Quality Criteria for Dynamic Worksheets

Markus & Judith Hohenwarter www.geogebra.org

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Design Principles for Multimediaby Richard Mayer (2001)

Multimedia Principleuse words and graphics rather than words alone

Contiguity Principleplace corresponding words & graphics near each other

Coherence Principleadding ‘interesting’ material can hurt learning

Personalization Principleuse conversational style and virtual coaches

Learner Control Principleuse learner control for learners with high prior knowledge or high metacognitive skills

Clark, R.; Mayer, R.E.: e-Learning and the Science of Instruction. San Francisco: Pfeiffer, 2002.

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Multimedia Principle – use words and graphics rather than words alone

Several empirical studies showed that the usage of text in combination with graphics can lead to better learning success than text alone

Example

A parallelogram is a four-sided plane figure that has two sets of opposite parallel sides.

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Contiguity Principle – place corresponding words and graphics near each other

Examples Mouse over / roll over –

pop-up texts appears when moving the mouse over a graphic

Integration of text into a graphic Place text next to the corresponding

graphic – provide descriptive texts as clearly arranged lists

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Coherence Principle – adding interesting material can hurt learning

When things have to be made interesting, it is because interest itself is wanting. Moreover, the phrase is a misnomer. The thing, the object, is no more interesting than it was before.

Dewey, J.: Interest and effort in education. Cambridge, MA : Houghton Mifflin, 1913.

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Coherence Principle – adding interesting material can hurt learning

“Interesting material” Entertaining stories (without connection to the

content) Decorative graphics Background music and graphics Sound effects

Note: Use these things very carefully!

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Personalization Principle – use conversational style …

Use conversational rather than formal style Address the students directly Use “you” in your descriptions and assignments

Why? Text is easier to understand Students will work harder at the assignments

when they feel like being a dialog partner Students will have more learning success

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Learner Control Principle – use learner control for learners…

Allow your students to choose (if possible)

Order of problems Setting the pace Additional support (exercises, definitions,…)

Learner control is adequate … … if learners have high prior knowledge … for contents at the end of a course … if learners have high metacognitive skills … if the content is easy to understand

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Examples for Dynamic Worksheets

What is wrong with these dynamic worksheets?

Example 1

Example 2

Example 3

Example 4

Static constructionTasks are not clear, questions too general

No explanation of the construction

Avoid static text in constructionText not fixed

Tasks not connected to the dynamic construction

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Examples for Dynamic Worksheets

What is wrong with these dynamic worksheets?

Example 5

Example 6

Example 7

Too much textWorksheet too long for one screen

Too many questions on one worksheetApplet cluttered with objectsText / sliders not fixedApplet too big

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Design Guidelines Dynamic construction

Allow as much dynamic variation as possible!The size of the applet matters!

It should be… … big enough to allow discoveries … small enough to fit on screen … small enough to leave space for explanations

and tasksExample: Rotated Point Practice (by Guy Barmoha)

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Design Guidelines Text

Use as little text as possible - every word counts! Convention

On top of the construction Short explanation of what this page is about Short description of the dynamic construction

Below the construction Tasks and assignments Instructions like "move point A" are part of the tasks

Example: Adding Integers on the Real Number Line (by Megan Yanes)

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Design Guidelines Tasks and assignments

Limited number of questions on one worksheet About 1 to 3 questions per worksheet More questions should be broken up into several worksheets

Solutions or information for other teachers Should not be part of the worksheet Add a .pdf document that describes your ideas

Explain new terms (e.g. "congruent") by giving examples related to the construction

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Design Guidelines If a worksheet is just for presentation by a teacher…

It might be better to have no tasks or questions on it If you have texts there they have to be clear for students.

General layout All contents (text & construction) should fit on one screen Students should not have to scroll between the task

explanations and the construction Take 1024x768 pixel or 1280x1024 pixel as the usual screen

sizeTip: use tables in NVU to achieve this

Example: Area of a Rhombus (by Barbara Perez)

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Design Guidelines

Tasks / assignments Make clear what the students should do Avoid questions like "What is always true?" Should the answer to a question be written down on

paper? If yes, say so on the worksheet or at least in accompanying material (e.g. lesson plan).

Constructions Fix texts and slider positions When a worksheet is opened you should be able to

read all labels (i.e. a point label should not be intersected by a line)

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Providing Dynamic Worksheets Provide all files of your dynamic worksheet

.html, .ggb, .jar files Internet, CD, USB drive,...

Student opens html file with a web browser

Requirements on student‘s computer: Web browser (e.g. Internet Explorer, Firefox, Safari) Java 1.4.2 or later (free download from

www.java.com) Note: Your students do NOT need GeoGebra to use

dynamic worksheets