“Drawing” your Own Conclusions: Sketchnoting as a Pedagogical Tool for Teaching Ecology

Gansemer-Topf, Ann M.; Paepcke-Hjeltness, Verena; Russell, Ann E.; Schiltz, James

doi:10.1007/s10755-020-09542-6

Cited by 7 publications

(2 citation statements)

References 37 publications

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“…Universities' current state of oil painting teaching must often address ecological themes [19]. Traditional approaches to oil painting instruction often focus on technical skills and art historical contexts, neglecting the integration of environmental concepts.…”

Section: ⅱ Literature Reviewmentioning

confidence: 99%

Sustainable Development of Diversified Teaching Mode from Ecological Perspective: A Case Study on Metaverse-Based Landscape Oil Painting Course

Li,

Chen

2023

J Multimed Inf Syst

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Art can purify the soul and cultivate sentiment. Artists promote the dissemination and popularization of ecological awareness through the power of art. Painting has a strong visual aesthetic ideology and closely relates to people, nature, and society. Landscape oil paintings use visual metaphor and symbolic expression techniques to endow paintings with multiple and rich ecological concepts, conveying anxiety about various ecological imbalances in human society. However, the exploration of oil painting teaching has stopped in universities recently. Therefore, it is necessary to study the diversified landscape oil painting teaching mode from the perspective of ecology to promote its sustainable development. To further immerse students in nature and advance the sustainable development of oil painting teaching from an ecological perspective, teachers can utilize VR to create natural scenery by introducing the metaverse into the landscape oil painting course. However, in the 360-degree VR landscape sampling video, if the texture cannot be processed well, the student's experience will be significantly reduced. To this end, the texture synthesis of VR videos is studied. The simulation results show that the proposed texture synthesis method performs better in time and space, which undoubtedly improves the students' experience of watching VR landscape videos. Finally, this study uses questionnaires to examine the application effect of metaverse-based landscape oil painting courses. The experimental results demonstrate that metaverse-based landscape oil painting courses can increase students' sense of immersion, most strikingly, which is of great help to the improvement of grades.

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Section: ⅱ Literature Reviewmentioning

confidence: 99%

Sustainable Development of Diversified Teaching Mode from Ecological Perspective: A Case Study on Metaverse-Based Landscape Oil Painting Course

Li,

Chen

2023

J Multimed Inf Syst

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“…Code tracing may involve various forms of sketching (Cunningham et al, 2017). In STEM domains outside of programming, sketching is routinely incorporated into introductory-level courses to help lessen student's cognitive load (Wu & Rau, 2019) and improve learning (Bobek & Tversky, 2016;Gagnier, Atit, Ormand, & Shipley, 2017;Gansemer-Topf, Paepcke-Hjeltness, Russell, & Schiltz, 2021;Raiyn, 2016). Code tracing helps novice programmers identify bugs (Griffin, 2016;Xie, Nelson, & Ko, 2018), predict code output (Risha, Barria-Pineda, Akhuseyinoglu, & Brusilovsky, 2021), and in general is associated with improved learning outcomes and student engagement (Cunningham et al, 2017;Hertz & Jump, 2013;Kumar, 2013;Lopez, Whalley, Robbins, & Lister, 2008;L.…”

Section: Code Tracing: Backgroundmentioning

confidence: 99%

Investigating the Effect of Interface Scaffolding and Example Design on Learning and Performance in a Code-Tracing Tutor

Jennings

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A foundational programming skill is code tracing. It involves simulating how a computer executes programs by tracking variable values and flow of program execution. Learning this skill is challenging and so research is needed to identify effective forms of assistance. This dissertation involves the design and evaluation of a computer tutor, called CT-Tutor.The tutor provided assistance for code tracing through interface scaffolding during code tracing as well as worked examples. The tutor was evaluated in three studies. Study 1 involved four versions of CT-Tutor to evaluate the effect of two levels of instructional scaffolding (high/reduced) and two types of instructional order (example-first/problemfirst). Contrary to my hypothesis, there was no evidence for a learning benefit from high scaffolding. However, the high-scaffolding version improved performance by reducing the number of attempts needed to get an answer correct. Instructional order also influenced performance. The example-first group spent more time per example, less time per problem, and required fewer attempts to produce correct answers.To shed light on student reasoning with CT-Tutor, Study 2 used a think-aloud protocol to analyze students' self-explanations and reading behaviors with the high-and reduced-scaffolding versions of the CT-Tutor; an exit interview was used to obtain data on the tutor's usability. Self-explanation was the main variable of interest, as prior research demonstrated it is beneficial for learning. There was no significant difference in the number of self-explanation between the two scaffolding versions. The exit interviews revealed that the CT-Tutor example design could be improved. i The CT-Tutor was subsequently re-designed to provide either dynamic and static examples. Previous research suggested that domains involving change over time are best presented by dynamic examples; code tracing is one such domain. The effect of example type on learning was not significant. The dynamic-example group spent more time on the examples, had marginally fewer incorrect attempts, and spent less time producing incorrect answers. In sum, ignoring condition, the CT-Tutor improved learning. However, the effect of the experimental manipulations was inconclusive. Performance was significantly affected by the experimental manipulations: the high-scaffolding problem interface, examplefirst instructional order, and dynamic examples improved code-tracing performance. David for your invaluable advice, guidance, and feedback which have been instrumental in shaping this dissertation. I extend my appreciation to my examining committee: my internal examiner, Robert Biddle, and my external examiner, Gord McCalla. Your insightful comments and constructive feedback have significantly enriched my work. This dissertation would not have been possible without my family. My parents, who have always emphasized the importance of education and believed in me throughout the highs and lows of this degree; and my sister, whose reactions to the magnitude of work inv...

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Exploring Potential of Sketchnoting as a Tool for Constructing Learner´s Knowledge in Geography

Csachová¹,

Kidonová²

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">In the paper, we explore the potential of sketchnoting as a tool for constructing learner´s knowledge. Sketchnoting is non-linear note-taking method that combines text and visual elements to express knowledge in a complex form, and is represented by text, symbols, arrows, frames, and other visual elements. Drawing on theory of dual coding and theory of multimedia learning, it is argued that a learner retains information more permanently if they process it verbally and visually at the same time. Sketchnoting can be effectively implemented in a learning process. We illustrate sketchnoting as a supportive learning tool by empirical study with learners at geography lessons in a secondary grammar school. We assessed twenty students´ first sketchnotes and found out most of them focused on facts rather than relations. It is therefore suggested that teachers draw more attention to organisation, structure and interrelations of the elements of knowledge in sketchnote when introducing it first to learners.</p>

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“Drawing” your Own Conclusions: Sketchnoting as a Pedagogical Tool for Teaching Ecology

Cited by 7 publications

References 37 publications

Sustainable Development of Diversified Teaching Mode from Ecological Perspective: A Case Study on Metaverse-Based Landscape Oil Painting Course

Sustainable Development of Diversified Teaching Mode from Ecological Perspective: A Case Study on Metaverse-Based Landscape Oil Painting Course

Investigating the Effect of Interface Scaffolding and Example Design on Learning and Performance in a Code-Tracing Tutor

Exploring Potential of Sketchnoting as a Tool for Constructing Learner´s Knowledge in Geography

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