Advanced Organizers vs. Dynamic Visualization

Advanced Organizers vs Dynamic Visualization

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Advanced Organizers Dynamic Visualization
By definition, an advanced organizer is a The definition of visualization
tool used by an instructional designer to is any technique for creating
help the learner recall and transfer prior images, diagrams, or animations
knowledge to the new information being to communicate a message.
presented. In theory, David Ausubel was Through the use of technology,
one of the developers of advanced an image can strengthen what
organizers and theorized that advanced normally the student would view
facilitated learning. the classroom.

SAMPLE DYNAMIC VISUALIZATION CLICK ON THE VISUAL IMAGE TO SEE THE INTERACTION
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APPLICATION

Advanced Organizers Dynamic Visualization
1. Word Web 1. Animation
2. Sequence Chart 2. Video
3. Individualized Graphic Organizers 3. Pictures
4. Picture Webs 4. Hypermedia

INSTRUCTIONAL DESIGNER RESPONSIBILITIES

Advanced Organizers Dynamic Visualization
1. Consistent 1. The lesson should be designed by
2. Coherent cognitive processes.
3. Creative 2. Animation should be broken up
4. Advanced organizers are presented into organized frames
after the content of the lesson has 3. Do not overload the learner with
been introduced. visuals.

THE IMPACT ON STUDENT PERFORMANCE

Advanced Organizers Dynamic Visualization
• Increase comprehension * Increased learner control
• Increases organization * Active participation increases
• Diagram with text increased understanding
learning * Learner can interact creatively
CONS_ CONS
• Not as effective with out pictures * Learner struggles organizing information
* * Increased cognitive load
* * Image may not convey the correct message

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REFERENCES

Baxendell, B. W. (2003). Consistent, coherent, creative the 3 c's of graphic organizers. Teaching Exceptional Children , 35 (3), 46-53. Retrieved from http://web.ebscohost.com.libproxy.stcloudstate.edu/ehost/pdfviewer/pdfviewer?vid=4&hid=109&sid=7bdc9711-ecd6-4d88-860d-c96e1cba0410%40sessionmgr114

Chandler, P. (2009). Dynamic visualizations and hypermedia: Beyond the "wow" factor. Computers in Human Behavior, 25(2), 389-392. Retrieved from http://www.sciencedirect.com.libproxy.stcloudstate.edu/science?_ob=Articl eURL&_udi=B6VDC-4VC14W4- 3&_user=1822408&_coverDate=03%2F31%2F2009&_alid=1378476491&_r doc=61&_fmt=high&_orig=mlkt&_cdi=5979&_sort=v&_st=17&_docanchor=& view=c&_ct=238&_acct=C000054574&_version=1&_urlVersion=0&_userid=1 822408&md5=37e20d13f00a6c4f9408b58242fa76e6

Chandler, P. (2004). The crucial role of cognitive processes in the design of dynamic visualizations. Learning and Instruction, 14(3), 353-357. Retrieved from http://www.sciencedirect.com.libproxy.stcloudstate.edu/science?_ob=ArticleURL&_udi=B6VFW-4D5JT5T-3&_user=1822408&_coverDate=06%2F30%2F2004&_alid=1378469205&_rdoc=25&_fmt=high&_orig=search&_cdi=6021&_sort=r&_docanchor=&view=c&_ct=1733&_acct=C000054574&_version=1&_urlVersion=0&_userid=1822408&md5=8b54b9cda99c62a4bf4f90ce5fff7f32

Rickards, J. P., & McCormick, C. B. (1977). Whole versus part presentation of advance organizers in text. Journal of Educational Research, 70(3), 147-149. Retrieved from http://web.ebscohost.com.libproxy.stcloudstate.edu/ehost/pdfviewer/pdfviewer?vid=10&hid=109&sid=7bdc9711-ecd6-4d88-860d-c96e1cba0410%40sessionmgr114

Story, C. M. (1998). What instructional designers need to know about advance organizers. Internaltionla Journal of Instructional Media, 25(3), 253-261. Retrieved from http://search.ebscohost.com.libproxy.stcloudstate.edu/login.aspx?direct=true&db=aph&AN=1088827&site=ehost-live