| Description |
1 online resource |
| Contents |
Acknowledgments; Contents; About the Contributors and Editors; About the Contributors; About the Editors; Introduction; References; Part I: Innovations in Representation and Design; References; Chapter 1: A Composition Approach to Design of Educational Animations; 1.1 Introduction; 1.2 Animated Presentation of Complex Dynamic Information; 1.3 Challenges for Learner Processing; 1.4 Animation Processing and Learning; 1.5 Helping Learners to Cope: Conventional Approaches; 1.6 A Composition Approach to Animation Design; 1.7 Relation Sets and Sequencing; 1.8 Composition Versus Comprehensive Design |
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1.9 ConclusionReferences; Chapter 2: Learning from Animations: From 2D to 3D?; 2.1 Introduction; 2.2 From Two-Dimensional to Three-Dimensional Animations; 2.3 Types of Three-Dimensional Expository Animations; 2.4 Three-Dimensional Structure and Dynamic Camera Viewpoints; 2.5 Three-Dimensional Presentation: Adding Stereoscopic Cues; 2.6 Adding Interactivity to Three-Dimensional Visualizations; 2.7 Conclusions and Outlook; References; Chapter 3: Looking Across Instead of Back and Forth: How the Simultaneous Presentation of Multiple Animation Episodes Facilitates Learning; 3.1 Give It a Try |
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3.2 Presenting Multiple Animation Episodes Sequentially or Simultaneously3.3 Different Types of Animation and Inductive Processes; 3.4 Study; 3.4.1 Design and Hypotheses; 3.4.2 Participants, Material, and Procedure; 3.4.3 Results; 3.5 Discussion; References; Chapter 4: Learning from Static and Dynamic Visualizations: What Kind of Questions Should We Ask?; 4.1 Introduction; 4.2 Perceptual and Cognitive Representation of Dynamics; 4.2.1 Perceptual Learning About Dynamics; 4.2.2 Study I: Perceptual Representations of Visible Movement Patterns; 4.2.3 Cognitive Learning About Dynamics |
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4.2.4 Study II: Cognitive Representations of Functional Sequences4.3 Aligning Spatial and Temporal Information in Learning About Dynamic; 4.3.1 Balancing Temporal and Spatial Processing; 4.3.2 Managing Presentation Speed; 4.4 Instructional Consequences; References; Chapter 5: The Role of Craft-Based Knowledge in the Design of Dynamic Visualizations; 5.1 Introduction; 5.2 Illustrating Dynamic Processes in Static Depictions; 5.3 Depicting Dynamics via Static Illustrations; 5.4 Depicting Dynamics via Animations; 5.4.1 The Design Process; 5.4.2 Pre-production; 5.4.3 Production |
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5.4.4 Post-production5.5 Artistic License in the Design of Dynamic Visualizations; 5.6 Innovations in Dynamic Visualization; 5.6.1 Visualization Challenges; 5.7 Bridging the Gap Between Research and Practice; 5.7.1 Improving the Credibility of Dynamic Visualization; References; Chapter 6: Designing Instructional Science Visualizations in the Trenches: Where Research Meets Production Reality; 6.1 Introduction; 6.2 A Wealth of Studies to Guide the Design of Dynamic Visualizations; 6.3 A Look at the 'Typical' Client Interaction; 6.4 Client-Side Disruptions; 6.5 Designer-Side Disruptions |
| Summary |
This volume tackles issues arising from today's high reliance on learning from visualizations in general and dynamic visualizations in particular at all levels of education. It reflects recent changes in educational practice through which text no longer occupies its traditionally dominant role as the prime means of presenting to-be-learned information to learners. Specifically, the book targets the dynamic visual components of multimedia educational resources and singles out how they can influence learning in their own right. It aims to help bridge the increasing gap between pervasive adoption of dynamic visualizations in educational practice and our limited understanding of the role that these representations can play in learning. The volume has recruited international leaders in the field to provide diverse perspectives on the dynamic visualizations and learning. It is the first comprehensive book on the topic that brings together contributions from both renowned researchers and expert practitioners. Rather than aiming to present a broad general overview of the field, it focuses on innovative work that is at the cutting edge. As well as further developing and complementing existing approaches, the contributions emphasize fresh ideas that may challenge existing orthodoxies and point towards future directions for the field. They seek to stimulate further new developments in the design and use of dynamic visualizations for learning as well as the rigorous, systematic investigation of their educational effectiveness.<the volume="" sheds="" light="" on="" the="" complex="" and="" highly="" demanding="" processes="" of="" conceptualizing, ="" developing="" implementing="" dynamic="" visualizations="" in="" practice="" as="" well="" challenges="" relating="" research="" application="" perspectives |
| Bibliography |
Includes bibliographical references |
| In |
Springer eBooks |
| Subject |
Learning.
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Visualization.
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Learning
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EDUCATION -- Essays.
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EDUCATION -- Organizations & Institutions.
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EDUCATION -- Reference.
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Learning
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Visualization
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| Form |
Electronic book
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| Author |
Lowe, Richard (Professor of learning technologies).
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Ploetzner, Rolf.
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| ISBN |
9783319562049 |
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3319562045 |
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3319562029 |
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9783319562025 |
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