Wondershare EdrawMind
MindMap Gallery Tutorial Visualisation of Knowledge
- 206
- 7
- 3
Tutorial Visualisation of Knowledge
This mind map is about the tutorial to visualization of knowledge.
Edited at 2020-10-08 03:38:03
- Mind Map Kingdom
Mind maps are a great resource to help you study. A mind map can take complex topics like plant kingdom and illustrate them into simple points, as shown above.
- Team Communication Strategies
Mind maps are useful in constructing strategies. They provide the flexibility of being creative, along with the structure of a plan.
- Types of Vitamins
Vitamins and minerals are essential elements of a well-balanced meal plan. They help in ensuring that the body is properly nourished. A mind map can be used to map out the different vitamins a person requires.
Tutorial Visualisation of Knowledge
- Mind Map Kingdom
Mind maps are a great resource to help you study. A mind map can take complex topics like plant kingdom and illustrate them into simple points, as shown above.
- Team Communication Strategies
Mind maps are useful in constructing strategies. They provide the flexibility of being creative, along with the structure of a plan.
- Types of Vitamins
Vitamins and minerals are essential elements of a well-balanced meal plan. They help in ensuring that the body is properly nourished. A mind map can be used to map out the different vitamins a person requires.
- Recommended to you
- Outline
Tutorial: Visualisation of Knowledge
Requirements for Presentations
Why?
problem: overusage of presentation aids
a presentation file that can be understood without the presenter can only fail in an active presentation
experiment: minimal visual aid to present ONE aspect
make a lasting impression!
what is expected?
good presentation
speaker appearance
voice
Sprecherziehung?
free & clear, in own words, loud enough, not too fast
posture
gesture & mimic
attitude
interested?
convincing?
interaction with audience
eye contact
queries
organisation
time limit 20 min: 15 pres + 5 interaction
sequence: intro - outline - content - summary
orientation in sequence for audience
content
not a description of project activities
focus on ONE particular aspect of your project
conditions
goals
media
choice of topic
temporal sequence
didactical comment
pro/con, difficulties
key questions
how does your project increas learners' ICC?
how does it support autonomous language learning?
coherent, comprehensible
interlinked with issues discussed before
high level of reflection
readiness to answer questions
principles
Variation
brilliant presentation
media usage
single visual anchor/representation/analogy
when someone from the audience sees the vis. anchor afterwards, they must be able to recall main info
focus on process/development of your vis. anchor
interact with media
hard with pc (typing, pointing..)
easy with ohp & whiteboard
structure of analogy fits the topic
show/hide ok
minimalistic
reflect on your choice & design
project plan must be finished one week before presentation is due
handout?
Tutorial
motivation: voluntary, but grade based on fulfilment of requirements
other sessions:
fixed time & place -- for everybody
individual tut: flexible in date & time
content:
pres - ideas
evaluating ideas
you need to know WHAT before thinking about WHEN
only after easter holidays (beginning of may?)
(( first pres 16.5. --- IMPORTANT ))
1st
organisational
Thu 14. 4.DS = 1 - 2:30 pm
@ MSZ
how many? LTLT=5, XYX=? + introduction course!
goal
theoretical background
why visualize?
because we speak & think visually
> visuallisation aids comprehension & reproduction rate
sensitize to potential of visualization
awareness of connection: learning <-> vis. representation
finding/matching examples
how to visualize?
ideas how to visualise
strategies of representation
icons
media-specific
technical aid
FEEDBACK
giving
receiving
methodology
explain th.background in 2 ways
visually& cognitively INeffective
visually effective
use this map to present
use film as a source of techniques
participants
maria
oliver
maud
franziska
plan
prep
technik?
aushang!
Unterpunkt 3
Intro
13:00
socialize!
Who are you?
where do you come from?
where in dresden do you live?
scale: semester
scale: how many semesters will you need?
scale: evaluate own pres-skills
yes/no: who got my email?
What did you do so far, any experience in visualisation?
your expectations?
deal with feedback too?
good presentations
tools & techniques
ideas
prezi.com
Intro vis
what's visualisation?
13:20
film analysis
--end
evaluation
2nd
organisational
next session?
new participants - expectations?
how are your presentations developing? -> plan who & when!
cognitive/psychological background
show that we speak visually???
viz-ideas
general
periodic table
media specific
OHP
prezi
think
prezi is not main goal!
learn to visualise without electronic aid
link to last session!
practice to find visual metaphors!
how to visualise a project
visual metaphor:
(abstract) source domain --> (concrete, visual) target domain
learning is travelling
learning English is a long way with ups and downs, but it's worth it!
learning is building a house (constructivism)
we cannot transfer knowledge -- all we can do is provide a scaffolding for the learners to build up knowledge themselves
realising a project is travelling through landscape
realising a project is building a house
more: periodic table
task: vis projects!
1. choose a project topic
1.1. your own presentation
1.2. or choose a project plan from FTE
1.3. or go to http://ellt2010-11.wikispaces.com/
2. get to the heart of it
2.1. what's your focus?
2.1.1. what's the most interesting part of your project idea?
2.2. how do you increase learner autonomy & ICC?
2.3. why do you consider your method effective?
3. make it visible
3.1. find visual metaphors for your main idea
3.1.1. think of your everyday life
3.1.2. think about products in the supermarket
4. present to partner & check effectiveness
4.1. could you use icons/logos?
4.2. too much text?
3rd
organisational
how are your presentations developing? -> plan who & when, individual sessions!
next session?
why dont people practice before?
not authentic
feel like experts already
effort
benefits not clear
warm-up: advertiser applies for teaching job
task
choose a topic
from text books, curriculum
own
history of migration in the USA
past perfect / simple past - what's the difference?
identify associated teaching goals
lehrplan?
evaluate existing visualisations
describe
structure
hierachical
collection
network
direction of reading
purpose?
effectiveness?
develop own ideas how to support the topic visually & reflect on effectiveness
think about concrete realisations: context? media? potentials/problems?
context: teacher/learner centered?
analysis of visual support
Example 1
Characters in Romeo & Juliet
understanding relationships & conflicts of the characters
paths of relation, clusters = families
doodle
best if students develop their own chart (constructivism)
use computer or other flexible realisation (understanding relationships is a process!)
4th
warm-up "Schmiegenraten"
task from last week, but media-specific!
What is visualisation?
make visible the invisible
turn nonvisual/abstract data/relations into visually perceivable/comprehensible format/representation
nonvisual information =
thoughts
abstract concepts
"justice"
"friendship"
"truth"
relations btw concepts
abstract reasoning
"humans are mammals, all mammals give birth, therefore all humans give birth"
signsystems
alphabet
e.g. Text = connection of concepts
numbers, other data
e.g. spreadsheet
actions, processes
emotions
but its hard to communicate
abstract concepts -- via metaphor
equality?
scales
cognitive effort (signsystem -> meaning)
intercultural communication
e.g. pioneer plaque
"The Pioneer F spacecraft, destined to be the first human made object to escape from the solar system into interstellar space, carries this pictorial plaque. It is designed to show scientifically educated inhabitants of some other star system, who might intercept it millions of years from now, when Pioneer was launched, from where, and by what kind of beings. The design is etched into a 6 inch by 9 inch gold-anodized aluminum plate, attached to the spacecraft's attenna support struts in a position to help shield it from erosion by interstellar dust. Origin: The radiating lines at left represents the positions of 14 pulsars, a cosmic source of radio energy, arranged to indicate our sun as the home star of our civilization. The "1-" symbols at the ends of the lines are binary numbers that represent the frequencies of these pulsars at the time of launch of Pioneer F relative of that to the hydrogen atom shown at the upper left (Language) with a "1" unity symbol. The hydrogen atom is thus used as a "universal clock," and the regular decrease in the frequencies of the pulsars will enable another civilization to determine the time that has elapsed since Pioneer F was launched. The hydrogen is also used as a "universal yardstick" for sizing the human figures and outline of the spacecraft shown on the right. The hydrogen wavelength, about 8 inches, multiplied by the binary number representing "8" shown next to the woman gives her height, 64 inches. The figures represent the type of creature that created Pioneer. The man's hand is raised in a gesture of good will. Across the bottom are the planets, ranging outward from the Sun, with the spacecraft trajectory arching away from Earth, passing Mars, and swinging by Jupiter." Source: http://grin.hq.nasa.gov/ABSTRACTS/GPN-2000-001623.html
Why visualise?
cognitive linguistics
Cognitive linguists point out the connection of language and visual representation via metaphor or metonymy. Apart from poetic image metaphors, cognitive linguists claim the existence of conceptual metaphors which are believed to structure most abstract concepts in our every-day lives.A prominent example is the LIFE IS A JOURNEY metaphor, e.g. “I'm at a crossroads in my life.”Furthermore, cognitive linguists point to image schemas that influence the way we think and speak at more basic level. Examples include the 'up-down', 'front-back' or 'linear order' image schemas. In particular, Lakoff (2006: 213) argues that abstract reasoning is based on spacial reasoning – if this istrue, understanding and supporting spacial reasoning is vital for teachers. students explore the connection of language, thought and visual representation & collect examples of conceptual metaphors in English. Recommended reading: Lakoff, G. (2006). The contemporary theory of metaphor. In Geeraerts, D (Ed.), Cognitive Linguistics: Basic Readings (185-237). Berlin: Mouton de Gruyter.
because we understand all concepts visually:
evidence: speaking visually!
metaphor is a mode of thought
abstract reasoning is a special form of spacial reasoning (Chafe?)
metaphor:
(abstract) source domain --> (concrete) target domain
image metaphors / poetic ~
you're a candle in the wind
conceptual metaphors
Argument is War
set up positions, attack, defend, retreat,win/lose the argument
Life is a Journey
I'm at a crossroad in my life
He took the wrong way
she met interesting people along her path
Death is Departure
From the Monty Python Dead Parrot-sketch:"This parrot is no more. It has ceased to be. It’s expired and gone to meet itsmaker. This is a late parrot. It’s a stiff. Bereft of life, it rests in peace. If youhadn’t nailed it to the perch, it would be pushing up the daisies. It’s rung downthe curtain and joined the choir invisible. This is an ex-parrot." -> Outline the mappings that appear in the text with reference to the DEATH ISDEPARTURE metaphor. Are there any other conventional metaphorsapparent in this text?-> Discuss Lakoff’s claim that metaphors are grounded in experience and assuch not culture-specific with reference to examples from the text.
image schemes
up-down
Good is Up, Bad is Down
high quality, high moral values, high expectations, high lifehigh technology, higher education, higher forms of life
Power is Up, Powerlessness is Down
high society, high class, high status, high command, highpriest, high position in a company.
front-back
Future is front, Past is Back
looking forward to meeting you
he left Jane behind and turned to Christina
involved/detached
because a text is detached (can stand for itself in time & space)
the more text, the less you need the author/a presenter.
more involved = easier to remember
in a live presentation, you are fixed in time & space,
use this context!
use personal stories/narratives
psychology
Visualisation can not only be seen from the language point of view but also through the eyes of psychology, in particular cognitive psychology. We will find answers to questions like: How is information processed in the brain? Why does visualisation support learning and how can we support it? Moreover, we will investigate the power of analogy and practice to find analogies ourselves. Recommended reading: Mietzel, G. (2007). Pädagogische Psychologie des Lernens und Lehrens.Göttingen: Hogrefe.
visual thinking / representation of knowledge?
Arnheim1969
visuell-räumlicher notitzblock
analogy
power of analogy
Analogiebildung
Wissenstransfer: Anwendung von bekanntem Wissen auf Neues
Möglichkeit, aus bekanntem Wissen Hypothesen aufzustellen
~= Modelle = Vereinfachungen
!= Metapher
metaphor replaces source with target (hidden comparison), analogy openly compares the two
schwer zu finden -> vorgeben
über Oberbegriff verwandte Systeme finden
Zufall nutzen (Warenhaus, Wörterbuch blättern)
ACHTUNG kann zu falschen Schlüssen führen
Möglichkeiten und Grenzen der Analogie prüfen
emotionales Verständnis
Quellkonzepte sind emotional besetzt
-> besseres behalten
BSP Gewehrkugel = gefährlich
Einsatz
Lernen durch Visualisierung & Organisation
BSP Moleküle & Atome = Kuchen & Krümel & kleine Teile von Butter etc.
Verständnis/Problemlösen
komplizierte Bewegungsabläufe
fördert innovation
heutzutage ist so vieles erforscht, das neues eher dadurch entsteht, etwas bekanntes in einen neuen Zusammenhang zu stellen
finding analogies
tips for sources
human body & experience
easy technical concepts
find inspiration
shops,
magazines
practice
visualise the known to help assimilate the unknown
seek inner balance: accomodation & assimilation
visualisation as elaboration
loci-method
bedeutungsarmes material individualisieren
individualität & behaltensleistung: bilder > worte > zahlen
visualisation as reduction
grouping
visualisation enables parallel processing
see the great picture
synthesis
(audio only linear)
organisation of knowledge vital for recalling information
holistic learning: both left & right part of the brain
visualisation & behaviourism
conditioning visual stimulus: use specific symbols as triggers for student reactions
ONE visual anchor will trigger main points of your presentation in your audience !
visualisation & constructivism
multiple kodierung
besser speichern/abrufen wenn über versch. sinneskanäle
verbal
visual
motoric (sp?)
how is knowledge organised? (Lernen mit Bildmedien, Weidenmann p 26)
information theory
because seeing is more than perception -- it's active perception (decoding of signs), you interpret what you see on the basis of preexisting knowledge
"The eye sees only what the mind is prepared to comprehend.” Henri Bergson
utilise your audiences' preexisting knowledge to make your point!
language & visual communication = sign systems
sender (encode) channel/medium (decode) receiver
How can we visualise?
main
++effectiveness++
condense to its basic structure
common!
prototypical!
stereotypes!
be consistent
make it individual!
organic
colours
context
but not uncommon!
involve emotion
funny/weird
involve many senses
be active, interact!
point at
focus on
temporarily underline
uncover
hide
goal
support comprehension & memorization during presentation
media types
blackboard / flipchart
ohp
pc
What is visualised?
PROCESS
scripts
real pictures (fotos)
CONCEPT/STRUCTURE
schemas
real pictures (fotos)
DATA
function
visualisation as a substitute for reality
make visible the invisible
learn about the invisible
1. Lerngegenstand
2. Bildermacher: entwickelt Vorstellung von Lerngegenstand
3. Bildermacher visualisiert
4. Mediales Angebot
5. Lerner: Interpretation des medialen Angebots
6. Lerner entwickelt Vorstellung von Lerngegenstand
express personal experience/emotion
for evaluation of learning success
How? types of visualisation
icons/signs
smalles graphical meaning-bearing unit
metaphorical
e.g. computer interfaces!
structural
illustration
prototypical (real) image
organisational principles
linear order
timeline |----------->
sequence of events, actions
contunuum <---> (one dimension)
networks
= natural representation of knowledge
e.g.
metro plan
mindmapping tools
spatial relation
closeness & distance
ZUI & prezi.com
coordinates (two dimensions)
up& down (gravitational field)
building a house
heaven & hell
iceberg model
funnel
mimicking geographical map & walking trail
part-whole
parts of a car resemble keywords
picture with details representing keywords
common visual metaphors
scales
ladder
funnel
wheel/spiral
example: "changing the paradigm"
task
1
Watch the video again and find as many visualisation techniques as possible! What is visualised & how? What makes the visualisation effective? Criticism?
2
compare with your neighbor and try to categorize visualisation techniques
3
share your findings in class, we develop common categorisation
anything from other 2 films?
film2: learning concept map (keywords)
film3: hässliche folien, ich erkläre ihnen was zu sehen ist
4
watch again & identify everything
categories
signs/symbols (simple)
common!
stereotypes!
elaborate symbolization
maps
graphs / scales
speech/thought bubbles
"real" pictures
mimic/gesture
timeline
metaphor
education = production process
my findings
ZUI
zoom in & out
relation between ideas!
prezi.com
too much, too quick, no "big picture" zooms
animation
effectiveness
too fast
no time for reflection
brainwashing
red thread/connection
arrows
self-reference
red thread = DNA
too much text
colour
interaction
cross out, shining
erase & add
contextualisation,
characters
emotion
metaphors
cloud -> invisibility = uncertainty
front = future / back = past
back = lack of attention
chained to sth = submissive
up/down for standards
clouds/rays = thoughts
make thoughts visible: speech bubbles
DNA sequence = progress
sleep/wake up = activity, autonomy
stairs up & down = social class
pub edu = majestic building with columns
up-down = quantity (ADHD & testing)
School = Factory
covered glass containter = trap
symbols
pound = economy
cultural
symbols of profession
graduate hat
historical
religion
economy
yardstick for measuring/standardisation
einstein = genius
image schemas
front/back
linear order
up/down
connection
spacial relation, geometric objects
class triangle
geographical maps
opposite direction (not standardisation but divergence)
graph
Resources
Medienzentrum
Tud - visual communication
lernen zu lernen
metzig schuster
CX 3000 M596(7)
data presentation & visual literacy.. XB1900 S592
visual literacy.org
get experts!
regular teachers
uni-spü: Reiter, Weiss, ...
leni dam: from theory to classroom practice