Information Design

The introduction of Information design:
1. Strategy & Organization of Contents
2. Interaction, Navigation & Control
3. Visual & Presentation
There are five things to think about in the Process of Information Design:
1. Message means what information do you wish to share
2. Audience means Whom do you want to share the information
3. Purpose means how and why do you want to share your message with the audiance
4. Background means what does your intended audiance already know about the subject your discussing
5. Structure means how can your message be organized effectively

Information design Strategy :
1. Learning Theories

Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to to prior knowledge, thus mental representations are subjective.

A reaction to didactic approaches such as behaviorism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation. Each person has a different interpretation and construction of knowledge process. The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation.

Behaviorism is a worldview that operates on a principle of “stimulus-response.” All behavior caused by external stimuli (operant conditioning). All behavior can be explained without the need to consider internal mental states or consciousness.

The cognitivist paradigm essentially argues that the “black box” of the mind should be opened and understood. The learner is viewed as an information processor (like a computer).

2. Strategy of Web based Learning

a. >Problem based learning
With PBL, your teacher presents you with a problem, not lectures or assignments or exercises.Since you are not handed "content", your learning becomes active in the sense that you discover and work with content that you determine to be necessary to solve the problem.

In PBL, your teacher acts as facilitator and mentor,
rather than a source of "solutions."

Problem based learning will provide you with opportunities to

* examine and try out what you know
* discover what you need to learn
* develop your people skills for achieving higher performance in teams
* improve your communications skills
* state and defend positions with evidence and sound argument
* become more flexible in processing information and meeting obligations
* practice skills that you will need after your education

b. project based learning
Students today are using online resources to create research reports. They are designing, critiquing, and presenting products using interactive technologies. Here are some guidelines and criteria for evaluating the effectiveness of problem- and project-based learning in your classroom.

1. Allows for a variety of learning styles
2. "Real" world oriented - learning has value beyond the demonstrated competence of the learner
3. Risk-free environment - provides positive feedback and allow choice
4. Encourages the use of higher order thinking skills and learning concepts as well as basic facts
5. Utilizes hands-on approaches
6. Provides for in-depth understanding
7. Accessible for all learners
8. Utilizes various modes of communication
9. Assessment is congruent with instruction, i.e. performance-based
10. Students are responsible for their own learning
11. Students have ownership of their learning within the curriculum
12. Projects promote meaningful learning, connecting new learning to students' past performances
13. Learning utilizes real time data - investigating data and drawing conclusions
14. The learning process is valued as well as the learning project
15. Learning cuts across curricular areas - multidisciplinary in nature
16. Teacher is a facilitator of learning
17. Student self-assessment of learning is encouraged

c. cooperative learning

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.

Cooperative efforts result in participants striving for mutual benefit so that all group members:

• gain from each other's efforts. (Your success benefits me and my success benefits you.)

• recognize that all group members share a common fate. (We all sink or swim together here.)

• know that one's performance is mutually caused by oneself and one's team members. (We can not do it without you.)

• feel proud and jointly celebrate when a group member is recognized for achievement. (We all congratulate you on your accomplishment!).

d. situated/scenario based learning
Scenario-based learning puts the student in a situation or context and exposes them to issues, challenges and dilemmas and asks them to apply knowledge and practice skills relevant to the situation. The student navigates through by choosing options and is given feedback based upon their choice.


e. case based learning

f. inquiry based learning