Best-designed Educational Hypermedia Website

The best-designed educational hypermedia website that I nominate is “The educational games on the Nobelprize.org”.

There are some aspects that I am looking for a well-designed educational hypermedia website:

1) Structure:

First, when I click into a website, I prefer it with a clear and logical structure. A webpage can content a lot of links and graphs that overwhelm readers. Instead of throwing a lot of information and links without organization, a clear and coherent structure can give readers a better sense of where they are and where they want to go. The structure of Nobelprize.org helps the navigation easier, prevents the possibility of disorientation and also helps readers to build up mental maps/representation of hypertext structure.

2) Content:

If the structure is the skeleton to a website, the content is the flesh. Without meaningful and rich content, a well-structured website is still hollow, especially the websites designed for educational purpose. I have visited some websites that contain fancy flash animations or graphic designs, but they can only catch my attention for a few minutes and then I found I did not learn too much from it. The educational games on the Nobelprize.org do not only have well-designed games, they also provide related readings, graphics, and information about the experts that help readers know the content better to learn while playing. However, the website was not designed simply for education, but its rich content provides great potential for teaching and learning.

3) Attraction:

When I browsed many educational websites on Homeschool.com's Top 100 Educational Web Sites of 2008, I found most of them are database and texts with hyperlinks. I can easily lose my attention and don’t know where I should go or don’t want to keep going while browsing some websites. Learning is not always interesting, and it requires effort, especially learning difficult contents. The games on Nobelprize.org attract readers' attentions and motivation them to learn more.

Of course, there are some improvements in making the website better. First, the website provides great materials but no guides for teachers or parents to implement them for learning. If some lesson plans or application ideas are provided, educators could use them more effectively. Second, one unique functions that Internet has is to provide forum for people around the world. If a form is designed to provoke more communications between students, teachers, parents and experts, learners could be highly benefited by feedback and different points of view.

In addition to the Nobelprize.org website, I also recommend some other websites that I think are well-designed:

• Math Playground Contains diverse activities (games, word problems, puzzles, videos, etc) to teach math.
  
• BrainPOP Contains considerable amount of educational animations from various content areas.

Hypertext Fiction

Welcome to my first hypertext fiction--
Crime Scene Investigation
http://web.ics.purdue.edu/~hpai/hypertext_fiction.htm

Writing the non-linear text is more difficult than the regular linear writing to me. When writing linearly, I only need to think one logical storyline or argument to build up my story. However, writing the non-linear text requires multiple tracks of thoughts to construct multiple possibilities of storylines.

First, I tried to think of a context which is interesting to write a hypertext fiction. My inspiration was from one of the CSI episodes (it is quite obvious). However, CSI stories usually flashback from a dead body. It added more complication to develop the non-liner text because of the twisted timeline. Besides, I also need to think about what choices the viewers can click on. Too many choices would create more complexity that is out of my control. Therefore, I decided to choose two or three items on each page that readers can “investigate” into or make a decision based on the evidence. Next, I followed each item to develop the storylines. For example, the “1-intch deep scratch” link on the 2nd webpage which leads to the reasoning that “the girl was pushed from the window” on the 3rd page. The 3rd page contains two more items for viewers to research into, and each of them also lead to another page. Besides the branching approach, I also found connections between some WebPages. Thus, not all link leads to one unique page. Some of them could lead to similar story paths.

When creating WebPages, I tended to write about one main character or one location, and then make expansion and connection between each scenario. Sometimes I found myself lost within the structure I was constructing and wondered “where am I now?” I also found that I was building the connections step by step while writing. It was hard for me to have a clear and fixed structure before the writing.

Long-Term Memory: Semantic & Episodic Memory

When trying to analyze the story recall, I decided to develop a coding scheme that helps me to investigate the data. Following is the counts of accuracy of the three-time recalls from the recall grid. Numbers in black are the 1st recall, red is the 2nd, and the blue is the 3rd. My coding scheme is based on the following rules:
1) Original sentences are chopped into units according to the meaning. Each unit contains one major concept/element.
2) If the key meaning matches the original sentences, it is counted. (content accuracy)
3) If the recalled meaning is distorted from the original meaning, it was not counted.

*Please notice that the coding scheme is subjective and not very rigorous. There may be some errors in the following data.*

Based on the following data, one of my observations is that we tend to remember the general meaning of a passage and the superficial aspects are easily forgotten. Take the following story recall for example. The main concepts that construct the story and keep it flowing are the frequently recalled elements (e.g. two young men went down the river -> men in the canoe asked if they want to join the war -> one man thought he may be killed and his relatives do not know where he have gone-> one man went and the other returned home, etc.) On the contrary, the superficial elements which do not influence too much on the key meaning of story are hard to be recalled. (e.g. one night; it became foggy and calm; they heard the noise of paddles; he became quiet; His face became contorted, etc.)

Beside the accurate recalls, it is interesting to look at the unsuccessful recalls. In some story recalls, we can see that several key concepts and the frame of the story were remembered, and then we try to reconstruct it from the presented information and our existing knowledge (schema). Ineffective encoding (just like myself, I did not pay enought attention while reading the story at the first time), unsuccessful retrieval and the influence from our schema lead to omissions and distortions. (e.g. two young men-->two Indians; “Quick, let us go home: that Indian has been hit” --> they receive word the person they needed to kill had already been shot. So, they went to his house and started a fire, etc.)

One night -- 1 2 0
two young men – 11 11 11
from Egulac -- 3 2 3
went down to the river –10 8 8
to hunt seals --6 4 4
and while they were there it became foggy and calm. -- 2 1 1
Then they heard war-cries, --8 5 6
and they thought: "Maybe this is a war-party". – 4 3 3
They escaped to the shore, and hid behind a log. -- 2 1 1
Now canoes came up,-- 6 3 4
and they heard the noise of paddles, -- 1 1 1
and saw one canoe coming up to them.-- 4 5 4
There were five men in the canoe, --6 3 2
and they said: "What do you think? We wish to take you along. We are going up the river to make war on the people." –9 9 9
One of the young men said, "I have no arrows."-- 5 2 3
"Arrows are in the canoe," they said.-- 5 4 4
"I will not go along. I might be killed. My relatives do not know where I have gone. –10 9 9
But you," he said, turning to the other, "may go with them." --4 4 4
So one of the young men went, but the other returned home. --7 7 6
And the warriors went on up the river to a town on the other side of Kalama.-- 1 1 0
The people came down to the water and they began to fight, and many were killed. –6 4 4
But presently the young man heard one of the warriors say, "Quick, let us go home: that Indian has been hit." --5 5 4
Now he thought: "Oh, they are ghosts." --1 1 0
He did not feel sick, –5 4 4
but they said he had been shot.
So the canoes went back to Egulac --2 2 1
and the young man went ashore to his house --6 2 5
and made a fire. ---2 2 1
And he told everybody and –5 5 5
said: "Behold I accompanied the ghosts, and we went to fight. -- 2 1 1
Many of our fellows were killed, and many of those who attacked us were killed. -- 2 1 1
They said I was hit, and I did not feel sick." –5 1 0
He told it all, and then he became quiet. – 0 0 0
When the sun rose he fell down. –4 4 3
Something black came out of his mouth. --5 3 3
His face became contorted. –1 0 0
The people jumped up and cried. --2 1 1
He was dead. –9 9 9

Concept Map

(The article, EXAMINING CONCEPT MAPS AS AN ASSESSMENT TOOL, is helpful for me to do the analysis. Some of the following terms are from this article. )

Since this is not an easy task for the “victim”, I asked my guinea pig (an Asian male) to choose a topic that he is really interested in. Therefore, I found a website about “Basics of DNA Fingerprinting” http://protist.biology.washington.edu/fingerprint/dnaintro.html according to his interest. Before going into the lesson, I also showed him some concept map examples, so he had an idea of what he is going to do after learning the material.

I decided to ask him to draw a low-directed concept map, which is the concept map that “students are free to decide which and how many concepts they include in their maps, which concepts are related, and which words to use to explain a relationship” (Ruiz-Primo, 2004, p.2) I thought it would provide more room for the subject to reflect his understanding. In addition, I also believe that different people can produce different concept map and I want to see what kind of concept map he will construct. click here to see the big picture of the directedness of the mapping tasks.

Here is the concept map constructed by "Inspiration" after the participant learned the “Basics of DNA Fingerprinting” for about 30 minutes. click here to see the big picture

Although I don’t feel I can use a lot of what I read from Mancuso and Shaw’s article to analyze this concept map task, I do agree one of their perspectives –“meaning is not extracted from nature, but projected by man upon it” (p.21). People construct meaning and understanding by their cognitive system. Take the subject for example. He has engineering background. Although he does not have much biology background, he showed interest to learn the material and may be able to pull out available schema to help him to absorb and organize the information.

However, “concept map” is a new concept for the subject. He felt frustrated to use it to express his understanding. He did not think it is able to fully express what he has learned. Looking at his concept map, he was able to structure an outline/framework of the material, but some information was omitted. I think this could be one of the disadvantages of the low-directed concept map.

Long-Term Memory

This time, my guinea pigs are one Asian male and one Asian female. Both of them asked to see the list after the immediate recall to check what they have missed. I think this would affect their performance of the delayed recall.

First, we could obviously see the decay of the long-term memory. However, the delayed recall was not very different from the immediate recall. I was surprised that their performance was better than Ebbinghaus’ forgetting curve (1 hour later, the saving rate would drop to 42% or 43 %).

It is interesting to see that in the immediate recall, the male started from the end of the list and the female could mostly follow the original sequence for the first five words, and then kept on the words that could be chunked together (such as wood & green, bottle & jogging).

For the male, he said he tried to use memorize them alphabetically, but mostly he did not use specific strategy(maintenance rehearsal). For the female, she also tried to memorize the first letter and also picture imagines(visual imagery), and make connection between words (more elaborative rehearsal). Therefore, the mnemonic did help her memorize better.

Second, the male participant recalled from the end of the list when recalling immediately (recency effect). Interestingly, he started from the beginning of the list when recalling again after one hour. However, the female participant still recalled from the beginning of the list. One of the confounding variables is that they were able to revisit the list from the immediate recall. This explained why they can remember words after one hour that they did not in the immediate recall.

It would be interesting to study the difference between male's and female's memory.

Memory Test

My guinea pig is a native Chinese speaker. When I asked him to recall numbers in English,he expressed his difficulty to translate the numbers from English to Chinese. The result shows that there were some missing digits or switching digits in his recalls. In these five sets of numbers, the first two digits were all correct, and also the last two digits of the first three sets. However, he could not recall a couple of last digits in the 12 digit recall. The primacy effect was apparent here, but the recency effect did not show in the long serial recall. The possible explanation is that in the serial recall, he didn’t only need to remember the numbers but also their positions in the list. This took space in his working memory.

Besides reading the numbers in English, I also tested him in Chinese. This time, he almost recalled all the numbers correctly except few minor errors. Surprisingly, he even got the 12-digit numbers correct. In addition to the proficiency and familiarity with the native language, one of my observations is that Chinese only has single syllable for each number (from 0 to 10); on the other hand, several English numbers have more than one syllable. Therefore, he could store more Chinese numbers in his working memory.

While recalling letters, he had no problem with remembering 6 and 8 letters correctly. The primacy effect also worked here, but the recency effect did not show in the 13-letter recall. The most difficult one is the one has fewer vowels. It may be due to the difficulty of making up words and chunking them with only consonants.

When recalling words, he had no problem with remembering the first two and the last one or two words (primacy and recency). The words in the middle can be easily switched or missed, especially the ones before the last two words. The last sentence was the easiest for him to recall except two or three minor errors. We can see that when items make meaning in our mind, it is easier to recall.

Generally speaking, the numbers of unit that he can remember approximately followed the 7± 2 rule. One of the exceptions was when he lost his attention and only recalled one or two unites. Another is the last sentence that has meaning and easy for him to recall most of it.

Can machines think?

1.Is the Turing Test a sufficient test? That is, if a machine passes the test, would you agree it is intelligent?

To answer this question, we have to define “intelligence” first. There could be many different ways to describe this concept. According to Pinker (1999, p.62), intelligence “is the ability to attain goals in the face of obstacles by means of decisions based on rational rules”. If the explanation stops here, I would say a machine is intelligent if it passes the Turing Test. However, “consciousness” is further described as “a lofty synonym for intelligence” (p.134). We do not only think by rational rules, but also have a sense of self. When a machine passes the Turing Test, it does not “know” what it is doing or have sentient awareness.

2. Is the Turing Test a necessary test? That is, does a machine have to pass this test in order to be intelligent?

According to the above argument, it does not matter if a machine has to pass this test in order to be intelligent. Because the Turing Test itself can only test the ability to make decisions based on rational rules, but we cannot tell its consciousness and sentience through this test.

3. Will a machine ever pass the Turing Test? Why or why not?

As I know, there is no artificial intelligence ( AI ) can win the Loebner Prize (the first formal instantiation of a Turing Test.) so far. Is it possible that a machine’s response can be indistinguishable from a human's in the future? I tend to have a skeptical answer to this question. Since the judge is a human being, he/she does not only make judgment by rules, but consider all aspects of human being—emotion, desire, feelings, etc. People may be able to distinguish a machine from a human being. However, people are also easily deluded. Thus, it is not totally impossible that a machine can pass the Turing Test.

4. Will a machine ever be intelligent? Why or why not? (This may or may not be the same answer to the previous question).

Unless the human being’s consciousness, sentience, emotion, and so on can be programmed into a machine, I do not think a machine can ever be intelligent. I think there are too many components to be considered as intelligence, especially human intelligence. Even though a machine can store a lot of information, can assess data fast, or even win a chess match (Can machines think?), can it know what it is doing and why it is doing it?

My theory of mind

I think human beings’ minds are one of the most complicated mechanisms in the world. From my immature understanding, I believe that different areas of our brains manage different functions, and they connect to each other to function as a whole. It could be a process that multiple parts are working simultaneously. The following picture illustrates my preliminary thought about our mind and learning.

First, perception from our sense organs filters and interprets the encountered experience, and it decides how much information will go into intelligence process. In the stage of intelligence, different abilities are functioning to understand and acquire the new knowledge, such as comprehending a text or memorizing vocabularies. Next, change will show on behaviors, such as performance or solving a problem. All the functions may not only work one-way or independently, but may affect each other mutually: change in behavior may shape intelligence and change in intelligence may also mold perception. The process is functioning as an interacting system rather than merely combining steps. Furthermore, motivation may act as an emotional motor to drive each step through the whole process. Without motivation, learners are like functional cars without fuel.

Most importantly, each component is linked to each other.

Take looking at the sky for example. My eyes (the sense organ) receive the light and reflect the image on the retina (I am not 100% sure about the biological part), and the image/message is transformed through the optic nerve to the area of brain that receives and interprets image. “The sky” only makes meaning (such as its name is sky, etc.) when I already have this information in my “database”. It could come from some one else told me it is called sky or I may build up more experiences about the sky when I have seen it in different conditions. All the information may store in different parts of my brain. My personal perception may affect how the information is coded and stored. Next time, when I encounter the concept of “sky”, related information may be retrieved and help me understand the new situation.

Furthermore, this process could be more complicated, if the task requires more mental activities. For example, reading this assignment and deicide what to response accordingly. First, I have to be able to “read”—able to see the words, understand the meaning, and interpret it. The interpretation could be based on my reading comprehension, my prior knowledge, and experience. I may retrieve the “schema” (the construction of concepts) that helps me understand the assignment. After understanding, I would reason my answers and put them in a logical way that makes sense to me. This process is also defiantly affected by my prior knowledge. For example, I have taken several courses about education and psychology, and the theories I have learned in the class would direct what I think. During the constructing response process, I choose what words to use and express my thought, and the brain commands my fingers to type (behavior). However, I think the process is not linear. When I saw what I wrote, it goes into my perception and comprehension. I would interpret and evaluate it, and change my writing and even thought accordingly.

Besides, I do not think our mind works like a computer. Emotion, motivation, and feelings could also be parts of every information process. They could be very different from person to person and play different roles in our mind processing and decision making.

Welcome

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