hyuksoon

Melissa McCann's Podcast on Fractions

2010-08-02T22:55:00.002-04:00

E19.2018.003.Su10

Brian Lewis's Twiddla podcast

2010-08-02T11:49:00.002-04:00

E10.2018.002.Su10 Brian Lewis's Twiddla podcast

To my professor, Dr. Reed

2009-08-14T14:26:00.002-04:00

Even though it has been two weeks since Dr. Reed had left us, I still cannot believe that he really left us. As everyone said, he was my best teacher. He always encouraged me and gave me opportunities to be trained as a scholar.

His picture at this blog makes me miss him so much. He might have been smoking in front of East building when Christine took this picture. I know a few things that he liked… Winston cigarette, Oren’s coffee with two Splendas, and doggies… Even though I don’t smoke, it was a great time to chat with Dr. Reed when he was smoking and it was fun to buy one more coffee for my professor.

I cannot forget his classes. His statistics and methodology class is one of my best classes in NYU. He showed me what a professor should feed a student. If I will be a teacher or professor someday, I will follow him as a role model.

He said he would travel after his retirement. He traveled too far away, too soon. I will not forget him. Thank you very much, Dr. Reed!

Design Document (web-version)

2005-12-06T13:16:00.000-05:00

The below link includes the my design document.
Pls review it and give me comments.
Thank you!

Click here

Learners as "PROSUMER"

2005-10-29T13:05:00.000-04:00

When I read the article a few days ago, it said that the users in game industry tend to be "prosumers" which mean they not only consume and but also product (contribute) the game in a new way. Compared to traditional approach that one knowledgable person feeds many ignorant people in one-way approach, new technology such as interactive web sites or games can provide learners with the opportunity of participation. Therefore, web-designer should provide more chances of interaction so that learners can have wisdom beyond data, information, and knowledge.

Third translation assignment

2005-10-29T12:38:00.000-04:00

This is the third translation assignment.
Compared to previous sites, it is simple.

Click here

My storyboard

2005-10-22T13:19:00.001-04:00

This is my storyboard for final project.
Here
Give me comments about my storyboard. Thank you!

Cognitive Load Theory and Implications

2005-10-21T23:31:00.000-04:00

Cognitive Load theory is one of my favorite theories in an instructional design area. But, I’m still wondering how to measure human cognitive load. In daily life, many people often say that they are overloaded. But, how do they know overloaded? Sweller et al (1998) introduce subjective, physiological, and task- and performance-based measurement to figure out cognitive load. And, they conclude subjective measurement is the most reliable technique to measure cognitive load. However, many psychological studies tell us the limitation of self-rating scale. Subjective measurements need to prove their reliability and there should be more research for measuring invisible cognitive load.
I agree that instructional designers should make an effort to reduce unnecessary extraneous cognitive load when they design and develop instruction. Especially, considering that multimedia-based learning imposes more redundancy or split-attention to learners compared to traditional learning, instructional designers should keep in mind the implications of cognitive load theory. That is, technique itself cannot guarantee effective and efficient learning.

Second translation

2005-10-20T23:32:00.000-04:00

This is the second translation assingment.
I work with NYU Steinhardt school's homepage.

Click here

Bransford's design of learning environments

2005-10-15T01:15:00.000-04:00

I agree that perspectives such as learner-centered, knowledge-centered, assessment-centered, and community-centered (I like a “culture-centered” term better) should be considered importantly on the design of learning environments. As an instructional designer, she/he should think what the best learning environment is for learners. Based on Bransford’s thought, “research on learning does not provide a recipe for designing effective environment, but it does support the value of asking certain kinds of questions about the design of learning environments,” (p.141) I can have some insight. I think the research on instructional technology should be not descriptive studies but prescriptive studies because it must directly provide appropriate learning environment to learners. Based on various educational research (educational philosophy, psychology, and sociology), instructional technologist as a practitioner should give concrete solution to learners.
In Korea and some Asian countries, students spend on most times of nonsleeping time in school unlike western countries. From this fact, classroom and school community should be considered more seriously. That is, the relationship (social dynamics) between a teacher and a student, and students can be considered on the design of learning environments.

As Mayer (2000) mentioned as well, technology itself doesn’t guarantee effective learning. To have an effective learning environment, a software developer should consider the characteristics of learning. For example, if game developers make games without educational perspective, it is hard to see educational effects in games although a game itself has lots of educational potential. Many parents worry the violent characteristics of games rather than expect such effects.

Translation_NYUKGSA

2005-10-15T00:03:00.000-04:00

The below link is my first translation assignment.
Although the translated webpage should be opened with following images, I couldn't make the completed webpage including images. FYI- I post an original site as well.

Translated page - http://homepages.nyu.edu/~hss258/nyukgsa.html
Original page - http://www.nyukgsa.com/index.htm(NYU Korean Graduate Students Association Website)

Design outline

2005-10-08T01:28:00.000-04:00

Title: Instructional Website for Advanced Korean Learners

1. Analysis
1) Background and problem description
- Lack of learning material and environment for advanced Korean learners as second language learners, especially in web-based learning
- Most Korean websites are developed for beginners
- Existing Korean learning websites are also used as a supplementary resource having limited functions such as announcement, assignment, or discussion board function
- In addition, the websites are designed based on traditional behaviorism (stimuli by a teacher → students’ response)

2) Target audience and learner characteristics
- Advanced Korean learners in college level having basic 4 skills (Listening, Speaking, Reading, and Writing) in Korean
- Korean speakers as second language

2. Design Description
1) Content analysis
- Korean listening, speaking, reading, writing, idiom, and business language in advanced level
- In this project, “idiom” part and “business language” part will be developed

2) Functionality analysis (Goal, objectives)
- Through simulation, students can learn Korean in safety learning environments
- Websites consist of scenario (theme)-based instruction for authentic learning
- By dual coding (animation and narration), a learner’s cognitive load can be reduced

3. Project description
1) Narrative of project design and activities
- Virtual world about Korean idiom and business language
- Some spots have a particular theme
- Third-person perspective using avatar
- Avatar visits spots
- Through animation and narration in a spot, students learn Korean idiom or business language
2) Page design

4. Prototype
1) Storyboards
2) Flow charts

Living-systems design model & Design issues for learning environments

2005-10-07T20:37:00.000-04:00

Compared to traditional “Instructional Systems Design” (ISD) that follows linear approach (analysis, design, implementation, testing, and delivery), Plass and Salisbury’s “Living-systems Design Model” focuses on an iterative-prototyping approach in developing knowledge-management systems. That is, the living-systems design model executes ongoing assessment and adjustment of system to reflect growing and changing needs from people and organization, whereas traditional ISD does not consider additional needs any more after initial analysis. To be evolutionary system, the living-systems design model follows some phases: Analysis of end-user requirements, design of instructional information architecture, development of instructional interaction design, development of instructional information design, implementation of system design, and developmental evaluation. Even though some phases look similar to the phases of traditional model, they function differently. For example, the living-systems design model does not necessary determine specific learning outcomes unlike traditional design model. Instead, it just describes system features and functionality. Based on these characteristics, the living-systems design model can be called constructivist models of knowledge management.
In addition, in Collins’s “Design Issues for Learning Environments,” he mentioned some important design issues (Learning goals, learning style, sequence, and teaching methods) using cost-benefit approach to minimize the costs and maximize the benefits of design decisions. In learning goals, he talked benefits and costs about memorization vs. thoughtfulness, whole tasks vs. component skills tasks, breadth vs. depth of knowledge, diverse vs. uniform expertise, access vs. understanding, and cognitive vs. physical fidelity. In learning style, he said interactive vs. active vs. passive learning, incidental vs. direct learning, fun vs. serious learning, natural vs. efficient learning, and learner control vs. computer or teacher control. In sequence, grounded vs. abstract learning, structured vs. exploratory learning, systematic vs. diverse problems, and simple vs. complex tasks were explained. Finally, in teaching methods, the elements of cognitive apprenticeship such as modeling, scaffolding, coaching, articulation, and reflection were described.
Although he simply compares costs and benefits of two (or three) approaches, it gives very important implications to instructional designers in that they should review these sorts of issues to avoid disadvantages of choosing extreme approach in designing learning. That is, based on the purposes and characteristic of instruction, a designer should consider best approach, and mix both approaches if necessary.

Student-Centered Design

2005-09-30T21:08:00.000-04:00

When I read Norman’s “Design of Everyday Things,” I reflected his ideas into educational setting, especially instructional design area. In the part, “Three conceptual models,” he said “design model,” “user’s model,” and “system image” as mental models. Unfortunately, many instructional designers often make mistakes of creating learning modules without thoroughly analyzing students’ needs, prior knowledge and environment. In this case, instructional designers just satisfy with making learning modules no matter what students learn. In addition, instructional designers often do not consider learning system where learning happens. That is, an instructional designer’s model should be a learner’s model through learning system because an instructional designer and a student can communicate only through learning system itself. All three models are important.
As Norman mentioned in seven principles that both knowledge in the world and knowledge in the head should be used to transform difficult tasks into simple one, an instructional designer should consider situated learning environment and learner’s prior knowledge. In addition, assuming that a learner has limited capacity in STM (Short Term Memory), an instructional designer should try to reduce a learner’s cognitive load by providing mental aids such as worked example, dual coding (visual and verbal), and non-redundant information as Mayer recommended (2003).

Homework_Three pages with CSS

2005-09-29T16:33:00.000-04:00

These are simple pages with external CSS.
http://home.nyu.edu/~hss258

Thank you!!

Constructivism and Technology

2005-09-22T21:36:00.000-04:00

While I read Mayer’s article, I recognized that I was still in the stage of knowledge acquisition in terms of learning even though I have studied “constructivism” and believed the constructivism as the alternative framework of education. For instance, when I read articles or books, I tend to focus on understanding the presented information, instead of thinking creatively with the information because English is my second language. In addition, when I taught algebra to junior high or high school students as a tutor, I often have experienced that I just memorized formulas without understanding the principle of formula during my school years. However, because the curriculum in my generation was suitable for that kind of learning (rote learning or skills learning) I seldom failed in an algebra class. Was I lucky or unlucky?
Advances in technology made people in education area (administrative officers, teachers, or parents) too excited. People often think that it is possible to educate students by just providing up-to-date technology. However, according to Mayer (2003), the role of technology in education should prompt “human cognition through the aid of technology” rather than give “people access to the latest technology.” To make good use of advances in technology in educational setting, an instructional designer should consider systemical analysis of learner, learning task and learning environment.

Welcome!! hyuksoon's blog

2005-09-17T14:42:00.000-04:00

Sooooooo Exciting!!~

It's my first time to create a blog.
Please come and see my stuff as often as possible.
Thanks, guys.