星期一, 8月 21, 2006

Final assignment

How the Learning Object Works

Choose a station to START.
Choose a station to END.
Choose a date on the calendar by using the green buttons.
Input the time needed to travel for HOURS and MINUTES.
Click on GO AHEAD to proceed.
Data is shown.
To start over, click on CHANGE STATIONS.
Repeat step (1).



For Decision-making

The commuter of the West Rail can use it for planning his/her journey. In the social context, there can be a number of uses for different scenarios:

Commuter A is late for work. He needs to decide whether to take the bus or the West Rail to travel from Tuen Mun to Tsuen Wan. So he checks up on the expected arrival time of the next train and the travel time needed to arrive at his destination to decide on which mode of transport to take.
Commuter B is on a day off from work. She wants to travel from Mei Foo to Tin Shui Wai to visit the Wetland Park with her family. They also want to avoid the rush hour traffic. So she looks at the train frequency to decide on the earliest time when the rush hour is over.


For Mathematics Teaching and Learning

The idea is to introduce some mathematical and other concepts for primary and secondary students. For instance:

The further the distance between 2 stations, the longer it takes to travel (proportionality).
Different times of the day will have different train frequencies arriving on platforms (business concepts).
Time it takes to travel from A to B (speed).
The whole journey from A to B starting from when commuter arrives on the platform, including the time required to wait for the next train.

星期日, 8月 20, 2006

Final assignment





星期五, 7月 28, 2006

The Prototype: A Visual Conceptual Model for Students and Commuters on the KCRC West Rail Line





  • Students: An understanding of the relationships between distance and time on a public transport.
  • Commuters: A journey planner on the estimated time of arrivals.

(a) A Step-by-Step Guide to Making it Work

  1. Select a station from the 2 lines
  2. Click on “Let's Go!”
  3. Choose the time and date of travel
  4. Information of the results

(b) What More Needs to be Done

  1. Display the stations exactly the same as selected
  2. Adjust the information of results accordingly
  3. Distances between stations to be included in the information of results
  4. Fine tune on the user interface

星期五, 7月 07, 2006

Lesson Task: Final Assignment Story-board




1. Finding the distance (km) and estimated time of arrival (min) between any 2 MTR stations.


2. Choosing 2 MTR stations using interactive icons.


3. Then choose one DAY and one PERIOD.


4. Data on the distance (km) and estimated time of arrival (min) will be shown on the user interface.


Lesson Task: Final Assignment Proposal


Proposal outline by Alan Chan and me:

Topic:

The MTR

Aim:

1. To provide practical value for students to understand mathematical concepts.
2. To offer a visual interactive tool for users to plan their travel needs.

Type of Learning Object:

(a) Conceptual model – to help students realize that external factors can influence mathematical outcomes.
(b) Information object – to enhance the information already given on the MTR homepage in order to be more user-friendly for any user.

http://www.mtr.com.hk/

星期五, 6月 23, 2006

Task of Lesson 4 - Rain Droplet

Task of Lesson 4 - Rain Droplet

This is the result created by Mr. Alan Chan and me.








Reference:
http://www.amastro.org/at/w/wrds.html
http://www.islandnet.com/~see/weather/
almanac/arc2000/alm00jul.htm

星期五, 6月 16, 2006

Task of Lesson 3 - Digital Story

This the a digtial story about history of Brazil in WorldCup competition, created by Alan Chan and Me!!

We put much effort to do it. Let's take a look and give comments!

星期五, 6月 09, 2006

Lesson 2 Reflection

In the first lesson, I learned some ideas about visual representation. In my point of view, I really agree that visual representation is much easier and quicker for readers to understand, compared with text representation. That why I like to read comics, rather than fictions. However, I don’t believe that all information is good to be represented visually. For instances, if we would like to represent some statistic data accurately, it would be better to use text to represent such data. Therefore, for my understanding, I think visual representation is good for representing the whole picture of some ideas, whereas text representation is good for representing some accurate data.

During the last lesson, I remember that we were discussing about the differences between information and data. I missed the chance to express my opinion so I would like to mention in my blog. In my point of view, I think data is some objects or texts which have no meaning. For instances, number 5 has no meaning if we do not apply the number to represent something. On the other hand, I think information is representing something which has meaning. For instances, a sentence “who are you?” has a meaning behind. So it should be a information.

Lesson 2 Task: The Earth's Atmosphere

The Earth's Atmosphere: My Design Process with Alan Chan

Step 1 - Sketching

Used 11 sketches on paper to capture different parts of the information.


Step 2 – Preliminary design

Decided to use one slide instead of 10 to represent all the information.


Step 3 – Final design

Made further discussion to refine the preliminary design for final presentation.