Minimalist instruction for learning to search the World Wide Web

This is a pre-print version of the article published in Education and Information Technologies, 2001, 6 (3), Page 161-176. ©Springer. The original publication is available at www.springerlink.com http://www.springerlink.com/content/l83k6p8020t04441/This study examined the efficacy of minimalist instruction to develop self-regulatory skills involved in Web searching. Two versions of minimalist self-regulatory skill instruction were compared to a control group that was merely taught procedural skills to operate the search engine. Acquired skills were tested on Web search tasks and search tasks in an online library catalogue. Self-regulatory skill instruction was found to increase practice time by 25%. However, it did not enhance search performance on the test tasks. Explanations are advanced for these findings and topics for further research are identified

Usage, attitudes and workload implications for a Web-based learning environment

At the University of Twente, a locally developed Web-based learning environment called the TeleTOP system is being implemented throughout the university after being first developed and used in the Faculty of Educational Science and Technology, followed by use in the Department of Telematics. Studying the usage choices of instructors with regard to tools offered by the system, as well as the instructors' workload implications and attitudes, is valuable not only for the implementation activities in the rest of the university, but more generally for those studying the impact on educational practice of Web-based learning environments containing course-management tools. This paper reports on a study of thirty-three TeleTOP using instructors from the two faculties at the end of the 1999–2000 academic year. The results show that instructors feel that a major benefit of using the system is that it is a catalyst for a re-evaluation of one's own teaching; many instructors do not make use of the tailoring options; decisions about use of the system and the provision of feedback are based on the current instructional practices of the instructor; and instructors perceive increases in their workload to be a problem (whenin fact the actual amounts of time spent vary considerably and include instructors with minimal investments)

Information- problem solving: A review of problems students encounter and instructional solutions

Walraven, A., Brand-Gruwel, S., & Boshuizen, H.P.A. (2008). Information- problem solving: A review of problems students encounter and instructional solutions. Computers in Human Behavior, 24 (3), 623-648.Searching and processing information is a complex cognitive process that requires students to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources. This process is called information-problem solving (IPS). IPS can be characterized as a complex cognitive skill, which may need direct instruction to reach high levels of performance. However, IPS has been given little attention in schools, and instruction in this skill is rarely embedded in curricula. And yet, by giving students assignments in which students have to solve an information-based problem, teachers assume that their pupils have developed this skill naturally. A literature study was done to determine what kinds of problems students experience when solving information problems using the WWW for searching information, and what kind of instructional support can help to solve these problems. Results show that children, teenagers and adults have trouble with specifying search terms, judging search results and judging source and information. Regulating the search process is also problematic. Instruction designed specifically for IPS using the WWW for searching information is rare but indeed addresses the problematic skills. However, there are differences between various methods and it is unclear which method is most effective for specific age groups

Minimalism Heuristics Revisited : Developing a Practical Review Tool

Purpose: This article looks at existing minimalism literature and the application of minimalism heuristics. It proposes a revised set of minimalism heuristics to be used at different phases of the minimalist documentation process. The goal is to offer a practical tool for technical communication professionals. Method: The revised heuristics are a combination of a literature review, the best practices of technical communication, and a company pilot study where the heuristics were tested. Results: The article offers a revised list of minimalism heuristics, to be used as part of the minimalist documentation process to ensure documentation quality. Conclusion: The technical communication field is charting new ground in the era of responsive design and mobile platforms.In this new landscape, the principles of minimalism have much to offer. The proposed minimalism heuristics comprise one strategy of applying minimalism for better documentation quality.©2021 Society for Technical Communication.fi=vertaisarvioitu|en=peerReviewed

Parting A Read Sea Of Images: An Exploration Of Field Dependent-Independent Responses To Minimalist, Pictographic And Infographic Data Displays

ABSTRACT Western society reflects an âeikoncentric eraâ when contemporary instruction has become image -centered. Textbooks, journals, popular media as well as computer-based and web- based instructional media are filled by pictures that are intended to accomplish learning. Imagery is widely believed to represent an efficient, understandable method for relaying information and clarifying instruction for nearly all learners. However, those who subscribe to the adage âa picture is worth a thousand wordsâ often fail to acknowledge individual differences in visual comprehension and cognition. The field dependent-independent (FDI) cognitive style describes individual learner differences that can thwart visual learning. Information graphics are among the frequently used types of imagery that portray data. There is little empirical evidence to guide their design, and their creation is often based on intuition or opinion. This study researched the ways FDI learners comprehend and aesthetically assess minimalist information graphics, pictograms and infographics. Those participants who represented the most extreme field-dependent or field-independent learners were invited to participate in a two-part study. An instrument named the Comparative Information Graphic Test (CIG-T) was developed for testing comprehension of and perceived aesthetic efficacy, value and preference for minimalist information graphics, pictograms and infographics by FDI learner

Heuristic evaluation of the appointment booking process on the Finnish Student Health Service’s (FSHS) website:an approach based on a revised set of minimalism heuristics for improved user experience (UX)

Abstract. The purpose of this master’s thesis is to evaluate a newly redesigned set of minimalism heuristics developed by Jenni Virtaluoto, Tytti Suojanen and Suvi Isohella (to be seen in a forthcoming article)⁠ — with the initial purpose to be used in the minimalist documentation process by technical communication professionals⁠ — in the design of a healthcare service’s website rather than traditional technical documentation. Based on these minimalism heuristics derived from minimalism principles, solutions and recommendations were applied to usability issues found in the content of the Finnish Student Health Service’s website (or Ylioppilaiden Terveydenhoitosäätiö in Finnish) in the appointment booking process in order to improve the user experience. The results were conclusive and offer a better user experience with enhanced focus on core tasks and goals, accessibility, and error management. The revisited set of heuristics proved to be a versatile practical tool for the evaluation of a website meant to instruct users, but that is, nonetheless, very different in essence from traditional technical documentation

The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

Conference Program [2013]

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