Interactive Video Maps Using Flash ActionScript – Theory and Practice Winnie Yu - Robert Workman – Southern Connecticut State University, New Haven, Connecticut Prepared for – Ubiquitous Learning An International Conference December 10, 2010 University of British Columbia, Vancouver, Canada. 2:00PM Room 5 – C130/C learn.com%2FConference-2010%2F&sa=D&sntz=1&usg=AFQjCNERXv7xQnilfYAlW5lmzfrbNmY4Xw

Envisioning Information ( Tufte 1990) The world is complex, dynamic, multidimensional; the paper is static, flat. How are we to represent the rich visual world of experience and measurement on mere flatland ?

Experience and Education (Dewey, 1938) John Dewey How is knowledge constructed? Learning as an active and contextualized process of constructing knowledge Knowledge emerges only from situations in which learners have to draw them out of meaningful experiences Interaction and environments for learning provide a continuing framework for practice Ubiquitous Learning 2010, Vancouver

Active Learning through Multimedia (Rodger Schank, 1994) 1.Learn by doing 2.Problem-based learning – setting the scene 3.Rejecting rote memorization 4.Tell good stories 5.Case-based teaching – students have direct experiences 6. Empowering students – learner centered 7. Safe learning environment 8. Navigation to answers – embedding prompts 9. Application – doubles as assessment tool 10. Find the FUN. Ubiquitous Learning 2010, Vancouver

Visual Thinking (Arnheim, 1969) Rudolph Arnheim Psychologist, scholar on Perception Perception & Cognition – work together, ways in which humans experience the sensory world; media studies Ubiquitous Learning 2010, Vancouver

Escaping Flatland

Escaping Flatland – Pictures and Links

Escaping Flatland – Picture in Context Video With People

Escaping Flatland – Picture, Video, Links, The Artist

Escaping Flatland – Art in Context Map with Interactive Links to Video

Journalism in the Age of Data

Teachers’ Views on Technology in the Classroom

Election Data

Election Data Town Level

ActionScript Code var myVideo:NetConnection = new NetConnection(); //construct a NetConnection object and iinitialize it myVideo.connect(null);//for use with progressive download video var video:NetStream=new NetStream(myVideo);//Construct a NetStream object*/ // Remove video from display after end. video.addEventListener(NetStatusEvent.NET_STATUS,statusHandler); function statusHandler(myevent:NetStatusEvent):void {//trace("status event"); if (myevent.info.code=="NetStream.Play.Stop") {//trace("Video Stoped"); //myVideo.clear(); videoTurnoff(); }

Dewey and Active Learning Learning by doing Learning is not a spectator sport. Students do not learn much by sitting passively in class. Education must engage with and enlarge experience Interaction and environments for learning provide a continuing framework for practice Ubiquitous Learning 2010, Vancouver

My Pedagogic Creed (Dewey, 1897) Contains 5 articles: 1.What education is 2.What the school is 3.The subject-matter of education 4.The nature of method 5.The school and social progress Ubiquitous Learning 2010, Vancouver

The Nature of Method (My Pedagogic Creed, Dewey, 1897) I believe that the active side precedes the passive in the development of the child nature; that expression comes before conscious impression; that the muscular development precedes the sensory; that movements come before conscious sensations; I believe that consciousness is essentially motor or impulsive; that conscious states tend to project themselves in action. I believe that the neglect of this principle is the cause of a large part of the waste of time and strength in school work. The child is thrown into a passive, receptive or absorbing attitude. The conditions are such that he is not permitted to follow the law of his nature; the result is friction and waste. I believe that ideas (intellectual and rational processes) also result from action and devolve for the sake of the better control of action. What we term reason is primarily the law of orderly or effective action. To attempt to develop the reasoning powers, the powers of judgment, without reference to the selection and arrangement of means in action, is the fundamental fallacy in our present methods of dealing with this matter. As a result we present the child with arbitrary symbols. Symbols are a necessity in mental development, but they have their place as tools for economizing effort; presented by themselves they are a mass of meaningless and arbitrary ideas imposed from without. Ubiquitous Learning 2010, Vancouver

Active Learning education must engage with and enlarge experience exploration of thinking and reflection interaction and environments for learning provide a continuing framework for practice educating so that all may share in a common life, provides a strong rationale for practice in the associational settings in which informal educators work.

Links cheduleLookupSearch&LineName=999&LineA bbr=999 /21/technology/ brain- interactive.html Technology and the battle for student brains. /21/technology/ brain- teachers.html?ref=technology Teachers' Views on Technology in the Classroom Master’s projects Data Journalism ckpro/HTML/sourcefiles.htm

cheduleLookupSearch&LineName=999&LineA bbr=999 /21/technology/ brain- interactive.html Technology and the battle for student brains. /21/technology/ brain- teachers.html?ref=technology Teachers' Views on Technology in the Classroom Master’s projects Data Journalism ckpro/HTML/sourcefiles.htm

Envisioning Information (Tufte) "We envision information in order to reason about, communicate, document, and preserve that knowledge -- activities nearly always carried out on two-dimensional paper and computer screen. Escaping this flatland and enriching the density of data displays are the essential tasks of information design." Ubiquitous Learning 2010, Vancouver