3 items on »typolis:« tagged with
»information«
2006.11.23, 16:14
Karambolage
Janet hinted me towards "Karambolage". It's a programme running on arte, the French-German tv station. They pick out differences, sometimes just minor details between the two countries and explain where they come from.
They put their last four editions online, so I get to see them even without tv: I really like their concept of collages and presenting culture in little bits and pieces. Additionally they seem to have different designers each time: some styles I really like, others are too trashy for me but for sure always interesting...
from the emission on Oct, 29:
from the emission of Nov, 19:
They put their last four editions online, so I get to see them even without tv: I really like their concept of collages and presenting culture in little bits and pieces. Additionally they seem to have different designers each time: some styles I really like, others are too trashy for me but for sure always interesting...
from the emission on Oct, 29:
from the emission of Nov, 19:
2006.10.04, 17:08
Being intrinsically motivated, or not?!
Since obiviously nobody takes the story of Opac and me serious (Marie called my relationship a "running gag" ... excuse me?!) I'll cut it short. My requests got lost - just like that and the lady at the counter actually dared to imply that it might be my fault since first of all I didn't pay and then on top I put them in the right but actually wrong box. I was brought up to be a good girl so I smiled at her and filled in all these ******-*******-requests anew. Now I get the wonderful opportunity to wait ..... and wait ..... and wait until eventually I get the books.
Meanwhile I read some other books. In particular a thesis on Interface-Design for a Web-Based Learning System. It was written here in Weimar by Ulf Schubert in 2001 and might actually free me from reading all these learning and teaching theories myself.
Web-based learning systems were developed to support traditional learning environments such as in schools or universities. They are based on the ideas of self-managed learning and learning in groups. Due to their avaibility as an online-source, it is up to the learning individual to decide on when to study, where to study as well as on how and what to study. The idea of group learning is made possible by the fact that several users can be online and connected to the system at the same time and by the use of communication systems like chats or forums or blogs (yippieh!).
N. Döring is quoted (and I'm trying my best to translate into English): "In all internet-services the user can be information-recipient as well as information-producer, he/she can passively watch or become active, thus proving implicit and social learning to be regular side-effects of regular internet-use." (Döring, N.: Lernen mit dem Internet, S.319)
Since the internet offers such a wide range of information, the user has to learn to differentiate critical what could be useful to him/her. This goes in accordance with the theory of cognitivism which constructed the idea of discovering learning: being driven by curiosity and personal interests the learning individual tries to find his/her own solutions to interesting questions by looking for relevant information independantly. To learn like this can not be forced from outside but relies on an intrinsic motivation which of course is the best foundation to gain intensive and lasting knowledge.
Yes! That's what I'm doing here.
But, actually, in the moment, I really don't care: Basketball is calling..... Yippieh!
Meanwhile I read some other books. In particular a thesis on Interface-Design for a Web-Based Learning System. It was written here in Weimar by Ulf Schubert in 2001 and might actually free me from reading all these learning and teaching theories myself.
Web-based learning systems were developed to support traditional learning environments such as in schools or universities. They are based on the ideas of self-managed learning and learning in groups. Due to their avaibility as an online-source, it is up to the learning individual to decide on when to study, where to study as well as on how and what to study. The idea of group learning is made possible by the fact that several users can be online and connected to the system at the same time and by the use of communication systems like chats or forums or blogs (yippieh!).
N. Döring is quoted (and I'm trying my best to translate into English): "In all internet-services the user can be information-recipient as well as information-producer, he/she can passively watch or become active, thus proving implicit and social learning to be regular side-effects of regular internet-use." (Döring, N.: Lernen mit dem Internet, S.319)
Since the internet offers such a wide range of information, the user has to learn to differentiate critical what could be useful to him/her. This goes in accordance with the theory of cognitivism which constructed the idea of discovering learning: being driven by curiosity and personal interests the learning individual tries to find his/her own solutions to interesting questions by looking for relevant information independantly. To learn like this can not be forced from outside but relies on an intrinsic motivation which of course is the best foundation to gain intensive and lasting knowledge.
Yes! That's what I'm doing here.
But, actually, in the moment, I really don't care: Basketball is calling..... Yippieh!
2007.02.12, 15:51
Go! Poland! Go!
mmm... I just throw this at you: the starting page after you selected Poland on the world map. I had wanted to integrate the basic data about Poland on this page - just to give a quick overview.
At first I tried to do a graphic comparing the size and population of Germany and Poland.... which didn't work out:
Then I tried to stick to the countries' outlines... which didn't work either:
Then I decided to make it simple.. and just tried some different colors... of which I liked none so I just left all of them in the sketch:
Then things were slowly getting better:
1.
2.
My teacher decided for the first of these last two.
Somehow I had desperately wanted to have a direct comparison with the German numbers. The main problem with that was that usually these kind of statistics are perceived in table-form. Putting them in a more graphical way made them more difficult to grasp at first glance. Additionally with the underlying colors the idea of the comparison kind of got lost. Janet said that is because the eye is so much used to understand that if in a table something is highlighted in some way it appears to be the headline or title of the row instead of being understood as data.
In the end my teacher was right asking why I would want to have a comparison on this page anyway. After choosing for Poland and "being welcomed to Poland" it seems quite akward to be confronted with Germany again. Thus: solution - wooho! I'll drop the German numbers but leave the shape of Germany in with a text that you can click on to find a table that compares the two statistics. Yeahyeahyeah.
And, yes, still want to put a bit of color in the map.
At first I tried to do a graphic comparing the size and population of Germany and Poland.... which didn't work out:
Then I tried to stick to the countries' outlines... which didn't work either:
Then I decided to make it simple.. and just tried some different colors... of which I liked none so I just left all of them in the sketch:
Then things were slowly getting better:
1.
2.
My teacher decided for the first of these last two.
Somehow I had desperately wanted to have a direct comparison with the German numbers. The main problem with that was that usually these kind of statistics are perceived in table-form. Putting them in a more graphical way made them more difficult to grasp at first glance. Additionally with the underlying colors the idea of the comparison kind of got lost. Janet said that is because the eye is so much used to understand that if in a table something is highlighted in some way it appears to be the headline or title of the row instead of being understood as data.
In the end my teacher was right asking why I would want to have a comparison on this page anyway. After choosing for Poland and "being welcomed to Poland" it seems quite akward to be confronted with Germany again. Thus: solution - wooho! I'll drop the German numbers but leave the shape of Germany in with a text that you can click on to find a table that compares the two statistics. Yeahyeahyeah.
And, yes, still want to put a bit of color in the map.