Subject: [IFETS-DISCUSSION:4415] RE: IFETS-DISCUSSION digest 503
From: Min, F.B.M. (EDTE) (F.B.M.Min@edte.utwente.nl)
Date: Wed 26 Feb 2003 - 10:21:45 MET
From: "Min, F.B.M. (EDTE)" <F.B.M.Min@edte.utwente.nl> Subject: [IFETS-DISCUSSION:4415] RE: IFETS-DISCUSSION digest 503 Date: Wed, 26 Feb 2003 10:21:45 +0100
Dear IFETS members,
Recent, Tao Yu write a master thesis at the University of Twente, about
e-Learning Environments for Simulation on the World Wide Web, based on the
concept of parallelism. He did an empirical study with 5 abstract tasks and
5 concrete tasks based on simulation experiences (Tao Yu, 2002)
Available on the internet:
http://projects.edte.utwente.nl/pi/Papers/indexYu.html
When learners facing an e-learning environment, some problems are not
avoided, for instance, the problem of cognitive overload and linear
character of the most information-sites. They suddenly realize that the
information is not too less for them, in contrary is too much, they risk of
cognitive overload. Another problem is that learner often feels that the
monitors are too little for them when they need more information
simultaneously, or the screen is not big enough. Actually, they are facing a
problem of information arrangement, organization and management online. Most
windowing systems follow the independent overlapping windows approach, which
emerged as an answer to the needs of the 80s' applications and technology.
Advances in computers, display technology, and the applications demand more
functionality from window management systems. Educational researchers,
instructors and curricular designers also need to take it into consideration
to create a high quality learning environment. Among different solutions,
the parallel instruction theory, the PI theory, and the concept of
parallelism provide a constructive opinion from its unique perspective (Min,
1992, 1994, 1999, 2003).
Tao Yu write a master thesis about this problems and studied about
solutions. He built built several prototypes with a lot of different
parallelism together with Rik Min in the University of Twente, to proof
their hypothesis.
Many courseware for e-learning, in hypermedia situations, have a too much
screen-by-screen nature. One screen plus contents disappears when the next
with contents appears. Many users find this unpleasant, consciously or
unconsciously. They can't handle it, cognitively speaking. A text or image
is often hard to back track. In the past a lot of educational software with
a screen-by-screen nature was designed without thinking about the maximum
cognitive load of most of the users. These theoretical insights from
cognitive psychology provide us explanations why certain educative projects
recently failed.
See also: http://projects.edte.utwente.nl/pi/Papers/Yu.html
Rik Min
Centre for Telematics and Information Technology (CTIT)
Department of Educational Instrumentation Technology (ISM)
Faculty of Educational Science and Technology (EDTE)
University of Twente (UT), the Netherlands
Other papers and master thesis from this group:
http://projects.edte.utwente.nl/pi/Papers/Papers.html
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