Design a Learning Object

Learning object: Shape of a rain drop Flash.

The learning object aims to show how rain drop changes shape during its descent through atmosphere.

Learning Object Elements:
1. Different sizes of rain drop: 1mm, 2mm, 3mm, 4.5mm and >4.5mm
2. Useful Links
3. Colourful Texts
4. Brief descriptions

Please click the following links :

http://iln.cite.hku.hk/com/1374/users/swryuen/raindrop0320.fla

http://iln.cite.hku.hk/com/1374/users/swryuen/raindrop0320.swf

Your comments are welcome!

Reference:
http://www.stormcenter.com/envirocast/2003-04-01/envirocast-article2.php

Reflection on lesson 4:
The shape of raindrop depends on the following factors:
1. Air Resistance
2. Gravity
3. Velocity
4. Size
5. Angle
6. Wind and angle
7. Air Pressure and Surface Tension
8. Aero-dynamic forces
Improvement of my learning object:
1. It is too fast to jump to next slide.
2. It would be better if the longer time frame is applied for the first slide.
3. Improvement in hyperlinks.
4. Text should be larger and bright.
5. More colours.
6. Improvement in content.

Reflection on reading:
Schnotz, W. (2002) states that effective learning with visuo-spatial text adjuncts can be fostered through instructional design by the teacher and adequate processing strategies by the learner. The contributions of this issue include the following perspectives.

1. Instructional Design:
Effective learning with visuo-spatial text adjuncts is dependent on on the relation between these displays and the task demands and on the learner’s prior knowledge and cognitive abilities. The Instructional design of visual displays requires sufficient understanding of how the human cognitive system interacts with these displays.

2. Processing Strategies:
Visual displays can support communication, thinking, and learning. However, learners often underestimate the informational content of pictures and believe that a short look would be enough for understanding and extracting the relevant information.(Schnotz, 2002)

Reference:
Schnotz, W. (2002). Towards integrated view of learning from text and visual displays. Educational Psychology review 14(1), 101-120