Scaffolding concepts - Revision history

Cclewley: /* Learning outcomes and visualisation pages */

2021-10-01T12:21:54Z

Learning outcomes and visualisation pages

← Older revision		Revision as of 12:21, 1 October 2021
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	When creating a visualisation, it’s important to think of the key learning steps you want the user to take. To do this, you will need to think about the learner's starting point (what do they know?) and their end point (what is the final aim of the visualisation?). How will you logically lead your learner from the start to the end? Each of the steps will be a learning outcome of the visualisation.		When creating a visualisation, it’s important to think of the key learning steps you want the user to take. To do this, you will need to think about the learner's starting point (what do they know?) and their end point (what is the final aim of the visualisation?). How will you logically lead your learner from the start to the end? Each of the steps will be a learning outcome of the visualisation.

	Each key step that could be explored in an independent learning session normally makes up a separate visualisation page. This single page can group together several learning outcomes that are closely linked~~. This page should be designed such that it can be used entirely on its own, without any preceding or following visualisation pages~~. If your visualisation incorporates several key steps you should create several visualisation pages which will be grouped in a ~~collection~~ (read more about Collections [~~https://wiki.impvis.co.uk/~~Creating~~%20Collections%20of%20visualisations%20for%20a%20module~~ here]). An example is the [https://impvis.co.uk/launch/impvis-layouts-v2/page1.html?collection=39 ImpVis template demo] - it consists of 2 pages that are logically linked: the first explaining the layout of the ImpVis template and the second the individual components in our ImpVis library.		Each key step that could be explored in an independent learning session normally makes up a separate visualisation page. This single page can group together several learning outcomes that are closely linked. If your visualisation incorporates several key steps you should create several visualisation pages which will be grouped in a Collection (read more about Collections [[Creating a Collection\|here]]).

			'''''Note that each page should be designed such that it can be used entirely on its own''''', without any preceding or following visualisation pages, as it will appear as an individual visualisation on the 'Teach' environment (see [[Uploading a new visualisation]]).

			An example of a multi-page visualisation collated in a Collection is the [https://impvis.co.uk/launch/impvis-layouts-v2/page1.html?collection=39 ImpVis template demo] - it consists of 2 pages that are logically linked: the first explaining the layout of the ImpVis template and the second the individual components in our ImpVis library.

	An excellent way to list the key learning steps and to decide how many to have is to write down subtitles that you think each page deserves, where this sub-title describes what that page’s learning step will be in just two or three words. This makes it more evident to the user the main result they need to take from that page and makes the visualisation more comfortable to navigate if they need to return to anything. It also helps you keep track of the structure of the learning journey when creating a visualisation.		An excellent way to list the key learning steps and to decide how many to have is to write down subtitles that you think each page deserves, where this sub-title describes what that page’s learning step will be in just two or three words. This makes it more evident to the user the main result they need to take from that page and makes the visualisation more comfortable to navigate if they need to return to anything. It also helps you keep track of the structure of the learning journey when creating a visualisation.

Cclewley: /* Example */

2021-09-28T13:53:48Z

Example

← Older revision		Revision as of 13:53, 28 September 2021
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	* ''that the total energy is the sum of K + U,''		* ''that the total energy is the sum of K + U,''
	* ''the behaviour of K and U for different orbits,''		* ''the behaviour of K and U for different orbits,''




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	* ''how the intersections of the total energy and the effective potential define the boundaries of the orbit.''		* ''how the intersections of the total energy and the effective potential define the boundaries of the orbit.''




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	* ''that effective potential has a gravitational contribution and a 'centrifugal' component (dependent on angular momentum),''		* ''that effective potential has a gravitational contribution and a 'centrifugal' component (dependent on angular momentum),''
	* ''how the effective potential changes when the angular momentum changes.''		* ''how the effective potential changes when the angular momentum changes.''

Cclewley: /* Example */

2021-09-28T13:53:15Z

Example

← Older revision		Revision as of 13:53, 28 September 2021
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	The [https://impvis.co.uk/launch/orbits/index.html?teach=1 'Orbits' visualisation] has a final design based on several pages. These are the intended learning outcomes, grouped by page.		The [https://impvis.co.uk/launch/orbits/index.html?teach=1 'Orbits' visualisation] has a final design based on several pages. These are the intended learning outcomes, grouped by page.

	Page 1: Gravitational orbit energy		''Page 1: Gravitational orbit energy''

	After using this visualisation, students should be able to explain:		''After using this visualisation, students should be able to explain:''

	* how total energy relates to orbit type,		* ''how total energy relates to orbit type,''
	* that the total energy is the sum of K + U,		* ''that the total energy is the sum of K + U,''
	* the behaviour of K and U for different orbits,		* ''the behaviour of K and U for different orbits,''


	~~Page 2: Orbit dependence on the effective potential~~

	~~After using this visualisation, students should be able to explain:~~

	* how the intersections of the total energy and the effective potential ~~define the boundaries of the orbit.~~		''Page 2: Orbit dependence on the effective potential''

			''After using this visualisation, students should be able to explain:''

	~~Page 3: Components~~ of the effective potential		* ''how the intersections of the total energy and the effective potential define the boundaries of the orbit.''

	~~After using this visualisation, students should be able to explain:~~

	* that effective potential has a gravitational contribution and a 'centrifugal' component (dependent on angular momentum),
	* how the effective potential changes when the angular momentum changes.


	Page 4: ~~Velocity boosts change~~ the ~~orbit~~		''Page 3: Components of the effective potential''

	After using this visualisation, students should be able to explain:		''After using this visualisation, students should be able to explain:''

	* that total energy has radial KE and tangential KE components that can be varied (but gravitational U is always the same shape)		* ''that effective potential has a gravitational contribution and a 'centrifugal' component (dependent on angular momentum),''
	* that an increase in radial KE increases the total energy but leaves effective potential shape the same. Orbit changes because of change of boundaries of orbit.		* ''how the effective potential changes when the angular momentum changes.''
	* that an Increase in tangential KE increases total energy AND angular momentum. This changes the effective potential shape and also changes the orbit.



			''Page 4: Velocity boosts change the orbit''

			''After using this visualisation, students should be able to explain:''

			* ''that total energy has radial KE and tangential KE components that can be varied (but gravitational U is always the same shape)''
			* ''that an increase in radial KE increases the total energy but leaves effective potential shape the same. Orbit changes because of change of boundaries of orbit.''
			* ''that an Increase in tangential KE increases total energy AND angular momentum. This changes the effective potential shape and also changes the orbit.''

Cclewley: /* Examples to explore */

2021-09-28T13:52:40Z

Examples to explore

← Older revision		Revision as of 13:52, 28 September 2021
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	==Identifying the ~~primary learning outcome~~==		==Identifying the aim of the visualisation==
	When creating or improving a visualisation, the most important thing is to clarify what the visualisation is trying to achieve. Please spend some time thinking about the key realisations you want your user to have, and how to place them in a well-ordered manner. The learning process should be as transparent as possible. Think about what the user already knows; what knowledge do you assume? Do they need refreshing on some of the key concepts that'll be used later?		When creating or improving a visualisation, the most important thing is to clarify what the visualisation is trying to achieve. Please spend some time thinking about the key realisations you want your user to have, and how to place them in a well-ordered manner. The learning process should be as transparent as possible. Think about what the user already knows; what knowledge do you assume? Do they need refreshing on some of the key concepts that'll be used later?

	The ~~title of a~~ visualisation is ~~essential~~. ~~Be clear on actually what~~ the ~~content~~ of a ~~visualisation~~ is~~. So~~, ~~for example~~, ~~instead of having "Fourier series" as a title~~, ~~something like "Deconstruction~~ and ~~reconstruction of functions through Fourier series" would be much better~~.		=== Example ===
	==~~Secondary learning~~ outcomes and ~~learning steps (for collections of several~~ pages)==		This is the aim for the [https://impvis.co.uk/launch/orbits/index.html?teach=1 'Orbits' visualisation]:
	When creating a visualisation, it’s important to think of the key learning steps you want the user to ~~have~~. ~~Think~~ about ~~how many steps~~ you ~~want~~ to ~~make~~. Each key step that could be explored in an independent learning session normally makes up a separate visualisation page in a collection (read more about Collections [https://wiki.impvis.co.uk/Creating%20Collections%20of%20visualisations%20for%20a%20module here]). An example is the [https://impvis.co.uk/launch/impvis-layouts-v2/page1.html?collection=39 ImpVis template demo] - it consists of 2 pages that are logically linked: the first explaining the layout of the ImpVis template and the second the individual components in our ImpVis library.
			''The aim of this visualisation is to help students understand that gravitational orbits are characterised by the effective potential of the orbit and its total energy. It is intended to give insight into how a change in radial velocity increases the total energy of the orbit, but not the effective potential, whereas a change in tangential velocity increases both the total energy of the orbit and its angular momentum and hence its effective potential.''

			The key realisations are explained in the aim. Implicit is the prerequisite knowledge: students should already know the concepts of potential, energy, radial velocity, tangential velocity, and angular momentum. It is important to double-check that these concepts are indeed familiar to the intended student cohort!

			==Learning outcomes and visualisation pages==
			When creating a visualisation, it’s important to think of the key learning steps you want the user to take. To do this, you will need to think about the learner's starting point (what do they know?) and their end point (what is the final aim of the visualisation?). How will you logically lead your learner from the start to the end? Each of the steps will be a learning outcome of the visualisation.

			Each key step that could be explored in an independent learning session normally makes up a separate visualisation page. This single page can group together several learning outcomes that are closely linked. This page should be designed such that it can be used entirely on its own, without any preceding or following visualisation pages. If your visualisation incorporates several key steps you should create several visualisation pages which will be grouped in a collection (read more about Collections [https://wiki.impvis.co.uk/Creating%20Collections%20of%20visualisations%20for%20a%20module here]). An example is the [https://impvis.co.uk/launch/impvis-layouts-v2/page1.html?collection=39 ImpVis template demo] - it consists of 2 pages that are logically linked: the first explaining the layout of the ImpVis template and the second the individual components in our ImpVis library.

	An excellent way to list the key learning steps and to decide how many to have is to write down subtitles that you think each page deserves, where this sub-title describes what that page’s learning step will be in just two or three words. This makes it more evident to the user the main result they need to take from that page and makes the visualisation more comfortable to navigate if they need to return to anything. It also helps you keep track of the structure of the learning journey when creating a visualisation.		An excellent way to list the key learning steps and to decide how many to have is to write down subtitles that you think each page deserves, where this sub-title describes what that page’s learning step will be in just two or three words. This makes it more evident to the user the main result they need to take from that page and makes the visualisation more comfortable to navigate if they need to return to anything. It also helps you keep track of the structure of the learning journey when creating a visualisation.

	== ~~Examples~~ to explore ==		=== Example ===
			The [https://impvis.co.uk/launch/orbits/index.html?teach=1 'Orbits' visualisation] has a final design based on several pages. These are the intended learning outcomes, grouped by page.

			Page 1: Gravitational orbit energy

			After using this visualisation, students should be able to explain:

			* how total energy relates to orbit type,
			* that the total energy is the sum of K + U,
			* the behaviour of K and U for different orbits,


			Page 2: Orbit dependence on the effective potential

			After using this visualisation, students should be able to explain:

			* how the intersections of the total energy and the effective potential define the boundaries of the orbit.


			Page 3: Components of the effective potential

			After using this visualisation, students should be able to explain:

			* that effective potential has a gravitational contribution and a 'centrifugal' component (dependent on angular momentum),
			* how the effective potential changes when the angular momentum changes.


			Page 4: Velocity boosts change the orbit

			After using this visualisation, students should be able to explain:

			* that total energy has radial KE and tangential KE components that can be varied (but gravitational U is always the same shape)
			* that an increase in radial KE increases the total energy but leaves effective potential shape the same. Orbit changes because of change of boundaries of orbit.
			* that an Increase in tangential KE increases total energy AND angular momentum. This changes the effective potential shape and also changes the orbit.


			These pages take the students step by step from their starting point (familiarity with the concepts of potential, energy, radial velocity, tangential velocity, and angular momentum) to their end point: the overall aim of the visualisation.

			== Other examples to explore ==
	[https://www.khanacademy.org/ Khan Academy] and [https://www.coursera.org/ Coursera] are great places to look for well thought out learning journeys; check these out!		[https://www.khanacademy.org/ Khan Academy] and [https://www.coursera.org/ Coursera] are great places to look for well thought out learning journeys; check these out!
	[[Category:Education Design]]		[[Category:Education Design]]

Cclewley: /* Organising content */

2021-09-28T09:34:39Z

Organising content

← Older revision		Revision as of 09:34, 28 September 2021
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	An excellent way to list the key learning steps and to decide how many to have is to write down subtitles that you think each page deserves, where this sub-title describes what that page’s learning step will be in just two or three words. This makes it more evident to the user the main result they need to take from that page and makes the visualisation more comfortable to navigate if they need to return to anything. It also helps you keep track of the structure of the learning journey when creating a visualisation.		An excellent way to list the key learning steps and to decide how many to have is to write down subtitles that you think each page deserves, where this sub-title describes what that page’s learning step will be in just two or three words. This makes it more evident to the user the main result they need to take from that page and makes the visualisation more comfortable to navigate if they need to return to anything. It also helps you keep track of the structure of the learning journey when creating a visualisation.

	~~== Organising content ==~~
	When creating a visualisation, it's important to consider the style of page uses. On the left of the page in the template is a scrollable pane that will explain the content, so any theory, derivations or instructions will go here. The middle of the page (the 'mainstage') will be dedicated to the main graphic element of the visualisation.

	When the user first visits the visualisation, only the key graphic with perhaps some basic interactive elements should be visible. This is to ensure the user can immediately interpret what the visualisation is about. Too many visuals, buttons, sliders and toggles lead to what is known as 'cognitive overload' - the user cannot interpret all the information presented and extract the relevant part. This will lead to the user switching off and the visualisation achieving the opposite effect of what you had intended. Because of this, we 'hide' more complex interactive elements and graphics in 'hotspots' at the edge or corner of the page, which can be clicked and expanded when the user is ready to explore the visualisation.

	== Examples to explore ==		== Examples to explore ==
	[https://www.khanacademy.org/ Khan Academy] and [https://www.coursera.org/ Coursera] are great places to look for well thought out learning journeys; check these out!		[https://www.khanacademy.org/ Khan Academy] and [https://www.coursera.org/ Coursera] are great places to look for well thought out learning journeys; check these out!
	[[Category:Education Design]]		[[Category:Education Design]]

Cclewley at 19:07, 24 September 2021

2021-09-24T19:07:42Z

← Older revision		Revision as of 19:07, 24 September 2021
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	== Examples to explore ==		== Examples to explore ==
	[https://www.khanacademy.org/ Khan Academy] and [https://www.coursera.org/ Coursera] are great places to look for well thought out learning journeys; check these out!		[https://www.khanacademy.org/ Khan Academy] and [https://www.coursera.org/ Coursera] are great places to look for well thought out learning journeys; check these out!
			[[Category:Education Design]]

Cclewley: Created page with " ==Identifying the primary learning outcome== When creating or improving a visualisation, the most important thing is to clarify what the visualisation is trying to achieve. P..."

2021-09-24T19:06:31Z

Created page with " ==Identifying the primary learning outcome== When creating or improving a visualisation, the most important thing is to clarify what the visualisation is trying to achieve. P..."

New page

==Identifying the primary learning outcome==
When creating or improving a visualisation, the most important thing is to clarify what the visualisation is trying to achieve. Please spend some time thinking about the key realisations you want your user to have, and how to place them in a well-ordered manner. The learning process should be as transparent as possible. Think about what the user already knows; what knowledge do you assume? Do they need refreshing on some of the key concepts that'll be used later?

The title of a visualisation is essential. Be clear on actually what the content of a visualisation is. So, for example, instead of having "Fourier series" as a title, something like "Deconstruction and reconstruction of functions through Fourier series" would be much better.
==Secondary learning outcomes and learning steps (for collections of several pages)==
When creating a visualisation, it’s important to think of the key learning steps you want the user to have. Think about how many steps you want to make. Each key step that could be explored in an independent learning session normally makes up a separate visualisation page in a collection (read more about Collections [https://wiki.impvis.co.uk/Creating%20Collections%20of%20visualisations%20for%20a%20module here]). An example is the [https://impvis.co.uk/launch/impvis-layouts-v2/page1.html?collection=39 ImpVis template demo] - it consists of 2 pages that are logically linked: the first explaining the layout of the ImpVis template and the second the individual components in our ImpVis library.

An excellent way to list the key learning steps and to decide how many to have is to write down subtitles that you think each page deserves, where this sub-title describes what that page’s learning step will be in just two or three words. This makes it more evident to the user the main result they need to take from that page and makes the visualisation more comfortable to navigate if they need to return to anything. It also helps you keep track of the structure of the learning journey when creating a visualisation.

== Organising content ==
When creating a visualisation, it's important to consider the style of page uses. On the left of the page in the template is a scrollable pane that will explain the content, so any theory, derivations or instructions will go here. The middle of the page (the 'mainstage') will be dedicated to the main graphic element of the visualisation.

When the user first visits the visualisation, only the key graphic with perhaps some basic interactive elements should be visible. This is to ensure the user can immediately interpret what the visualisation is about. Too many visuals, buttons, sliders and toggles lead to what is known as 'cognitive overload' - the user cannot interpret all the information presented and extract the relevant part. This will lead to the user switching off and the visualisation achieving the opposite effect of what you had intended. Because of this, we 'hide' more complex interactive elements and graphics in 'hotspots' at the edge or corner of the page, which can be clicked and expanded when the user is ready to explore the visualisation.

== Examples to explore ==
[https://www.khanacademy.org/ Khan Academy] and [https://www.coursera.org/ Coursera] are great places to look for well thought out learning journeys; check these out!