| Author | Message | ||
| Chong Lee Ching (Victoria) New member Username: Victoria Post Number: 1 Registered: 8-2003 |
hi, Professor Rik Min, Can you please further explain what you mean "web-media are not real hypermedia" and how you define hypermedia? Thanks. | ||
| Fan Wu (01278916) New member Username: 01278916 Post Number: 3 Registered: 7-2003 |
hey, Rik, Min what is "Model Driven simulations", can u explain something further | ||
| Tianjiao Chen (Chen) New member Username: Chen Post Number: 2 Registered: 7-2003 |
Hi, Rik, Min I am just thinking about the parallel interface in the other kinds of the multimedia technology. For example, when we are playing the DVD movie, we can press the menu button on the remote control to invoke the menu of the DVD movie at any time. In the menu, we can have look the brief introduction of the movie, change the language, change the audio setting, or jump to the certain chapter. After that, we can go back to movie and continue playing. Is this a similar idea of the parallel interface? | ||
| Yuwen Ruan (Yuwen) New member Username: Yuwen Post Number: 2 Registered: 7-2003 |
Hi Rik Min, After I read the article, especially from the part that descibe some specific examples on " what appears on a screen should be obvious". I have some idea about it on our banking system specially for the ATM, the parallelism interface is useful and important for users to use if it can realize. For instance, the current ATM machine that we use does not present any information on the screen about the rest money that we have in our account. If we want to withdraw some money, we should make sure that there are enough money on our account, otherwise we should choose other service to check and press button to print it out how much money is left in the account, which is unconvenient for us to use. | ||
| Jingyu Yang (Richard) New member Username: Richard Post Number: 2 Registered: 8-2003 |
Hi Mr.Rik Min: I wonder one thing is about if one screen has two frames or even three frames which include previous and next page content,it will disperse users' attention.Meanwhile users will feel uncomfortable because there are too many things that need to be concerned in on screen. | ||
| Fan Wu (01278916) New member Username: 01278916 Post Number: 4 Registered: 7-2003 |
hey, Rik Min: After read through your article, I realise that the parallelism plays a vital role in designing user interfaces. Basically, two or more key source of information should parallel to each other on the user interfaces. Particularly, System supplies many functionalities working together at the same time to give users essential information. When design parallelism interfaces, two issues are concerned. Firstly, the interface should give user essential information which the user wants. Secondly, avoid information overload occur, otherwise users may feel confused about the information. | ||
| Yuejun Zhang (Yuejun) New member Username: Yuejun Post Number: 2 Registered: 8-2003 |
Yes, I agree that parallel interface is important for software and desired by people. I would like to print out all the lecture notes rather than reading them on the screen, although it looks like a waste of paper. The reason is that by printing out we have all the notes presented in front of us at the same time. We find it much more convenient than on the screen especially when we want to go back or go forward continually to refer to other figures or tables. But on a computer screen with such a limited dimension,to what degree can we do? and how? | ||
| Jingyu Yang (Richard) New member Username: Richard Post Number: 3 Registered: 8-2003 |
Anyway if one screen is not enough, we can use hidden parallelism.it is defined as "virtual parallelism". | ||
| Chong Lee Ching (Victoria) New member Username: Victoria Post Number: 2 Registered: 8-2003 |
Dear Professor Rik Min, I am thinking about the suggestion you say on page 4 regarding "take a larger monitor or screen with a higher resolution.Then you can put more information on a screen". I wonder it will add difficulty and costs to the hardware requirements like buying more expensive monitor? Furthermore, it will add difficulty on designing the educative software.Are push technology apply on "Parallelism in interfaces"? If yes, will it cause information overload? | ||
| Tianjiao Chen (Chen) New member Username: Chen Post Number: 3 Registered: 7-2003 |
Do you have any new idea of the interface design that can carry out the amount of information? The most of the interface desgin you mentioned in the paper has already been implemented in the web page or window system. | ||
| Tianjiao Chen (Chen) New member Username: Chen Post Number: 4 Registered: 7-2003 |
I suggest that the anchor tag in the web page is also quite useful to reduce the user's short term memory. User may click the anchor link to jump to any area inside the page. Compared with frames, the advantage of using anchor tag is that only one big page is loaded at onece. For the frame, the different page should be loaded corresponding to the different category in the instruction frame. It cost extra time. But, frame is good looking  | ||
| jason marshall (Jason_m) New member Username: Jason_m Post Number: 2 Registered: 7-2003 |
Hello Professor Rik Min.. PI as a concept I do agree there has been numerous times when I have been trying to solve a problem on my computer which is running windows XP. I have open, help and support but by the time I have minimized the window I have forgotten half of the instructions, I wish that I could run these dual windows at the same time in parrallel. I normally accomplish this task by having another monitor plugged in next to me. You quote in your published text "Parallesim in interfaces" that 'Take a large monitor with higher resoloution. Then you can put more information on the screen!'. Wouldn't this solution cause a cognitive overload to the intended user, by simply displaying to much information for them to posibly handle. | ||
| Shirl Lim (Shirl) New member Username: Shirl Post Number: 1 Registered: 7-2003 |
Prof. Rik Min, G'day... Under the heading "e-Learning" of your article "Parallelism in interfaces" you've mentioned that the main focus of this article is for the application of the parallelism concept in screen use, for this statement, do you mean as on what we see on the computer screen? If it is, may I ask why just focus mainly on what we see on the screen? Can we use audio as one of the medium for the parallel instruction/information theory (ie. giving voice instructions instead of reading text)? regds, SHIRL | ||
| Stephen Corich (Stevec) New member Username: Stevec Post Number: 2 Registered: 7-2003 |
Dear Professor Min Thank you for agreeing to participate in the discussion board component of our course. We are fortunate having the opportunity to discuss parallelism with a recognised expert in the field. Although I have previously read little about PI theory, I was pleased to find that it reflects what I have observed whilst teaching Web programming. Students seem to prefer a learning environment that uses a single screen to show code and results side by side (W3Schools Web site also uses a similar principle). I was surprised to read your practical example concerning the use of a beamer sheet and board. I often use a datashow and whiteboard simultaneously and I usually stand between the data show screen and board. I am looking forward to experimenting with the whiteboard placement to see the effect that it has on student’s perceptions towards learning. I understand from educational pedagogy that students learn better when multiple stimuli are used for presenting new concepts and ideas. Would you see the use of multiple media (eg audio and visual supplemented by text) as an example of parallelism? Steve | ||
| Rik Min (Min) New member Username: Min Post Number: 1 Registered: 8-2003 |
A model-driven simulation is - in our definition - a simulation program on a computer, on a screen, based on a mathematical model; mostly differential equations. See Min on: http://projects.edte.utwente.nl/pi/Book/chapter4.h tm | ||
| Rik Min (Min) New member Username: Min Post Number: 2 Registered: 8-2003 |
Chong Lee Ching, your problem is my remark: "web-media are not real hypermedia". This means only that web-media not always are hypermedia just as hypermedia are not always multimedia... | ||
| Rik Min (Min) New member Username: Min Post Number: 3 Registered: 8-2003 |
To Tianjiao Chen: the concept of parallelism is important for all products there are in live. There is always something you want to see or to have parallel to a 'problem'. Radio and television needs also a parallel menu's on paper, leaflet or programme-guide... See Min on: http://projects.edte.utwente.nl/pi/pictures/Sheets 2.html Rik Min | ||
| Yuwen Ruan (Yuwen) New member Username: Yuwen Post Number: 3 Registered: 7-2003 |
Prof. Rik Min, "Environment for e-learning on the web should be very carefully constructed, so that everything it contains will actually appear in the short time avaiable." Does it mean that carefully constructed environment should cover the usefule information as much as possible in the short time, so that the learner can read it immediately? Thus, the parallelism in interface is a useful method to present relevant information at the same time, which can assist users or learners to understand information. For the problems of overload and the hard to track back, constructed the environment carefully is significant to avoid problems if choosing suitable information to present espeically for the key issue. | ||
| Rik Min (Min) New member Username: Min Post Number: 4 Registered: 8-2003 |
Some of you wrote: ''should cover the usefule information as much as possible n the short time, so that the learner can read it immediately? Thus, the parallelism in interface is a useful method to present relevant information at the same time, which can assist users or learners to understand information.'' YES Rik Min | ||
| Rik Min (Min) New member Username: Min Post Number: 5 Registered: 8-2003 |
To Yuwen Ruan, ... sometimes I (and other people) wish there is a telphone, with a help desk, parallel, to each ATM money machine... You understand me? (The need for parallel instruction or information, parallel to a problem on a screen or whatever is a everydays problem...) Rik Min | ||
| Yuwen Ruan (Yuwen) New member Username: Yuwen Post Number: 4 Registered: 7-2003 |
On the other hand, I think picking up proper information to present for users and learners is more helpful than just presenting information as much as possible, which can avoid overload information problem.Meanwhile, this is more effective way to solve the problem rather than having larger monitor or having higher resolution screen | ||
| Rik Min (Min) New member Username: Min Post Number: 6 Registered: 8-2003 |
Yuwen: you write: 'just presenting information as much as possible, which can avoid overload information problem'. That is accactly the point: the opposite. You have tot find the balance between to much and to less... | ||
| Rik Min (Min) New member Username: Min Post Number: 7 Registered: 8-2003 |
sorry ...between too much and too less... | ||
| Yuwen Ruan (Yuwen) New member Username: Yuwen Post Number: 5 Registered: 7-2003 |
For the ATM money machine, I think users always want to be in very convenient situation. Actually, I do not open e-banking system. Therefore, I should use ATM to transfer money. Otherwise, I should visit bank every two weeks. Everytime, I must make sure that I have enough money in the currency bank account before I want to withdraw some money. If I do not have that much, I must transfer some money from other account number. So, I keep the receipt everytime to remind me how much I have, which is quite annoyed. Parallel interface for ATM to present some key information about the account is helpful, I think. This is my idea about the useful parallelism interface in the real life, for example banking system. | ||
| Rik Min (Min) New member Username: Min Post Number: 8 Registered: 8-2003 |
Richard: You have to find the balance between too much (and to many thinks) and too less... My motto about instruction or information is: 'Just in time and just in place.' That 'Just in time'-idea is of my ex-collegue prof. Jeroen van Merrienboer (Open University, Heerlen, NL) en that 'just is place'-idea is my parallelism-concept, based on my 4 rules of the PI-theory. The 4 rules are discussed on location: http://projects.edte.utwente.nl/pi/Papers/Parallel ism.htm | ||
| Rik Min (Min) New member Username: Min Post Number: 9 Registered: 8-2003 |
Sorry: 'to' many means: 'too' many | ||
| Fan Wu (01278916) New member Username: 01278916 Post Number: 5 Registered: 7-2003 |
I am concerned two issues: Supplying essential information and avoid information overload in designing parallelism interfaces Why not give user a personalized interface, owing to different people may want to get different information. I am thinking: there are many functionalities on the interface, when a user comes to it, just chooses the essential services which the user wants. In this way, not only every user gets the essential information but also avoid information overload to the user. Microsoft Word processor is a good example, for instance. User can customize the word interface. Users customize the interface depends on various particular requirements. Like, a user could go to Tools|Customize, and click Drawings selection. Then the user can use drawings tool to draw a picture. Once finish it, just unclick drawings selection and so on. | ||
| Rik Min (Min) New member Username: Min Post Number: 10 Registered: 8-2003 |
Very short: Fan Wu and Yuejun has right: Yes and yes. | ||
| Rik Min (Min) New member Username: Min Post Number: 11 Registered: 8-2003 |
To Chen: frames are extreme important for solving problems on a screen (without paper and pencils). See my solution in the paper in figure xxx on location: http://projects.edte.utwente.nl/pi/Pictures/viewpo rtsB.jpg Rik Min | ||
| Rik Min (Min) New member Username: Min Post Number: 12 Registered: 8-2003 |
To Jason_m: Yes, I do complex jobs in Windows NT on the same way as you do: makeing smaller windows and put them away - but in view - to read them well (and write things in other windows). Yes. Thxs. Rik Min | ||
| Rik Min (Min) New member Username: Min Post Number: 13 Registered: 8-2003 |
To Shril: audio is perfect for parallel instruction.... See location: http://projects.edte.utwente.nl/pi/Sheets/OogOor.g if Rik Min | ||
| Maik Schroeer (Maik) New member Username: Maik Post Number: 1 Registered: 7-2003 |
Hi all, @Yuejun Zhang: You generalized that most people tend to print out all their stuff. I think the way you cope learning by just reading from the screen depends on the person’s individual preference and the equipment. I hardly print out any scripts and texts, the best way for me is just to read the texts on a laptop and making electronic notes that are very easy to edit. @Tianjiao Chen: You described the pros of a web-page that is navigated by anchors only. I think most people get confused, when they have to handle only one long document filled with anchors. One wants to have full control about the readings, but a big page feels more like an unmanageable amount of paper. Thus all the advantages of electronic media and especially parallelism gets lost and I agree that a framed window would be a much better solution. @Jason Marshall: You mentioned that you had difficulties in coping with the help provided by Windows because it is not organized in a parallel way. At least for Office-XP this is not true anymore. By using the button encircled on the enclosed picture both windows (work and help) can be presented vertically. This shows in a good way Microsoft acquired knowledge in this field of cognitive psychology.  Finally, I wanted to add one thought to the matter of the monitor as a bottleneck for information. As mentioned in the paper, it is obvious that regular monitors are not very convenient. The basic idea should be to make browsing through the material as easy and natural as browsing through a regular book. The user is only able to ‘dive’ into the material when he always has immediate access to all other parts (especially the already read ones) of a document. I think Adobe Acrobat uses a very good approach to fulfill this need by offering thumbnails and bookmarks on the side of the screen. Out of my opinion the most important step would be to implement a special kind of intuitive interface with regard to the immediate access of all pages and virtual parts of a document. Although not very successful so far, the new ‘Tablet PCs’ with touch screens could maybe offer a very convenient and fast way of accessing any part of a document just by touching and moving on an illustrated or written scrollbar. This kind of implementation of parallelism could be able to close the gap between computers and books and thus widen this bottleneck. Maik | ||
| jueming chen (Jueming) New member Username: Jueming Post Number: 2 Registered: 7-2003 |
Dear Professor Min, I do agree the audio can be a good parallel instruction tool, and so as the other multimedia objects like video and animation. But in the Parallel concept, what is the role of the users. Are they just the receivers? or the controllers of those parallel information? At the circumstances that a screen display size is further limited such as mobile phone or PDAs, how to apply paralel concept? Because I'm doing a research project in mobile technology in education, can you give me any suggstions? | ||
| Shirl Lim (Shirl) New member Username: Shirl Post Number: 2 Registered: 7-2003 |
Prof Min, G'day... So what is or are the distinctive difference(s) between "web-media" and "hypermedia". To my understanding, hypermedia is a text extension or link that supports linking to the text, graphics (line art or clip art), animation, audio, or video page or file. So what's the difference between hypermedia and webmedia since the web also supports the hyperlinks to the text, sound, animation, graphic, or video files? regds, SHIRL | ||
| Fan Wu (01278916) New member Username: 01278916 Post Number: 6 Registered: 7-2003 |
hey, there I got some basic idea about web-media and hypermedia after I searched these two keywords on the Internet. In my mind, both web-media and hypermedia use text, graphics, animation, sound, and video to present information. The key difference between web-media and hypermedia is that: as for hypermedia, the element of media need to link to each other. for example: this is hypermedia  hyperlink text) http://www.st-andrews.ac.uk/ITS/CAL/hypertext/hype rmult.html http://ei.cs.vt.edu/~netinfo/backupcs1604/hypermul ti.html but for web-media, does not necessarily have to corporate with each other. show a simple example: "what i typed is just web-media, not link at all." | ||
| Fan Wu (01278916) New member Username: 01278916 Post Number: 7 Registered: 7-2003 |
Now, i understand why "web-media are not real hypermedia". two URL which i searched above, mainly talked about multimedia and hypermedia. | ||
| Yang Yang Gan (Yang_yang) New member Username: Yang_yang Post Number: 1 Registered: 8-2003 |
Dear Professor Min, I do agreed that parallelism interface is useful in e-learning. As the first timer to enter this discussion, I would need to read 53 messages in order to participate. Hence, it will be very much useful here if I could refer back to the above messages posted in another window. As a english as a second language speakers, our memory might have to work harder compared to first language speakers. Therefore, parallelism interface will be a great help. Audio could be another useful tool, but if a e-learning software it to enter an Asian market then audio could be a problem. The software designer will need to think about what language used (such as british or american), whether the audio will enhance that software, whether the receivers can fully understand the speaker. I do prefer to have parallelism interfaces when there are heavy alomst of text used, especially numbers. Financial information, stock markets will probably another place that enjoy this concept. These are just some thoughts about parallelism, however, will like to see that happened in information kiosk. Or this that has been implemented? | ||
| Yuwen Ruan (Yuwen) New member Username: Yuwen Post Number: 6 Registered: 7-2003 |
From the above discussions about the parallelism interface, I find that the scope of the parallel interface in e-learning or commerce can be defined as to present one key subject by using different multimedia objects at the same time, which describe the key subject directly or relatively to assist users to understand it . | ||
| Tianjiao Chen (Chen) New member Username: Chen Post Number: 5 Registered: 7-2003 |
I wanna mention here is that the actual organisaion of the interface is also the vital factor of the information transfer process. The good information design can increase the efficiency of the informaiton transfer rate and hide the shortage of the information repository. | ||
| Tianjiao Chen (Chen) New member Username: Chen Post Number: 6 Registered: 7-2003 |
Some userful guidelines of the interface design -> 1. Strive for consistency: the consistency of the interface design 2. Offer information feedback.Always tell user the status of the system or program. 3. Design dialogs to yield closure: use dialogue to interact with user. for example, before user withdraw the money from ATM machine, just ask user whether he want to check the balance of the account first. 4. Offer error presentation and simple error handling. Give the user sufficient help when user met the trouble. 5. Reduce the user input. this reduce the user's STM 6. Keep the simple design. Don't make things much more complicated | ||
| Yuwen Ruan (Yuwen) New member Username: Yuwen Post Number: 7 Registered: 7-2003 |
Just like the paper mentioned that "what and how much information or instruction do I need when working on a computer in view, flat, simultaneously, in order to work well or do a task or learn something in an interactive, dynamic learning environment?" is the main point for organization of interface, which indicate what kind of methods should be used to realize parallel interface if it is necessary. | ||
| Rik Min (Min) New member Username: Min Post Number: 14 Registered: 8-2003 |
Hi Maik Schroeer (Maik), Thanks for you comment. Be carefull: every person has it own 'best way' to do a job (a skill, a task or an exercise) on a screen. My theory says that 40, 50 to 70 procent likes it on this way. We don''t no it exactly. We have to do much more further research. | ||
| Rik Min (Min) New member Username: Min Post Number: 15 Registered: 8-2003 |
I agree with the remark: "The basic idea should be to make browsing through the material as easy and natural as browsing through a regular book". But it is inpossible now on nregular PC's. | ||
| Rik Min (Min) New member Username: Min Post Number: 16 Registered: 8-2003 |
I think Adobe Acrobat is not good. In my opinion. Rik MIn | ||
| Stephen Corich (Stevec) New member Username: Stevec Post Number: 3 Registered: 7-2003 |
Information overload: I agree that overuse of parallelism could lead to information overload with system designers being tempted to use the benefits of multiple windows/frames/screens to display too much information for a user to comprehend. I have seen little evidence of special mention of designing for parallel interfaces in GUI design courses. Frames: I am a fan of the use of frames to display related and structured information. The benefits also come at a cost, as frames create problems when printing information and some browsers do not support them. Constructivists suggest that one of the advantages of hypermedia is the ability to allow a non-sequential approach to information retrieval; it appears to me that parallel interface design could be viewed as reducing opportunities for non-sequential design. | ||
| Rik Min (Min) New member Username: Min Post Number: 17 Registered: 8-2003 |
Hi jueming chen (Jueming), Good question: "what is the role of the users. Are they just the receivers?" (Also the question: "PDAs and the parallel concept a problem?".) First or all: they are recievers of information by voice, text, images, animation, video, etcetera. Second: the user or the student have to do something on the screen and the user with the most badest short memory can't do anything without information that disappear from the scene. | ||
| Rik Min (Min) New member Username: Min Post Number: 18 Registered: 8-2003 |
Hi Shirl Lim (Shirl), Hypermedia is not only text extension... HyperMedia are for my students - here in the Netherlands - in my definition: 'frame-by-frame-media'. See: http://projects.edte.utwente.nl/pi/Sheets/Frames.g if | ||
| Rik Min (Min) New member Username: Min Post Number: 19 Registered: 8-2003 |
To Yuwen Ruan (Yuwen) on August 12, 2003 - 8:07 pm: YES | ||
| Rik Min (Min) New member Username: Min Post Number: 20 Registered: 8-2003 |
To Tianjiao Chen (Chen) on August 12, 2003 - 8:20 pm: YES. | ||
| Rik Min (Min) New member Username: Min Post Number: 21 Registered: 8-2003 |
To Tianjiao Chen (Chen) on Tuesday, August 12, 2003 - 8:25 pm: I think: YES. | ||
| Rik Min (Min) New member Username: Min Post Number: 22 Registered: 8-2003 |
To Yuwen Ruan (Yuwen) on Tuesday, August 12, 2003 - 8:31 pm about "a task or learn something in an interactive, dynamic learning environment" and what "indicates what kind of methods should be used to realize ..." I suggest: Try to solve the problem by yourself in my e-learning environment for a medical problem, on location: http://projects.edte.utwente.nl/pi/Java/Sims3.9x/C ardioCasus.html You need a java virtual machine and a QuickTime plugin. Sorry but some aspects are in Dutch and sometimes the video - as 'intelligent' feedback - not always do its job... Rik | ||
| Jingyu Yang (Richard) New member Username: Richard Post Number: 4 Registered: 8-2003 |
I have a good idea about your theory!If we watch the screen and at meanwhile,we can hear audio which explain the screen what it is.It is just like watching TV.Users will be interested in it and also learn knowledge! | ||
| Shirl Lim (Shirl) New member Username: Shirl Post Number: 3 Registered: 7-2003 |
Prof. Min, G'day... On your message #13, you said "audio is perfect for parallel instruction", does it have to be under certain condition to use audio or restrictions on using audio in parallelism interfaces? The reason I asked is cos' I personally do not like and find it difficult to process the information given (info overload) when having to use the two senses, listening and reading, at the same time. Just like going to a foreign movie with subtitles, I'd probably miss half if not more of what's playing on the screen when I focus on reading the subtitles. regds, SHIRL | ||
| Tianjiao Chen (Chen) New member Username: Chen Post Number: 7 Registered: 7-2003 |
Hi, there If you include the audio into your interface design, it will cost the large bandwidth of the network. Especially, in the e-learning environment. You have to be careful with the synchronisation problem. | ||
| John Jamieson (Johnj) New member Username: Johnj Post Number: 1 Registered: 8-2003 |
Hello Professor Min & all, Firstly I also agree with the remark that "The basic idea should be to make browsing through the material as easy and natural as browsing through a regular book". [The fact is that] implementations of websites today do not always allow for a sequential approach to information retrieval. The very nature of web technology allows for multiple paths and some times parallel access. Secondly I think browsing or browsers could really benefit from PI. Consider the idea of two or more browser windows locked or synchronised together. This enables the reader to view or process diffent content views in parallel. Positional anchors within the page content, would make the synchronisation possible as they are currently part of the HTML specification. The browser would have to just implement them, possibly with a plug-in or activeX component. I think syncronised anchors/links would help to reduce 'lost in hyperspace'. Professor Min, would this then be considered PI in web based technology (specifically web page content) as apposed to 'virtual parallelsim'? I'm also interested in why an Acrobat document reader would not be considered a good example? In terms of PI I use it often and find that table of contents option along with bookmarks and ability to annotate, very good tool. Granted not all documents have the table of contents created. regards John | ||
| Shirl Lim (Shirl) New member Username: Shirl Post Number: 4 Registered: 7-2003 |
Prof. Min, G'day... I’ve given your comment to your msg #4 (posted on Aug 11, 9:02pm) a thought and I have came up with this idea and would like your feedback in terms of feasibility and user/instructor friendliness.  Basically it’s in an environment where the user receives instructions or procedures for the exercise/problem/test from the audio attachment (Training Environment), he/she will work on the problem in Window A (Working Environment), and results or simulations will then come up in the Window B (Learning Environment), simultaneously. If this concept is feasible, since the distance X (between Window A and Window B) plays an important role in PI-theory, do we need to measure the distance between: (1) Window A and the audio attachment (ie. Y), and (2) Window B and the audio attachment (ie. Z). If so, how do we measure the distance between Window A or Window B and the audio attachment since it is “in space” and doesn’t have a fixed physical location? regds, SHIRL | ||
| Zheng ZHOU (Frank) New member Username: Frank Post Number: 1 Registered: 8-2003 |
Dear Professor Rik Min: I do agree on your 'Parallel Instruction Theory' and its significant impact on interface design, esp. for an education system. The main motivation for users to get involved in an educative software is that they do not know some, or all, points in a particular problem domain. They need to learn by interacting with the system. At a learning phase, adequate information is normally expected to promote the efficiency. For instance, instructions should be provided during an exercise, which is of far more importance for a novice. In practice, information parallel is accomplished by using frames. A typical use of frames is kind of first order parallelism in an interface, with both a do/experiment compartment and an instruction compartment simultaneously. I also utilize parallelism quite often by opening multiple windows holding different, but relevant information at the same time and swapping among them as needed. (This may not be an example of parallelism against a more critical criteria. but at least demonstrates a common need for information parallelism!) Since there is no disagreement on the significance of applying PI theory, the implementation--how to realize it in a real system design-- comes to our sight. I have been thinking about that and will address my suggestion in my next poster. (I personally assume that it is inappropirate to put up a prolonged poster which may monopolize a forum and so leave it to the next one ) | ||
| Rik Min (Min) New member Username: Min Post Number: 23 Registered: 8-2003 |
Jingyu Yang (Richard) on August 12, 2003 - 11:42 pm: YES; I believe so. | ||
| Rik Min (Min) New member Username: Min Post Number: 24 Registered: 8-2003 |
To Maik Schroeer (Maik) on August 12, 2003 - 3:52 pm and his screendump: beautiful example of what I mean: to solve a problem you need information: "just in time and just in place" (lecture Rik Min on the educational research conference, ORD, open university, Heerlen/Rolduc, mai, 2003). | ||
| Rik Min (Min) New member Username: Min Post Number: 25 Registered: 8-2003 |
To Shirl Lim (Shirl) on August 13, 2003 - 2:44 pm: you scheme and the concept seems to me a very good idea. Great. Please write a parallel instruction - for me and your colleges - (in a very short explication) to explain you concept a little bit better. Then, that, booth together, is exactly what I mean with parallel instruction. | ||
| Rik Min (Min) New member Username: Min Post Number: 26 Registered: 8-2003 |
Dear all, I try to aswer all your remarks - between my work, my job, reading theses, and projects of my students here - BUT not ALL aspects and mails can be discussed. Discuss them also in your own group... With respect to all, Rik Min | ||
| Rik Min (Min) New member Username: Min Post Number: 27 Registered: 8-2003 |
Hi John, Two browser! Yes, I very often take two browsers, and also - per example - together with a mail-window and a Word-window to do a (complex) job on my screen. Sometimes I handle that by clicking on the window (and not closing the other window) (and visa versa); sometimes by placing them parallel to eachother (left-right or up or down together). As show on location: http://users.edte.utwente.nl/min/home/werkomgeving .jpg About virtual parallelism. I try to explain virtual parallelism here. I the begin of my experiments I prefer - as hypothese - two small web-pages for my experiments with simulations. Later on we find that our simulations applets on a large web-page, without extra windows or frame also gave very good results. At that moment I call that 'virtual parallelism'. It don't looks parallelism, but because you can scroll so quickly and your brains and your memory are not comeing out of control: so the user see the instruction and the problem - both - nearly virtual togeter. See figure on location: http://projects.edte.utwente.nl/pi/screens/6.gif | ||
| Rik Min (Min) New member Username: Min Post Number: 28 Registered: 8-2003 |
Dear John, about synchronisation: synchronisation is not necessary in most of the situations we discuss. Open learning- working- and doing-enviroments are (OPEN and) very powerfull, because the user have to solve or do his/her job, skill or problem in his own way. My learning environments are not regular tutorial courseware, but open learning environments, mostly for problem solving to learn insights behind phenomena's from science, biology, chemistry, medical, etc.. | ||
| Rik Min (Min) New member Username: Min Post Number: 29 Registered: 8-2003 |
Hallo Frank, about posters. Nice remark. Posters are realy parallelism. Important on conferences. You can see and understand the problem at once. Good posters are very compact, most of the time very completely, integrally, full of important information, all informatio is in view, etcetera. | ||
| jueming chen (Jueming) New member Username: Jueming Post Number: 3 Registered: 7-2003 |
Dear Professor Min, your remarks on compact posters just remind me that we can overcome the limitation of sceen size by minimize the necessary information to an understandable extent. Then we can put more parallel information on the same screen. | ||
| John Jamieson (Johnj) New member Username: Johnj Post Number: 2 Registered: 8-2003 |
From attending conferences myself, Posters, become one of the more interesting sections. Posters with an artifact or working model next to them where especially memorable. They're a far cry from Parellelism on a computer monitor. An A0 sized poster can certainly convey more than a 14 or 17inch monitor. That is if you dont perform any scroll work. You leave the poster feeling more satisfied with the fixed content than you do with the dynamic content from a computer. I think parallelism on a computer or specifically web content can work as long as a happy balance is mainained. Looking back at Professor Min's earlier statement on "You have to find the balance between to much and to less". Dynamic content within Parallel interfaces can very well lend itself to the "too much". A marriage of Professor Kinshuks ESC (Exploration Space Control) theory and Professor Min's PI-theory and Parallelism in interfaces could be a possible solution to reduce the "too much or too less" content while still providing meaningful and worth while content. | ||
| Maik Schroeer (Maik) New member Username: Maik Post Number: 2 Registered: 7-2003 |
@John Jamieson You said “…Consider the idea of two or more browser windows locked or synchronised together” I ask myself how it is feasible to work comfortably with two or more browser windows displayed side by side, especially because most homepages are designed to use the whole screen. To enable the user to continue working conveniently a much larger screen (as you said ‘A0’) or the usage of at least two monitors would have to become standard. Out of my personal experience the second idea is often already realised in companies that make use of CAD-Software (one screen for menus and help, the other as a clean ‘working place’). But out of the reason that especially laptops are to become very popular I think there has to be found another way to establish parallelism even on small screens, instead of offering several ‘fixed’ windows? @Shirl Regarding your question about the distance between the visual windows elements and the audio attachment I am of the opinion that it is the major advantage of a parallel audio source that the distance to the audio source is not that important in most cases. As soon as one is capable of understanding the audio clearly enough it can work perfectly as a supportive element for the visual elements (that still remain most important in the case of education software). Unless the audio presentation is not based on some kind of special effect (e.g. 3D) it should be sufficient to place the audio source in the nearby area of the recipient. Are you of the opinion that the distance of the audio source has a significant influence on the way the user consumes it? | ||
| John Jamieson (Johnj) New member Username: Johnj Post Number: 3 Registered: 8-2003 |
@Maik As an alternative implementation to frames my suggestion of 2 browsers could allow the reader to view content in the one browser window and consequently use the second as a cross reference. The "linking" of the 2 browsers ensures the content in the second window aligns, categorically and contextually, with the first window. In other words the second window keeps up with the first. The reader need only control on window. A concept HTML frames was intended to accomplish. However frames of been used mostly for navigation and sidebar applications. Not so much for actual information content. Extract from the HTML 4.0 specification on http://www.w3.org/TR/REC-html40/present/frames.htm l "HTML frames allow authors to present documents in multiple views, which may be independent windows or subwindows. Multiple views offer designers a way to keep certain information visible, while other views are scrolled or replaced. For example, within the same window, one frame might display a static banner, a second a navigation menu, and a third the main document that can be scrolled through or replaced by navigating in the second frame." Coming back to Laptops. Laptops have gained popularity owing to their ability to be used anywhere and anytime. Example analogy. It is easier to sit comfortably in a chair and read a book than it is to sit upright at a desk or table. Hence it is more comfortable to sit in bed or in a lounge chair and use a laptop. I do not think it has to do with the small screens. | ||
| Stephen Corich (Stevec) New member Username: Stevec Post Number: 4 Registered: 7-2003 |
@Rik in response to John Many software designers who use overlays and tabs to enable information to be very nearly together have adopted your explanation of virtual parallelism. @John re multiple browsers/frames Having visited your suggested site, I still cannot see an easy answer to synchronizing content between two scrolling windows. Show me a s solutio and I’ll use it. @Shirl and Malk If you think about most of the tutorials you attend, parallelism in the way you describe occurs very regularly. You have the problem on paper, you go through the solution on the board and you discuss the principles vocally. I suggest that good teachers use parallel instruction without being aware of the PI theory. @Frank, Rik and John I agree that posters are a good example of parallelism, however many posters attempt to put too much information in one small place. Paper presentations are also a good example, with the paper text available in the proceedings and the presentation providing visual and vocal re-enforcement. Sadly many presenters merely repeat the preceding content. Good presenters add value by discussing concepts raised in a paper rather than discussing. Having been made aware of PI theory, I believe the emphasis should now be on appropriate use of the concept and how it can be used to improve delivery of content. | ||
| Rik Min (Min) New member Username: Min Post Number: 30 Registered: 8-2003 |
We have had computer en email problems on our network yesterday until now. Please wait some hours for my new serie comments. It cost time to solve everything. Thanks. | ||
| Shirl Lim (Shirl) New member Username: Shirl Post Number: 5 Registered: 7-2003 |
Many apologies for my late reply ... was caught up in other affairs. @Prof. Min (msg# 25; August 13, 2003 - 7:55 pm) My idea of the PI-theory of which involving 3 environments (ie. Training/Working/Learning) and the use of audio file (in the Training Environment) works like this: Note: *Audio: Training Environment *Experiment/Problem Work Out Area: Working Environment *Results/Simulations: Learning Environment 1. Student (ie. the user and controller at the same time) log on to the course website or "web-lab". 2. Once the student has logged on to the "web-lab", two windows (ie. Window A and Window B) will pop up, side-by-side, and the audio will start playing, introducing the student to the experiment or problem. It's basically just like having a lecturer or demostrator standing in front of the class telling the student what the experiment or problem is about, its objectives and outcomes to achieve. 3. If the experiment requires demostration prior to the commencement of the experiment, Window B will start showing the results or outcomes that the lecturer or demostrator wants the student to achieve, note that the audio is still playing, telling the student what they need to know, to watch out, key points, etc. 4. Instructions and procedures of the experiment are given via the audio (note: same speed as one would expect in the real-space lab), student starts working in Window A, and a realtime simulations/results of the experiment are being displayed in Window B, simultaneously as the student works in Window A. 5. Student continue working in Window A with the aid of the audio instuctions until the experiment is completed or problem is solved, each simulation and the final result are being displayed in Window B. => Learning/working/training were carried out simultaneously and parallel interfacing each other. @Maik (msg#2; August 14, 2003 - 11:46 pm) Now thinking about it, the distance (of audio attachment and the two windows) is probably not a major or crucial concern, since it has no known visual impact to the user. I think the dependent factors are more on: (1) speed of the (a) instructions given (between instruction 1 and 2; 2 and 3; 3 and 4; ... , and (b) audio download, (2) volume, and (3) clarity @Stephen (msg#4; August 15, 2003 - 9:52 am) Yep, you're right, PI-theory has been used and implemented in our day to day life, specially in teaching environment where instructions or explanations prior to attending a specific problem/experiment were given. However, from my understanding, this theory is still in development stage for online use in order to achieve similar efficiency and effective result. regds, SHIRL | ||
| Stephen Corich (Stevec) New member Username: Stevec Post Number: 5 Registered: 7-2003 |
@ Shirley Mayer & Moreno have done experimentation using a model similar to yours; they combined audio, animation and text to measure problem solving transfer rates. They concluded that student's learn better when audio was added to animation/video and text. You will love AniCam (a tool developed by one of Kinshuk's colleagues) as it makes combining of audio and video/animation a breeze. My final post. I believe that the key of PI is "providing the right amount of information in the right place at the right time". CLT suggests that the “right amount” of information is not too much. Split Attention, Redundancy Effect and Modality Effect theories suggest that the "right" information should be presented simultaneously giving strong support to combining multimedia elements in parallel. | ||
| Zheng ZHOU (Frank) New member Username: Frank Post Number: 2 Registered: 8-2003 |
(CONTINUED) Here comes the main problem! How to realize PI in a real system? Some user need more instructional information, while others may feel information overload. How to balance quite varied requirements out of different users? In reality, designers are in such a delimma when dealing with interface content design.(interface content design here means what, how much and how information should be on the screen, not the font size, style) I reckon that we may resort to 'intelligent' systems to solve the above problem. ('intelligent' here, I mean, includes both adaptive and adaptable). The main characteristic of an intelligent system is its personlized service based on different user profiles, which of course includes a customized interface to suit different user needs. Intelligent systems adapt themselves to a specific user and thus organize the most appropriate interface with the EXACT information in the MOST SUITABLE manner that he/she prefers. Let's go back to Figure 4 'The concept of parallelism' in the given reading. The physical distance X between two relative compartments plays an important role in PI. In the light of a system of intelligence, the critical parameter X in the example can be relatively more easily and more properly defined, in that such a system 'knows' a particular user by developing the user profile. The X can be decided as the user profile grows during the interaction between the system and the user. (There is no point in setting a static value for a parameter and arguing if it will work for all users. The answer will always be NO.) Finally I want to say something more about the parameters in PI. Althought the values of them can be defined with the help of user profiles, they are still subject to dynamic refinement. Any changes in a user's perference and/or knowledge level(e.g. beginner ---> expert) may lead to some adjustment in those values. An intelligent system can do this perfect, since that is what it is designed for! So I say, an intelligent, either adaptive or adaptable, system is the right solution to the successful implementation of PI. (There's a slight difference between the functionality of an adaptive system and a adaptable system, while both contribute to PI. The former is more robust, relatively slower, since it takes some time to know a user, while the latter needs user intervention, relatively faster, since the user can adapt the system to his/her perference immediately) | ||
| Rik Min (Min) New member Username: Min Post Number: 31 Registered: 8-2003 |
The best introduction in cognitive sciences about all the aspects of short term memory, the cognitive load theory, splitt attention effect, dual code theory, multiple repesentation theories, what are the basics behind my PI theory, is to look to my reference-list on: http://projects.edte.utwente.nl/pi/teksten/paralle llismeRef.html | ||
| Rik Min (Min) New member Username: Min Post Number: 32 Registered: 8-2003 |
Hi Shirly, Your mail of august 18, 5:40 is a very nice summery of my way of thinking. Thanks for that..! | ||
| Rik Min (Min) New member Username: Min Post Number: 33 Registered: 8-2003 |
Hi Frank, In your mail of aug. 18, 6:28 you have a good point of tha balance between to much and to less on the screen. Also adaptivity place an enomous rule. But making adative systems and adaptable systems is very complicated. The next generation have to do that. In Europe I am a member of a Minerva/Socrates-project: the ADAPT-project with Univ. of Southampthon, Nottingham, Eindhoven, Milan and Trento. We do our best. See on: http://wwwis.win.tue.nl/~alex/HTML/Minerva/ | ||
| Rik Min (Min) New member Username: Min Post Number: 34 Registered: 8-2003 |
Hallo Yang_yang, in you mail of aug 12, 7:29 you are very right. Making a translation 'from the screen to the screen' you need parallellism. I did some experiments with (female) secretaries from here, and I find the same what you says. I found that also for myself. I do it always in a second smaller (or larger) extra window. (See figure in before.) I found: secretaries mostly print the orginal text! But that is also the need of parallellism! (So proofed.) Thanks for this example. It makes it very clear for others. | ||
| Rik Min (Min) New member Username: Min Post Number: 35 Registered: 8-2003 |
Hi Yang-yang: an information kiosk is also a very good example: because everything - you need for your problem what ever it is - is in view... | ||
| Rik Min (Min) New member Username: Min Post Number: 36 Registered: 8-2003 |
Hi Stevec: I agree that 'hypermedia is the adility to allow a non-sequential approach'. But my research-question in the begin (until now) was that not all hypermedia are good enough to do so. Until now, a lot of hypermedia products are to much sequential, as I call that to much only 'screen-by-screen' media. That means what is on the screen, desappears on the moment you need it as you click to other import information you need for your problem. See: http://projects.edte.utwente.nl/pi/Sheets/linearit eit.jpg | ||
| Rik Min (Min) New member Username: Min Post Number: 37 Registered: 8-2003 |
Error: "are to much sequential" ----> "are TOO much sequential" | ||
| Rik Min (Min) New member Username: Min Post Number: 38 Registered: 8-2003 |
Hi Shirl, In your mail of august 12 11:44, you write about too much overload for reading and listening in the same time. If you are looking to a complex scheme or looking to a face of somebody on a screen, THAN a parallel audio voice works. In other cases you have to evaluate the results and you will see there is an balance somewhere and an optimum. Too much parallellism and too less parallel information are the borders. | ||
| Rik Min (Min) New member Username: Min Post Number: 39 Registered: 8-2003 |
To Chen's mail from 11:57: YES. | ||
| Yang Yang Gan (Yang_yang) New member Username: Yang_yang Post Number: 2 Registered: 8-2003 |
Parallelism in interfaces does enhance the e-learning environment, however, as mentioned in the paper that the role of a software designer is rather important here. I think a software designer will have to collaborate with programmer, users, instructors or even adept personnel in education field in order to identify what will be the appropriate material used so balance is archieved. | ||
| Zheng ZHOU (Frank) New member Username: Frank Post Number: 3 Registered: 8-2003 |
@Shirl It is a good idea to use audio conveying information, along with traditional texts on the screen. I agree that sounds can help build a vivid learning environment, like the user was involved in a real lecture. Also, users can free their sore eyes from looking at the screen temporarily. However, there are a few cons with using sounds: 1. Audio information passes by more quickly, which requires better short-term memory out of a user; 2. Audio information is unlikely to get structured. It is hard to embed hyperlinks in a piece of sound, resulting in less navigation and exploration choices for users; 3. Audio instructions also need user concentration, while most users would feel hard to focus on both the text and sounds simultaneously. Regarding the solution of using a larger monitor or more than one screen, I doubt if it would be accepted by individuals, although some companies have already done this. A bigger screen or multi-monitor would make computers more cumbersome. Furthermore, there's another factor that may confine the wide adoption of this solution---price. Will people pay an amount of money, not little at this stage, for an extra monitor? I will not consider to buy another monitor for my computer while I of course would never reject such a kind offer from my future boss, if lucky enough. | ||
| Yuejun Zhang (Yuejun) New member Username: Yuejun Post Number: 3 Registered: 8-2003 |
Dear all, We have discussed many measures to realize parallelism in interface, most of which I believe might be quite effective in practice. Here I just want to mention the two very straightforward ways described by prof. Min in his paper for "how to solve the need of humans to be able to see things all at the same time". One is what I mentioned before, "print what you've downloaded". Some people don't like this method, but it dosn't matter. It's just a matter of individual preference. The second way is to invest a little more money to buy a large monitor with a high resolution, then more information can be put on the screen. I think this is a simple but absolutely satisfactory approach, because I often benifit from it. Once I have to debug a program or draw some diagrams, I always go to the lab where big monitors are available and I've not been disopointed so far. | ||
| Yuwen Ruan (Yuwen) New member Username: Yuwen Post Number: 8 Registered: 7-2003 |
@Yang_yang(msg#2 August 19, 2003 - 11:33 am) I do agree with your opinion, software designer should inject the concepts of adaptive system and Exploration Space Control into the system design too, which make sure the presenting material being achieved appropriately and information will be presented not too much and too less in parallel interface with different methods like text, audio or video that assist learners to understand. | ||
| Maik Schroeer (Maik) New member Username: Maik Post Number: 3 Registered: 7-2003 |
@Stephen I fully agree to your compact summary of the topic in the last paragraph. Nothing to add. @Frank to your post of Monday, August 18, 2003 - 6:28 pm: I am also of the opinion that there has to be found a way of successfully implementing an adaptive/adaptable system. I just wanted to add that the one thing does not exclude the other. Out of my view a good, so-called ‘intelligent’ adaptive system has to be adaptable as well, just to offer the user the possibility of adjusting the software’s adaptivity. Nowadays no software is intelligent enough to meet the expectations of every possible user, so to some extent adaptiveness is still more important than adaptivity. to your post of Tuesday, August 19, 2003 - 8:29 pm: I also agree to your and Shirlys conclusion, that audio should be involved in sophisticated learning software. But as you say, it will probably remain a supporting factor, since it is currently not possible to directly access the audio and get further information of what the speaker tells you. @Rik Min Do you think a kind of any upcoming virtual reality environment could solve the problem of parallelism? Without looking at the price, it could be able to present the learning environment (including audio) ‘anywhere’ in the virtual space and would not be restricted to a special screen, since the whole field of view acts as the user’s learning environment. Are you aware of any researches in this field? Regards | ||
| Tianjiao Chen (Chen) New member Username: Chen Post Number: 9 Registered: 7-2003 |
@Yuejun Zhang The hardcopy and big monitor is the good way to solve of the information cognitive. But, we also should consider the cost effective solustions. For the some users, we can just decrease the font or the image size of the interface. @Frank,Shirl I don't think the sound can work with the text very well. Becase, most users can only focus on either text or sound. The best media with sound is the image. For example, we just display a impage on the screen and use sound to explanation. | ||
| Yang Yang Gan (Yang_yang) New member Username: Yang_yang Post Number: 3 Registered: 8-2003 |
After reading all the postings about audio, it seems like it could be an ideal tool but no favoured by certain users. As for myself, I still do not favour the audio environment in e-learning, especially if it does implemented in parallelism interfaces. After all, there is already multi interfaces on screen for you to capture. And having audio playing at the same time then you might find yourself unable to cope as well as having to reward the audio all the time. In my opinion, what will be best is having the choice there for users, audio is only play when users choose to, such as by clicking the audio icon. In this case, users are prepared and better attention is paid. | ||
| Zheng ZHOU (Frank) New member Username: Frank Post Number: 4 Registered: 8-2003 |
PI is of great significance for the usability of a system. However, there's another question in my mind: is PI suitable for all scenarios? My friends complained that they could not find out their account balance when paying by swiping their cards. Some may think it should be implemented for the convenience of a card-holder, which would be another perfect application of PI in that both the payment and the balance will be displayed at the same time. In my point of view, PI is not appropriate in this case simply because of security and privacy issues. As we all know, a POS terminal is mainly designed for electronic payment by, after validation, submitting the information of a card to some sort of information centre for further processing. If a POS device could retrieve some data of an account, most of which quite possibly sensitive and privacy-related, from a bank system, the safety and reliability of the financial system would definitely compromise. I would like to tolerate a little inconvenience instead of taking any risks of disclosing my account information. After all, security and privacy should be given higher priority in this case. This is only my personal inclination and any comments welcome. | ||
| Fan Wu (01278916) New member Username: 01278916 Post Number: 8 Registered: 7-2003 |
@Zheng ZHOU (Frank) Posted on Tuesday, August 19, 2003 - 8:29 pm I agree with what u talked about cons of using sounds. But for your second point, in my mind, when it comes to design a PI using multimedia (text, image, sound, video, animation), we should concern about advantage and disadvantage in presenting information with text, image, sound, video, and animation respectively. It is no point thinking about how to embed hyperlinks into a sound file. What we could do is to corporate them properly to present right information. The key issue is, as Stephen Corich before, to use the right amount of information in the right place at the right time. @ Zheng ZHOU (Frank) and Maik Schroeer (Maik) Thanks u guys talked about the functionality of an adaptive system and a adaptable system. Now I have basic idea about them. | ||
| jueming chen (Jueming) New member Username: Jueming Post Number: 4 Registered: 7-2003 |
Dear Professor Min, I have the experience that my cashpoint transaction be declined because of insufficient funds. But on the eftpos receipt, there is still no information about how much is left in my account.I think it is not difficult to add a function to let the customer choose to see the available funds. But haven't seen any pos got this function. There should be other reasons. For an educaton application, it is rather important to know about the target learners. Parallelism is also based on the estimation by the designer.There may be various kinds of demands for the information. I'm quite interested in the position and presentation of Parallelism Information. Some postions on the screen can attract more attention from the user, or and some styles are more impressive. | ||
| Rik Min (Min) New member Username: Min Post Number: 40 Registered: 8-2003 |
All the last discussions are interesting. But don't focus only on audio; that is one perception channel. The last mails not are all questions but mosly remarks; I think; good remarks. I hope that I have not missed important questions now. You were a nice audience and good readers. If you want more can read other papers about my concept of parallelism and the PI theory: http://projects.edte.utwente.nl/pi/Papers/Parallel ism.htm and http://users.edte.utwente.nl/min/home/Theory.htm Did you understand the four rules from (cognitive) psychology in the PI theory? You can find them there. | ||
| Yuejun Zhang (Yuejun) New member Username: Yuejun Post Number: 4 Registered: 8-2003 |
@Tianjiao Chen I agree! a bigger screen size or a smaller font size, I think both can achieve the goal. You just need to solve the trade-off: to save eyes or save money. | ||
| John Jamieson (Johnj) New member Username: Johnj Post Number: 4 Registered: 8-2003 |
@jueming A response to your EFTPOS question. The EFTPOS system does provide those sevices. They are, however dependent on the Business that is using the EFTPOS system. Take a look at the following An australian verion of the EFTPOS system http://www.cashcard.com.au/cmsaxs/main/4.asp?secID =2 and the New Zealand system http://www.eftpos.co.nz/ | ||
| Stephen Corich (Stevec) New member Username: Stevec Post Number: 6 Registered: 7-2003 |
I know I said that last time was my last post, but I couldn't resist on more go... @ Frank I agree that we need to combine ITS and parallel design to make the most of parallel interfaces. Looking the next reading, the Byzantium system seems to have done this well. @ Rik re 18 August response I agree that there does not seem to be an easy solution to combining the sequential approach and the PI approach. Maybe the answer lies in John's simultaneously scrolling multiple windows approach. @ everyone on combining multimedia elements As an educator, the more variety I provide in terms of delivery methods, the more3 chance I have of connecting with a variety of learning styles. An easy solution might be to allow the user to switch the various media elements on or off. @ Rik Thankyou for participating in the discussion forum. It has for me been an enriching experience and has opened my eyes to the value of having open discussions with a recognised subject expert. A must for any distance learning course. | ||
| Zheng ZHOU (Frank) New member Username: Frank Post Number: 5 Registered: 8-2003 |
@Fan Wu Posted on Wednesday, August 20, 2003 - 7:59 pm Firstly, thanks for you response to my points! Maybe we don't need any hyperlinks in terms of audio. However, my view of the difficulty in embedding some hyperlinks in sounds comes from our strong reliance on those links in normal text, which facilitate our navigaiton tremendously. Could you imagine a website without any links? With the help of those hyperlinks, we can search for the exact information that we want very efficiently; we may skip some parts we are not interested in or already know. Maybe hyperlinks are too widely used to notice their importance. While playing a piece of sound, we can hardly do anything about it, except listening. Want to skip some parts? Sorry, please be more patient until it finishes itself. Someone may argue that we may split it into smaller excerpts. But even within a single clip, I, or other users, may not want part of it. It does not seem feasible at all. In short, we cannot borrow the convenience out of using links in text as playing with sounds. | ||
| Shirl Lim (Shirl) New member Username: Shirl Post Number: 6 Registered: 7-2003 |
@Stephen (msg #5; August 18, 2003 - 5:40 am) I agree with your comment "providing the right amount of information in the right place at the right time" ... but may I add that in the learning environment sometime, or most of the time rather, is not about how much info can be provided to the student but how much can the student adsorb or process? @Prof. Min (msg#38, August 18, 2003 - 9:25 pm) I guess the key to parallelism and pretty much all aspects in life (learning included) is to find the balance (as you and Stephen C had said it many times on this forum) - how much is one expecting? how much can one provide? and most importantly, how much (or how quick) can one adsorb the info provided? The problem in finding the balance is it's easy to say than done, as (1) one would expect much more than one can handle, and (2) one (ie. the provider) would provide much more than what other (ie. the receivers) can take in. Frustration arises when (i) one didn't get what he/she expected, and/or (ii) receiver didn't take in as much as the provider had provided or expected the receiver to take in. Thanx heaps for your input and participation in our discussion forum! It's great honour and pleasure having you in our forum. @Yuejun (msg#3, August 19, 2003 - 9:02 pm) There maybe some argument over having a bigger monitor - like how big is the limit? I've used 15" monitor for my home PC for many years and have only switched to a 17" a few months ago, and honestly I was perfectly fine with the 15" monitor so long that I don't have to scroll to the right to read the text (mostly on the web) but then again this has nothing to do with the monitor itself, it's how the webpage is written. So you would have the same problem anyway is you have a 17" or bigger. Same thing to writing on paper, how often do you see student or anyone use A3 paper for note taking in lectures or writing minutes in meetings? @Frank (msg# ; August 19, 2003 - 8:29 pm) I see where you are coming from on adding audio to the model. However, you have to put your thinking into a mindset that having the audio playing is no different to one sitting in a lab (let it be chemistry, physics or computer lab) listening to the lecturer telling the student what to do or explaining the process. I think the audio would only work if it's played at a speed that one would expect from a lecturer at a real-space lab or lecturer hall. It's nothing more frustrating than having to play the audio again and again just cos' one misses the tiny weenie piece of information. My thinking is if e-learning or mobile-learning is ever going to replace the real-space face-to-face interaction learning environment, then it should be done as closely match to the real-space learning environment as possible. Take a scenario for example, you can't complain that the teaching system is no good or doesn't work just cos' the lecturer talks faster than you can process in lectures. @Chen (msg# ; August 20, 2003 - 1:23 pm) I agree that audio may not go as well with text than with image ... but I think it would work well with an animation (ie. a moving demo or model) explaining the movement or behaviour of the animation. It's no different to watching movie (ie. you see the people moving and hear them talking at the same time, NOT reading and listening at the same time), not foreign movie of course ... =) regds, SHIRL | ||
| Zheng ZHOU (Frank) New member Username: Frank Post Number: 6 Registered: 8-2003 |
Hi Shirl: Thanks for your reply to my last poster! However, you might misunderstand the content of it. What I said is kind of comparison, including advantages, limitations, between the usage of sounds and that of normal text, in which what kind of tools(say, hyperlinks) are available, or not available, for us to utilize when using them. I have never commented on the speed of audio at all and do not think it should be a topic here either. It is just not our focus in this discussion. Take system design and development for instance, the font colour, size of a system are all trivial issues and not worthwhile to be mentioned in the meantime. It is the job of an art designer, instead of a system designer or developer. What I have said about audio are confined to its pros and cons, which will help us know it better and guide us in taking full advantage of it as needed, nothing to do with the speed of a particular piece of sound. Regards Frank | ||
| David Stirlng (Dave) New member Username: Dave Post Number: 1 Registered: 8-2003 |
Rik Min, In your paper you talk about the computer monitor being a bottleneck for information. I agree with this and think that software developers at the moment tend to cater for the lowest-common-denominator, which in this case is the lowest resolution used be most people. It seems to me that developers should be creating interfaces that are more scalable to different resolutions, allowing those with the higher resolution to display additional information. This would also enable the software to be more usable in a few years time when the standard resolution would probably have increased. For example software written seven or eight years ago is often not all that usable now as it was designed for a full screen resolution of 640x480. Another issue with the computer display is the way in which windows on the screen are displayed in the 2 ˝ dimensions, was invented over 20 years ago. I’ve heard of research into various 3D display mechanisms such as rooms and piles but there hasn’t been any great break-through yet. Such a 3D display could allow for more information to be displayed which could increase and decrease in size rather than disappearing completely. Regards, David |