Title: Hong Kong Tourist Attractions
Top attractions (by YEUNG Kit-ping)
Parks (by Ronda)
Museums (by YEUNG Kit-ping)
Heritage Tour (by YEUNG Kit-ping)
Local Food (by Ronda)
Useful Links (by Ronda)
1. Top Attractions
8 top attractions: Lung Yeuk Heritage Trail, Ping Shan Heritage Trail, Ngong Ping 360, Big Buddha, Ocean Park, HK Disneyland, the Peak and Wong Tai Sin Temple.
Tools: hotspots
2. Museums
Great museums in Hong Kong.
Tools: hotspots
3. Heritage Tour
Remarkable heritage in Hong Kong mainly traditional chinese buildings: walled villages, ancestral hall and temples in the New Territories.
Tools: Photostory
4.PARKS
A photostory which is about 4 minutes, with background music and colourful descriptions for each photo.
Tools: Photostory
5.LOCAL FOOD
Small Hong Kong map with six major districts, the viewers can click the stars to check the details.
Tools: Hot spots
6.USEFUL LINKS
Hyperlinks to the appropriate sites.
Tools: Useful Links
Theories:
According to Tufte (2001), "Excellence in statistical graphics consists of complex ideas communicated with clarity, precision and efficiency."
Our learning object contains the following graphical displays features:
1. Serve a reasonably clear purpose: description, exploration, tabulation or decoration.
2. Reveal the information in details, from a broad overview to the fine structure.
Meanwhile, Tuufte (2001) states that graphical displays should show the data, present many numbers in a small space, make large data coherent, closely integrated with the statistical and verbal descriptions of data and avoid distorting.
On the other hand, our project follows the principles of Graphical Excellence, Graphical Entegrity and sources of integrity and sophistication. (Tufte, 2001)
1. Graphical Excellence:
-Well-designed presentation of information: Top attractions, museums, local food and parks photostory.
-Consists of ideas communicated with clarity, precision and efficiency: Two videos (Parks and Heritage Tour)
-Gives the tourists the greatest number of information in the shortest time in the small space: Tools include photostory, hotspot, useful links and interactive buttons.
2. Graphical Integrity:
-Clear, detailed and labeling were used to defeat graphical distortion and ambiguity.
-Write explanations on the graphic.
-Label important details in the data.
In conclusion, the graphical competence demands three different skills: the substantive, statistical and artistic. The expertise should participate in the design of data graphics and achieve the principles of statistical integrity and graphical sophistication.
Reference:
Tufte, E (2001). The visual display of quantitative information. Graphics Press LLC.
Theories:
Introduction to Mulimedia learning:
According to Mayer (2005), Multimedia is:
1. presenting both words (such as spoken text or printed text) and pictures (such as illustrations, photos, animation and video.
2. By pictures, the materials is presented in pictorial form, such as using static graphics, including illustions, graphs, diagrams, dynamic graphics and animation.
Our group project is in form of multimedia because pictures were presented as animation, words were presented as colourful text and pictures were presented as illustrations.
Meanwhile, multimedia refers to the presentation of words and pictures. Learning refers to the learner's construction of knowledge. Readers can build mental representations from words and pictures. Our project is the focus of Mayer's cognitive theory of multimedia learning.
Finally, our project involves multimedia instruction which is presenting words and pictures to promote learning in a multimedia environment.
On the other hand, our project has the following positive effects:
1. Response Strengthening: strengthening the connection between a stimulus and a response.
2. Information acquisition: Add information to the memory.
3. Knowledge construction: Building a coherent mental structure.
4. People can learn better with collaborative online learning activities and learn better from animation than from static diagrams.
5. Positive effects of combing texts and pictures:
Numerous studies have shown that students learn better from words and pictures than from words alone. (Mayer, R, 2005)
Coherence and contiguity: learn better if the words and pictures are semantically related to each other (the coherence condition).
Modality: learn better when pictures are presented with spoken text instead of written text.
Sequencing: it is better to present a picture before a corresponding text than after the text.
As result, our project increase the reading ability and prior knowledge of students.
Reference:
Mayer, R (2005). The Cambridge handbook of multimedia learning. New York, NY: Cambridge University Press.
Two FLASH movies Links:
http://iln.cite.hku.hk/com/1374/users/kpyeung/HK_attractions_ping_rev.swf (by Ping)
http://iln.cite.hku.hk/com/1374/users/swryuen/all2.swf (by Ronda)
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