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Original posting links (or you can view them all further down the page):

Session 1 - Individual task 2 - http://multihhk.blogspot.hk/2017/09/hi-h-i-h-uh-i-h-i.html
Session 1 - Individual task 3 - http://multihhk.blogspot.hk/2017/09/blog-post.html
Session 2 - Individual task 2 - http://multihhk.blogspot.hk/2017/09/session-2-individual-task-2-kevin-cheng.html
Session 3 - individual task 1 - http://multihhk.blogspot.hk/2017/09/session-3-individual-task-1-kevin-cheng.html
Session 3 - individual task 2 - http://multihhk.blogspot.hk/2017/09/session-3-individual-task-2-kevin-cheng.html
Online Course 1 - Process 2 - http://multihhk.blogspot.hk/2017/10/online-course-1-process-2-kevin-cheng.html
Online Course 1 - Process 4 - http://multihhk.blogspot.hk/2017/10/online-course-1-process-4-kevin-cheng.html
Session 5 - individual task 1 - http://multihhk.blogspot.hk/2017/10/session-5-individual-task-1-kevin-cheng.html
Session 5 - Difference between hearing and listening - http://multihhk.blogspot.hk/2017/10/session-5-difference-between-hearing.html
Session 7 - individual task 1 - http://multihhk.blogspot.hk/2017/11/session-7-individual-task-1-kevin-cheng.html
Session 7 - individual task 3 - http://multihhk.blogspot.hk/2017/11/session-7-individual-task-3-kevin-cheng.html
Session 7 - individual task 4 -http://multihhk.blogspot.hk/2017/11/session-7-individual-task-4-kevin-cheng.html
Session 8 - individual task 1 - http://multihhk.blogspot.hk/2017/11/session-8-individual-task-1-kevin-cheng.html

Session 8 - online task 3 - http://multihhk.blogspot.hk/2017/12/session-8-online-task-3-kevin-cheng.html
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Session 1 - Individual task 2 - Kevin Cheng

1. The poster has good representation of the the giant squid with a 3D image where simple lines of references can effectively point out the different features of the giant squid.

2. There's only a short paragraph of introduction to give readers a much easier hurdle to go through in order to absorb the information.

3. The dimension of size of squid comparative to a human being is simple, yet much more impactful then the other posters trying to do the same thing.

4. The poster doesn't clog up too much of the poster, giving room for readers to absorb information. The poster itself is generally better positioned than others, without giving off the impression that too much information was cramped into it.

5. There's generally no colour contrast problems, with everything being clearly readable.

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Session 1 - Individual task 3 - Kevin Cheng

I used the first slide as a basic description of typhoon, such as its wind speed and lasting time. This is to explain to readers the overwhelming power of typhoon, which I magnify through the use of the picture. The picture shows a huge typhoon hovering above earth in a satellite image, highlighting its size comparative to earth.

In the second slide, the formation of typhoon is shown. This is assisted by a step-by-step formation picture, clearly depicting how a typhoon come into existence.


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Session 2 - Individual task 2 - Kevin Cheng

Please refer to the notes in google slide for the explanation in terms of principles.

Link: https://docs.google.com/a/connect.hku.hk/presentation/d/1XenxJcVZm8kmO4EEKuejk_bVo305WwvTwZw8SeR2VMo/edit?usp=sharing

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Session 3 - individual task 1 - Kevin Cheng

Learning objective: 
Use various modeling tools to help identify and describe information systems requirements and specifications

1. Focus on skills and abilities central to the discipline and based on professional standards
The learning outcome aims to improve students' skills and abilities on the use of various modeling tools.

2. Are general enough to capture important learning, but clear and specific enough to be measurable
To be able to use modeling tools are general learning objective, but the inclusion of being able to "identify and describe" are measurable skills.

3. Focus on aspects of learning that will develop and endure but that can be assessed in some form now
The knowledge of modeling tool usage is a skill that can develop over time in the work place. It is able to be assessed now as it contains measurable verbs like identify and describe.

4. Are student-focused
As the course is about information system, the ability to identify and describe information systems is a key point. Thus it is a practical student-focused skill.

5. Focus on the learning resulting from an activity, or course, or program
In class, we learn about the definitions through exploring different examples of existing information systems. Thus, this learning objective allows us to strengthen our understanding of information system.

6. Reflect the institution’s mission and the values it represents
HKU's mission is to improve students' understanding in their pursuit of knowledge. As this LO teaches information system and modeling tools knowledge, this conforms with HKU's mission as a whole.

7. Are in alignment at course, academic program, and institutional levels
A little bit far-fetched, but the knowledge of using modeling tools are aligned to the E-learning aspect.

8. Focus on important, non-trivial aspects of learning that are credible to the public
The ability to use modeling tools are certainly non-trivial, as it is a productive knowledge that can be used to analyse information systems in the real world society.

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Session 3 - individual task 2 - Kevin Cheng

Part 1 - Learning objectives:

A) Design multimedia teaching and learning resources

 1. Skills or behaviors

  • To design appropriate multimedia to facilitate teaching
  • To design effective learning resources for a curriculum

2. Conditions

  • multimedia teaching and learning, such as power point, story-telling

3. Criteria

  • Prototype design of multimedia teaching and learning resource for supporting learning can evaluate on students' ability to design appropriate and effective multimedia learning resources
  • Essay writing in relation to the area of “Multimedia in Education”
  • Participation (In-class & online) can allow students to acknowledge and discover new information through stimulating discussions


B) Critically evaluate the quality of educational multimedia products 

 1. Skills or behaviors

  • To understand educational multimedia products at a critical level
  • To be able to formulate own opinion and critically evaluate and judge products' quality

2. Conditions

  • Educational multimedia 

3. Criteria

  • Essay writing will allow students to formulate own critical opinion through thorough research



 Part 2 - Domain examples:

 A) Cognitive Domain

  1. To design effective learning resources for a curriculum
  2. Critically evaluate the quality of educational multimedia products

B) Affective Domain

  1. Demonstrating awareness of cultural differences in working with a simlulated inter-racial project group
  2. Proposing a plan to improve team-work


C) Psychomotor Domain

  1. Be able to perform a quadratic equation after demonstration
  2. Be able to drive a manual car
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Online Course 1 - Process 2 - Kevin Cheng


This is a video made to give people the general knowledge of a car windows’ physical properties as well as information on how to effectively break through them should the need to escape from one arises.

The ‘teacher’ is called Destin, and throughout the video he constantly refers to the viewers as ‘you’, which envelops the learning in a conversational style rather than a formal style. This is an application of the concept “Personalization”.

The entire video is presented by Destin’s voice, thus his natural human voice brings more emotions and impacts than a machine voice, hence this supports the “Voice” principle.

As Destin is present throughout the video interacting with the camera, his face is clearly visible, making the video feel more interactive (the use of “Image” principle).

In the beginning (0:25-1:08), Destin first gives us an insight into the differences between a car’s side window and its front windshield. The initial explanation of tempered and not-tempered glasses (annealed glass) is the use of “Pre-training” principle. It gives us the basic knowledge of their physical properties so that we can later on apply these knowledge on the skill taught, which is to escape from a car window.

In an experiment during the video, the tempered and not-tempered glasses are clearly labelled as such (3:31, 2:05), which gives a very clear indication to learners as to which is being tested and their different results. This uses the “Signaling principle” as it highlights which glass is which. Another example is at 4:13 where a clear red arrow is used to point to where Destin was talking about.

In 4:30-4:35, the animation is only present without any captions, as the main teaching is done by Destin’s narrations. This uses the “Redundancy” principle where redundant captions are not used. “Modality” principle is also used as no unneeded captions are used to split learner’s attention away from the animation.

There is rarely a use of words and captions throughout the video, and when there are, they are relevant, which is a clear support of the principle “Coherence”.

In 4:04, the image is presented alongside a caption of description, which is an example of integrated presentation through the principle “Spatial contiguity”. Also, simultaneous narration is used to explain the annealed glass’s physical property, which is a use of the “Temporal contiguity” principle.

Overall, I think this is an amazing instructional video which teaches people the basics of car windows while keeping them attracted throughout it. The only downside I would consider is that the video lacked some sort of “Segmentation”, where a clearer step-by-step guide may be better to give learners more control over the pacing of their learning.

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Online Course 1 - Process 4 - Kevin Cheng


1. Image – included image of the creator of the theory

2. Coherence – no extra words or unneeded words were included

3. Spatial contiguity – the term descriptions are placed adjacent to the actual term itself

4. Signaling – the terms are highlighted in corresponding color to effectively indicate which is which

5. Personalization – use of personal words such as "your" to make it feel more personal to readers

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Session 5 - individual task 1 - Kevin Cheng

PACT analysis - PH Value Interactive exercise


People - for F1
  • F1 has low cognitive characteristics and low span of attention, thus a one page interactive exercise can stimulate their attention
  • A simple interactive app caters for all different kinds of physical ability of F1, except the disabled
  • They have very little experience, but for those learners with high ability, they may know about it already and thus it could be quite useless for them
  • The application only uses English and thus may neglect those whose native language is not English
  • It doesn't cater to special, as those with colour blindness would defeat the whole purpose of educating phenolphthalein's effect
  • As it is intended to be used within a classroom context for high school, it is a homogenous user group with very little age difference
    Activities
    • Goal is to let them learn about knowledge of PH value through an interactive experiment
    •  It is an individual work
    • Active learning
    • It is a very simple task, but some segmentation could be better to separate the effect of phenolphthalein and the other two chemical substances (H2SO4, NaOH)
    • The data input only requires the click of a mouse, thus there is a low chance of errors
    Context
    • It is indoor activity 
    • The usage of this tool can be for those schools who do not have the luxury of a lab to carry out the actual experiment
    • Another usage is to serve as a pre-training tool, to first give students an idea before doing the actual experiment in lab to allow easier supervision and avoid potential accidents
    Technologies
    • It uses the Scratch software 
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    Session 5 - Difference between hearing and listening - Kevin Cheng

    How to speak so that people want to listen | Julian Treasure

    4:18-7:07

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    Session 7 - individual task 1 - Kevin Cheng
    Don't like

    Edmodo
    I don't really like using this website because it is overloaded with unnecessary information (invite your parents part), and the files in which the teachers upload to the class is often obscured and in difficult to find places.

    Dropbox
    The application is very good to use, but the website design is of a sub-par quality. The files cannot be dragged and dropped easily to other folders, and the clicking mechanic is also frustrating with many miss-clicks. Overall the control to the website is quite clumsy.

    Like

    Google Drive
    Unlike Dropbox, the website design of google drive is very good. The quick access toolbar allows easy access to recent files, while the drag and drop function is also very fluid.

    YouTube
    The website design is clean and neat, with easily accessible history and playlists.
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    Session 7 - individual task 2 - Kevin Cheng

    The color of the signs can be made to a warmer color such as blue, which invoke a calmer and less alarming thought to people.

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    Session 7 - individual task 3 - Kevin Cheng















    The poster on the left presents an aesthetically pleasing face which will be more effective through their sensual appeal. As people wants to look like the beautiful model, they will link the use of this lipstick to a step in becoming beautiful.

    The two posters were used because putting all information into one would cause information overload. As such, two posters were used where the one on the left is used to attract people's attention through the vibrant model's face, while the one on the right provides more information for attracted consumers to find further information on how to obtain it.

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    Session 7 - individual task 4 - Kevin Cheng

    1. Uses a warm color (blue) and round shapes to induce positive emotions and facilitate learners' emotion.
    2. The use of messages such as "The best master's degrees" to invoke an instinctive feeling of positivity.
    3. The use of "most affordable" phrase is to make people feel that they have obtained a bargain
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    Session 8 - individual task 1 - Kevin Cheng

    FACEBOOK
    1. Gamification - instructional tutorial 'games' for us to set up our profile pages
    2. Simple and clean - the design of facebook is neat overall without too much redundancy
    3. Social and reflective - the many social feeds being visible, it also invoke reflection 
    4. Joy - with constant reminders of your friends' birthday and the years of friendship, this provides joy to users
    5. Grab attention - posts on facebook generally have a large proportion of it being a picture/photo, which grabs attention of the user
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    Session 8 - individual task 2 - Kevin Cheng

    DSO Kids - https://www.mydso.com/dso-kids/learn-and-listen/instruments
    1. Content quality - For kids learning the instruments, there is ample details with a picture, description, its family as well as an audio file of the instrument's sound.
    2. Feedback and adaptation - There is a lack of feedback since this is a website with one-way communication only. There is a feedback section within the website, but we can imagine that the channel will be slow moving, where adaptation will be very sluggish and takes a long time to implement.
    3. Motivation - There is good motivation, since the learning includes activities where kids can have hands-on activities to further enrich their learning.
    4. Presentation design - There is a neat visual presentation with bright but not overwhelming colors to attract viewers. Auditory information is also present to enhance learning.
    5. Interaction usability - The navigation of the website is generally simple and clear, for example clear font sizes and neat and clean design.
    6. Accessibility - It doesn't cater for disabled viewers as it contains mainly visual information.
    7. Reusability - Since it is very basic information and facts, it has high reusability for learners from different background. But it is in English so it is limited to viewers who understand English.

    Engaging and motivating students - https://www.youtube.com/watch?time_continue=256&v=DvJuzE-g7OM
    1. Content quality - The content is neatly presented in 2 parts
    2. Feedback and adaptation - Since it is a video, there is a lack of feedback
    3. Motivation - As it contains highly relevant information, it does increase intrinsic motivation
    4. Presentation design - As a video, it is presented neatly with clear and high quality camera and clear labels
    5. Interaction usability - There is interaction available from the comments section, which does provide quick time chat and discussion
    6. Accessibility - As YouTube videos contain subtitles, it is accessible for both blind and deaf people
    7. Reusability - As it contains general information, it should be reusable across the educational context
    1. Content quality - There is a lot of content teaching many aspects of writing
    2. Feedback and adaptation - There is a lot of questions with answers for self evaluation. However since it is quite rigid in its design and activity choices, there is little adaptation to learner characteristics
    3. Motivation - As the interface is very multimedia-heavy and contains a lot of different information, this might throw off learners and become distractions instead of attractions.
    4. Presentation design - The quality of learning resources is high, and there are consideration for multimedia design, as signalling principle is apparent where texts will highlight in different colors if you hover over them
    5. Interaction usability - User navigation is quite easy here, with a clear drop down menu to navigate to different pages and sections
    6. Accessibility - This website did not take into consideration blind and deaf people, as there is no design that cater for these people
    7. Reusability - As grammar and writing skills is very reusable across courses and contexts, there is great reusability
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    Session 8 - online task 3 - Kevin Cheng
    1. Use of warm color (blue) to induce positive emotion
    2. The highlight in red for regions in which the squid resides does not have any redundancy problem as it doesn't include the country name next to the country, which is redundant.
    3. The positioning of the critical terms next to the squid is spatial contiguity, which picture one failed to produce
    4. The critical terms are highlighted, which shows signaling effect
    5. The problem with the original picture I chose is that the geographical map contains redundant element in the form of the country's name


    1. Originally, there's a lot of text for the first slide, now removed extraneous words (coherence).
    2. Rearranged to signal key terms by red (signaling).













    1. In the second slide, there were redundancy as captions state what was being stated already within the captions of the picture. Now redundancy is reduced with simpler captions.
    2. Spatial contiguity is also used now with relevant captions being place directly underneath each process.
    3. Segmenting is present with steps 1 to 3, to allow for easier understanding.

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