Advanced Organizers vs Dynamic Visualization
| 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 |
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
