Dynamic Visualizations in Instruction

From Future Worlds Center Wiki
Jump to: navigation, search
Dynamic Visualizations in Instruction
Contract Title Resource-Adaptive Design of Visualizations for Supporting the Comprehension of Complex Dynamics in the Natural Sciences
Funding Period Jan 2007 - Dec 2009
Funding Agency Leibniz Association
Total Cost ca. €782,200 (ca €30,000 to CNTI for organization of Cyprus workshop and travel)
Partners CNTI: Cyprus Neuroscience and Technology Institute
OTEC: Onderwijstechnologisch Expertise-centrum der Open University of the Netherlands

LSRI: Learning Sciences Research Institute
TECFA: Technologies de Formation et Appre-ntissage
LEAD (CNRS): Laboratoire D’etude del’ apprentissage et du developpement

Website Project page at KMRC



The Dynamic Visualizations in Instruction was a project implemented in collaboration with the Knowledge Media Research Center under the leadership of Peter Gerjets and funded by the German Leibniz Association. The Cyprus Neuroscience and Technology Institute participated in all workshops and contributed both to the research and some logistics of the project. Yiannis Laouris, Loredana Mihalka, Lawrence Kalogreades and Tatjana Taraszow participated in various phases and experiments of the project. The Cyprus team has also organised a week-long workshop in Cyprus.

Mission and Objectives

The basic idea of the project was that a successful knowledge acquisition with dynamic visualizations is a resource intensive process which requires simultaneous and optimized availability of different learning resources. This particularly comprises different processing capabilities of the cognitive system, functionalities of the applied computer technology and didactically substantiated contents and representations. Accordingly, the instructional potential of dynamic visualizations can only effectively evolve if these different learning resources are available in a coordinated way for a concrete knowledge acquisition scenario. This hypothesis was investigated in formal learning settings (e.g. school, university) as well as in informal learning settings (e.g. aquarium, diving excursion) for a natural sciences domain, the locomotion of fish[1].

Cyprus contributions

The Cypriot team contributed in three aspects to the project:

  1. Providing scenarios for contextual and situated mobile learning;
  2. Development and testing of MAPS;
  3. Use of Structured Dialogic Design Process to explore the characteristics of a new science of education.

Participation in workshops

External Links

http://www.iwm-kmrc.de/www/en/projekte/projekt.html?dispname=Resource-Adaptive+Design+of+Visualizations+in+the+Natural%0ASciences&name=NaturwissenschaftlicheVisualisierung

Participants in the Cyprys Workshop

Related Publications

Aristodemou, E., Taraszow, T., Laouris, Y., Papadopoulos, T., & Makris, P. (2008, November). Prediction of Reading Performance Using the MAPS (Mental Attributes Profiling System) Multimodal Interactive ICT Application. Paper presented at the 7th European Conference on e-Learning (ECEL), Ayia Napa, Cyprus.

Taraszow, T., Aristodemou, E., & Laouris, Y. (2008, May). E-Learning adapted to the learning profiles of young learners. Paper presented at the Conference Child and Youth Research in the 21st Century: A Critical Appraisal, Nicosia, Cyprus.

Taraszow, T., Laouris,Y., Wahl, J., Scheiter, K., & Gerjets, P. (2008, November). A Matter of Modality: Do Multimedia Learning Environments really Support Students with Reading Difficulties? Paper presented at the 7th European Conference on e-Learning (ECEL), Ayia Napa, Cyprus.

Taraszow, T. & Laouris, Y. (2007, August). The development of the categorization ability in children age 8 to 12. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction (EARLI), Budapest, Hungary.

Taraszow, T., Wahl, J., Laouris, Y., Scheiter, K., & Gerjets, P. (2007, August). Using dynamic visualization with written explanation to by-pass information processing deficits in children with reading difficulties. Poster presented at the 12th Biennial Conference for Research on Learning and Instruction (EARLI), Budapest, Hungary.

Citations