating schemas.

  • a Glossary with parts of the machine and scientific terms involved, that the learner can go through at any time. These key science terms will be marked in bold when they first appear during the presentation.

  • a few proposed Exercices - Practice that ask the learner to apply reviewed concepts to new situations or apply equations and obtain quantitative results.
    Also there will be a section with already solved exercises that the learner can watch and study how they are solved. Each exercise will cover an important case and analyse all the involved techniques.
    For example, in the implemented part (car engine) he can calculate the consumption of the engine per Km, or compare the consumption before and after the service, during driving inside the city and outside etc.

  • a presentation of similar working Objects. These objects will expand the theory and cover all similar domains.
    For example, in the implemented part it can be the presentation of other types of engine like the diesel engine and one stroke engines.

  • a Who helps section that will present all the machines, things, details and so on that help this machine work and play a crucial role in it's function.
    In the implemented part, it can be the presentation of the electric system of the car (battery and alternator) and references to gasoline in order to show how they contribute to the engine's function and how they affect it.

  • History and/or Future of this technology. It is very important to know how a machine has been invented and watch step by step the improvements that have been made in order to get the model we use today. Like that, we can understand much better the primitive notions of science that are used.
    On the other hand, presenting new ideas, that seem to be the future of this machine, will show the new discoveries in sciences and how they can be applied in everyday life.
    For example, in the implemented part it could be the presentation of primitive engines and their evolution through years. And for the future, the presentation of new technologies like Turbo Diesel engines or even alternative substitutes like the hybride cars (electric) that use a complete different philosophy.

  • other Sources of Information, that can be a kind of an index of web links, suggested bibliography, cd-rom library, relevant exhibitions etc...

  • a FAQ ( = Frequenlty Asked Questions ) that will cover a variety of questions that come first in all our minds and we would like to have them being answered.
    Inside this section it will be a mail-box gif where the user can deposit his own questions in order to promote the interactivity.
    For the implemented part can be questions like:
    • Why Internal?
    • Who invented it?
    • How many liters is my car?
    • How much power?
    • How to increase it? etc ...

  • a MOO section where the user can chat with a team of specialists on these domains and explore in his own way the theme wanted or chat with other users changing ideas, experiences, advices, bugs that they have come out with the use of a machine.

  • a Problems section with the title Why It Doesn't Work? where can be found the explanations to the most usual problems that someone can face using this machine.

  • a New Ideas section that will host new inventions of machines that the inventer think that can facilitate our lives as long as he gives a good description of how it works.

  • a Do's and Dont's section, where it will presented with sketches like cartoons, all the things that have to be avoided during the use of a machine and all the rules that someone has to follow in order to ensure a more longer and healthier life of his machine (like a guide with instructions or an on-line manual). The instructor will be a japanese guy called "Mr.Teki" (from tech=technology) with a funny accent.

  Each one of these sub-activities will open on a new window so as to have always in front the basic presentation except from the similar working objects that according to case will go to another similar page to the one already presented.

Goals of Activities

First of all, I chose the multimedia presentation of this project because a lot of studies have shown that multimedia instruction is extremely effective (see Multimedia effect, R. Mayer).
Now, as far as it concerns the activities:

• Activity 1 - Menu frame
  see Contiguity effects for text & illustrations

• Activity 2 - Animation & Narration frame
  According to Richard Mayer's experiments it has been proved that animation accompanied with a short narration in multimedia instruction is always more effective that only one of them. And the most important, it becomes more effective when they are presented simultaneously and not succesively (Contiguity effects by Mayer & Anderson).
  This will also help avoiding the Split-Attention effects that occur when the learner has to concentrate in both animation and text that need both visual attention while animation and sound works much better.

• Activity 3 - Subactivities
  These sub-activities will act as a meta-activity that gives contextual information.
  1. Parts: In any other case this would encourage Split-Attention effects but I though include it as a reference for the learner after activity 2. By that time, he will have created his mental representation (schema theory) of the phenomenon and can go on to details that might even enlighten the above.
     In any case, also this description will be quite short - even though longer than narration - in order to diminish the cognitive load ("... We had initially expected that subjects would benefit from the details that are normally found in textbooks. We continue to be surprised at each study that supports the conclusion that details hurt retention of main points..." by Render & Anderson, 1982 p.101).

  2. Summary: see Charge mentale et format de présentation for technical explanations.

  3. Quiz: "The ability to transfer learning to the solution of new problems has long been recognized as a better measure of learner understanding than mere retention of the material.", (Wertheimer,1959).

  4. Theory:
  5. Glossary:
  6. Exercices:
  7. Similar Objects:
  8. History and/or Future:
  9. Sources of Information:

Implementing Tools

The implementing tools will be HTML and Javascript. I chose these tools even though I have used in the past Guide and Toolbook, for the obvious reason (at least to me) that Web is a very popular access to information nowdays and it seems to be the future of hypertext and hypermedia if not the present :).
Graphics have been made with Top Draw, xv and PaintShop Pro. Audio files were recorded with Sound Recorder of Windows95 and wavrec of Linux. All HTML files have been written on Emacs. I always work under Linux and only in exeptional cases under Windows.

The Implemented Part of the Scenario

I'm thinking of implementing the whole scenario focused on the exloration of one machine that can be the prototype to implement later all the rest.
The most promising candidate seems to me to be the Internal Combustion Engine of the car. (I have to admit that being grown up in a family with father and brother car technicians there is a strong influence :)
In this example, I can easily integrate all of the above ideas for the scenario. You can have an idea of how it will look like by Clicking here.

References - Bibliography (see summary)

Jacobson M, Maouri C, Mishra P and Cohlar C.

(1995) Learning with Hypertext Learning Environments: Theory, Design and Research.
JI of Educational Multimedia and Hypermedia 4(4), 321-364. Read

Nathan M and Kintch W. and Young E.

(1992) A Theory of Algebra-World Problem. Comprehension and It's Implications for the Design of Learning Environments.
Cognition and Instruction 9(4), 329-389. Lawrence Erlbaum Associates, Inc. Read

Sweller J. and Chandler P.

(1991) Evidence for Cognitive Load Theory.
Cognition and Instruction 8(4), 351-362. Lawrence Erlbaum Associates, Inc. Read

Sweller John

(1988) Cognitive Load During Problem Solving: Effects on Learning
Cognitive Science 12, 257-285. University of new South Wales Read

Francoise Poyet

(1998) Formats de présentation et complémentarité modale dans les logiciels éducatifs
Sciences et techniques éducatives Volume 5 - n^o3, 245-262. Read

Mayer E. Richard

(1997) Multimedia learning: Are We Asking the Right Questions?
Educational Psychologist 32(1), 1-19. Lawrence Erlbaum Associates, Inc. Read

Louis A. Bloomfield

(1997) HOW THINGS WORK: The physics of everyday life
The University of Virginia John Whiley & Sons, Inc. Read

Cognition and Technology Group at Vanderbilt (CTGV)

The Jasper Experiment: An Exploration of Issues in Learning and Instructional Design Read

Simon St. Laurent

(1997) DYNAMIC HTML: A PRIMER
MIS press Refered

James Jaworski

(1997) Mastering JAVASCRIPT
SYBEX Refered

Daconta M., Saganich A., Monk E., Snyder M.

(1998) Java 1.2 and Javascript for C and C++ programmers
WILEY John Whiley & Sons, Inc. Refered

Marshall Brain

How Stuff Works! Explored

Informative Graphics Corp. (IGC) - Phoenix, Arizona

Automotive learning on-line - Automotive.com Explored

The Math Forum

Math Forum: Ask Dr.Math: FAQ Explored

John Li, Jeff Douglass, and Clay Cox

Under the hood Explored

CTGV

The Adventure of Jasper Woodbury Explored

Microsoft Encyclopedia

CD-Rom ENCARTA Explored

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