BT 212 retim Tasarm okluortam Tasarm lkeleri Yasemin

BTÖ 212 Öğretim Tasarımı Çokluortam Tasarım İlkeleri Yasemin Demiraslan Çevik

Tanımlar • Çokluortam (Multimedia): Sözcük (yazılı ya da sözlü olarak) ve resimlerin (şema, fotoğraf, animasyon, video) sunumu • Çokluortam Öğrenme: Sözcük ve resimlerden zihinsel temsiller oluşturma • Çokluortam Öğretim: Öğrenmeyi sağlamak amacıyla sözcük ve resimlerin kullanılması

Temel Fikir • Çokluortam mesajlar, insan zihninin nasıl çalıştığı göz önünde bulundurularak ve araştırma-tabanlı ilkeler dikkate alınarak tasarlandığında öğrenmeyi artırır.

Kuramsal Temeller

Çokluortam Öğrenme ilgili Bilişsel Kuram Çokluortam Sunum Duyuşsal Bellek Sözcükler Kulaklar Sesler Sözel Model Resimler Gözler Simgeler Resimsel Model Seçme Çalışan Bellek Düzenleme Uzun Süreli Bellek Bütünleştirme Önbilgi

Deneyebiliriniz! Kısa süreli belleğinizin kapasitesi ne kadar? • http: //gocognitive. net/sites/default/files/stm. v 1. 0. a_1_0. swf • http: //cognitivefun. net/test/4

(5 x 3) + 4 = 17? KİTAP

(6 x 2) + 3 = 8? EV

(4 x 4) + 4 = 12? CEKET

(3 x 7) + 6 = 27? KEDİ

(4 x 8) + 2 = 31? KALEM

(9 x 2) + 6 = 24? SU

Çokluortam Tasarım İlkeleri (Mayer, 2001, 2009)

1. Çokluortam İlkesi • Öğrenciler sadece sözcükler yerine sözcük ve resimlerden daha iyi öğrenirler. • Sözcükler + Resimler= 14

2. Uzamsal Süreklilik İlkesi • Birbiriyle ilişkili sözcük ve resimler ekran ya da sayfa üzerinde birbirine yakın sunulursa öğrenciler daha iyi öğrenirler.

When the surface of the earth is warm, moist air near the earth’s surface becomes heated and rises rapidly, producing an updraft. As the air in these updrafts cools, water vapor condenses into water droplets and forms a cloud. The cloud’s top extends above the freezing level. At this altitude, the air temperature is well below freezing, so the upper portion of the cloud is composed of tiny ice crystals. Eventually, the water droplets and ice crystals in the cloud become too large to be suspended by updrafts. As raindrops and ice crystals fall through the cloud, they drag some of the air from the cloud downward, producing downdrafts. The rising and falling air currents within the cloud may cause hailstones to form. When downdrafts strike the ground, they spread out in all directions, producing gusts of cool wind people feel just before the start of the rain. Within the cloud, the moving air causes electrical charges to build, although scientists do not fully understand how it occurs. Most believe that the charge results from the collision of the cloud’s light, rising water droplets and tiny pieces of ice against hail and other heavier, falling particles. The negatively charged particles fall to the bottom of the cloud, and most of the positively charged particles rise to the top. The first stroke of a cloud-to-ground lightning flash is started by a stepped leader. Many scientists believe that it is triggered by a spark between the areas of positive and negative charges within the cloud. A stepped leader moves downward in a series of steps, each of which is about 50 -yards long, and lasts for about 1 millionth of a second. It pauses between steps for about 50 millionths of a second. As the stepped leader nears the ground, positively charged upward-moving leaders travel up from such objects as trees and buildings, to meet the negative charges. Usually, the upward moving leader from the tallest object is the first to meet the stepped leader and complete a path between the cloud and earth. The two leaders generally meet about 165 feet above the ground. Negatively charged particles then rush from the cloud to the ground along the path created by the leaders. It is not very bright and usually has many branches. As the stepped leader nears the ground, it induces an opposite charge, so positively charged particles from the ground rush upward along the same path. This upward motion of the current is the return stoke and it reaches the cloud in about 70 microseconds. The return stoke produces the bright light that people notice in a flash of lightning, but the current moves so quickly that its upward motion cannot be perceived. The lightning flash usually consists of an electrical potential of hundreds of millions of volts. The air along the lightning channel is heated briefly to a very high temperature. Such intense heating causes the air to expand explosively, producing a sound wave we call thunder. Uzamsal Süreklilik; Metin ve şekiller

Ice crystals Freezing level Water droplets Updrafts Warm moist air When the surface of the earth is warm, moist air near the earth’s surface becomes heated and rises rapidly, producing an updraft. As the air in these updrafts cools, water vapor condenses into water droplets and forms a cloud. The cloud’s top extends above the freezing level. At this altitude, the air temperature is well below freezing, so the upper portion of the cloud is composed of tiny ice crystals. Hailstones Raindrops Updrafts Wind gusts Stepped leader Upward-moving leader Two leaders meet, negatively charged particles rush from the cloud to the ground. Warm moist air rises, water vapor condenses and forms a cloud. Downdrafts Branches Eventually, the water droplets and ice crystals in the cloud become too large to be suspended by updrafts. As raindrops and ice crystals fall through the cloud, they drag some of the air from the cloud downward, producing downdrafts. The rising and falling air currents within the cloud may cause hailstones to form. When downdrafts strike the ground, they spread out in all directions, producing gusts of cool wind people feel just before the start of the rain. Raindrops and ice crystals drag air downward. Return stroke Positively charged particles Negatively charged particles Within the cloud, the moving air causes electrical charges to build, although scientists do not fully understand how it occurs. Most believe that the charge results from the collision of the cloud’s light, rising water droplets and tiny pieces of ice against hail and other heavier, falling particles. The negatively charged particles fall to the bottom of the cloud, and most of the positively charged particles rise to the top. Positively charged particles from the ground rush upward along the same path. The first stroke of a cloud-to-ground lightning flash is started by a stepped leader. Many scientists believe that it is triggered by a spark between the areas of positive and negative charges within the cloud. A stepped leader moves downward in a series of steps, each of which is about 50 -yards long, and lasts for about 1 millionth of a second. It pauses between steps for about 50 millionths of a second. As the stepped leader nears the ground, positively charged upward-moving leaders travel up from such objects as trees and buildings, to meet the negative charges. Usually, the upward moving leader from the tallest object is the first to meet the stepped leader and complete a path between the cloud and earth. The two leaders generally meet about 165 -feet above the ground. Negatively charged particles then rush from the cloud to the ground along the path created by the leaders. It is not very bright and usually has many branches. As the stepped leader nears the ground, it induces an opposite charge, so positively charged particles from the ground rush upward along the same path. This upward motion of the current is the return stoke and it reaches the cloud in about 70 microseconds. The return stoke produces the bright light that people notice in a flash of lightning, but the current moves so quickly that its upward motion cannot be perceived. The lightning flash usually consists of an electrical potential of hundreds of millions of volts. The air along the lightning channel is heated briefly to a very high temperature. Such intense heating causes the air to expand explosively, producing a sound wave we call thunder. Negatively charged particles fall to the bottom of the cloud. Uzamsal Süreklilik; Metin ve şekiller

3. Zamansal Süreklilik İlkesi • Birbiriyle ilişkili sözcük ve resimler ekran ya da sayfa üzerinde eşzamanlı olarak sunulursa öğrenciler daha iyi öğrenirler.

“Cool moist air moves over a warmer surface and becomes heated. Warmed moist air near the earth’s surface rises rapidly. As the air in this updraft cools, water vapor condenses into water droplets and forms a cloud. “The cloud’s top extends above the freezing level, so the upper portion of the cloud is composed of tiny ice crystals. Eventually, the water droplets and ice crystals become too large to be suspended by the updrafts. As raindrops and ice crystals fall through the cloud, they drag some of the air in the cloud downward, producing downdrafts. When downdrafts strike the ground, they spread out in all directions, producing the gusts of cool wind people feel just before the start of the rain. Within the cloud, the rising and falling air currents cause electrical charges to

“Cool moist air moves over a warmer surface and becomes heated. ” “Warmed moist air near the earth’s surface rises rapidly. ” “As the air in this updraft cools, water vapor condenses into water droplets and forms a cloud. ” “The cloud’s top extends above the freezing level, so the upper portion of the cloud is composed of tiny ice crystals. ” “Eventually, the water droplets and ice crystals become too large to be suspended by the updrafts. ” “As raindrops and ice crystals fall through the cloud, they drag some of the air in the cloud downward, producing downdrafts. ” “When downdrafts strike the ground, they spread out in all directions, producing the gusts of cool wind people feel just before the start of the rain. ” “Within the cloud, the rising and falling air currents cause electrical charges to build. ” Zamansal Süreklilik Ilkesi: Yıldırımın nasıl oluştuğu ile ilgili animasyon (Animasyon ve sözel anlatım eşzamanlı

4. Modalite (Modality) İlkesi • Öğrenciler, animasyon ve metin yerine animasyon ve sesten (sözel anlatım) daha iyi öğrenirler

5. Fazlalık İlkesi • Ögrenciler, hem sözel hem de metin olarak verilen sunum yerine sadece sözel olarak verilen sunumdan daha iyi öğrenirler. • Sözel açıklama > Sözel açıklama + Metin • NOT: Sunum ile ilgili önemli noktalar metin olarak ekranda gösterilebilir!

Sözel açıklamalı animasyon “As the air in this updraft cools, water vapor condenses into water droplets and forms a cloud. ” Sözel açıklamalı ve ekranda metin sunulan animasyon As the air in this updraft cools, water vapor condenses into water droplets and forms a cloud. “As the air in this updraft cools, water vapor condenses into water droplets and forms a cloud. ”

6. Tutarlılık İlkesi • Öğrenciler, ilginç fakat gereksiz materyaller/detaylar (resim, ses, müzik, bilgi) arındırıldığında daha iyi öğrenirler.

Ice crystals Freezing level Water droplets Updrafts When the surface of the earth is warm, moist air near the earth’s surface becomes heated and rises rapidly, producing an updraft. As the air in these updrafts cools, water vapor condenses into water droplets and forms a cloud. When flying through updrafts, an airplane ride can become bumpy. Metal airplanes conduct lightning very well, but they sustain little damage because the bolt, meeting no resistance, passes right through. The cloud’s top extends above the freezing level. At this altitude, the air temperature is well below freezing, so the upper portion of the cloud is composed of tiny ice crystals. Actual picture of airplane being struck by lightning Warm moist air Metal airplanes conduct lightning, but sustain little damage. Warm moist air rises, water vapor condenses and forms a cloud. Downdrafts Hailstones Raindrops Updrafts Eventually, the water droplets and ice crystals in the cloud become too large to be suspended by updrafts. As raindrops and ice crystals fall through the cloud, they drag some of the air from the cloud downward, producing downdrafts. When lightning strikes the ground, fulgurites may form, as the heat from the lightning fuses sand into the shape of the electricity’s path. The rising and falling air currents within the cloud may cause hailstones to form. When downdrafts strike the ground, they spread out in all directions, producing gusts of cool wind people feel just before the start of the rain. Actual picture of lightning fusing sand into the shape of the electricity’s path Wind gusts Lightning fuses sand into the shape of the electricity’s path. Raindrops and ice crystals drag air downward. Positively charged particles Negatively charged particles fall to the bottom of the cloud. Within the cloud, the moving air causes electrical charges to build, although scientists do not fully understand how it occurs. Most believe that the charge results Actual picture of a from the collision of the cloud’s light, rising water droplets and tiny pieces of ice against hail and other heavier, falling particles. In trying to understand these rocket flying into clouds processes, scientists sometimes create lightning by launching tiny rockets into overhead clouds. The negatively charged particles fall to the bottom of the cloud, and most of the positively charged particles rise to the top. Gereksiz resimler Scientists create lightning by launching tiny rockets.

7. Etkileşim İlkesi • Öğrenciler, sunumu kontrol edebildiklerinde daha iyi öğrenirler. o Örn; sözel olarak sunulan bir animasyonu öğrencinin kendi hızına göre ilerletmesi.

Herman personal Continue “Cool moist air moves over a warmer surface and becomes heated. ”

8. İşaret Etme İlkesi • Öğrenciler, önemli kelime ya da cümleler vurgulandığında (örn; altını çizme), sunumun nasıl ilerleyeceği ile ilgili ipuçları verildiğinde daha iyi öğrenirler.

İşaret etmenin uygulandığı ve uygulanmadığı metin örnekleri İşaret Etme Uygulanmış Metin Başlık içerir: “Wing shape: Curved upper surface is longer. ” Önemli bilgileri vurgular: “The upper surface of the wing is curved more than the bottom surface. Because it’s curved, the surface on the top of the wing is longer than on the bottom. ” İşaret Etme Uygulanmamış Metin Başlık içermez Önemli bilgileri vurgulamaz: “The upper surface of the wing is curved more than the bottom surface. The surface on the top of the wing is longer than on the bottom. ”

9. Kişiselleştirme İlkesi • Öğrenciler, diyalog biçiminde verilen metin veya konuşmalardan daha iyi öğrenirler. • Örn: o Bilgisayarım simgesinden USB ye tıkla yerine o Şimdi Bilgisayarım simgesinden USB ye tıklayalım. o Bu problemi çözmek için bana yardım etmek ister misin? . . .

10. Ön Eğitim İlkesi • Öğrenciler, sözel olarak sunulan bir animasyonu izlemeden önce animasyondaki önemli bileşenlerin isimlerini ve temel özelliklerini bilirlerse daha iyi öğrenirler.

Diğer (Ek) İlkeler • Öğrencilerin durağan diyagramlara göre animasyonlardan daha iyi öğrendikleri söylenemez. o Animasyonlar psikomotor becerilerin öğretiminde etkilidir. • Web-tabanlı ortamlarda öğrencilere gezinimlerini kolaylaştıracak yardımların sunulması öğrenmelerini kolaylaştırır. o Örn; site haritası, yönergeler • Burada açıklanan çokluortam ilkelerinin birçoğu acemi öğrenenler içindir, uzman öğrenciler için geçerli olmayabilir.

Kaynaklar Clark, R. C. & Mayer, R. E. (2008). e. Learning and the science of instruction (2 nd ed. ). San Francisco, CA: Pfeiffer. Clark, R. C. , & Chopeta, L. (2004). Graphics for learning: Proven guidelines for planning, designing and evaluating visuals in training materials. San Francisco, CA: John Wiley & Sons. Lohr, L. (2006). Creating visuals for learning and performance: Lessons in visual literacy (2 nd ed. ). Cleveland, OH: Prentice-Hall. Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press. Mayer, R. E. (2009) Multi-media Learning (2 nd Ed). NY: Cambridge University Press.