Data Organization - Housing

I've spent some time browsing for houses lately.  I would eventually like to own a home.  While searching for houses I know there are certain points that I will need to be close to. My husband's job, my job and perhaps a friend or family member.  I can't help but think that this is a very common need and that the housing or real estate sites should include this as an option. It should be fairly simple to add in points of personal interest and then create a search that includes a proximity search as well as all the other price, size, amenities type qualifications.  I realize that it is possible to do a search of an area code or even of a specific address, but it would be nice to have the data automatically triangulate some points and realize that you don't want to live south of point A if point B is to the north. (See rudimentary diagram below)

website header video

This site has a really interesting use of video on it.  Typically I'm slightly bothered by video that plays on a website since I want to be the person in control and have the option to press play instead of it just talking at me.  But this video automatically plays in an unobtrusive but interesting way.  They hold the frame so still that it seems to be a typical website header, but there is actually movement within the cropped frame.  An innovative use of video that adds a little pop to the page without being terribly distracting.

Step it UP

Saw this link to workout tech, gadgets that monitor your movement and exercise and graph it online.  http://www.nytimes.com/2009/12/17/technology/personaltech/17pogue.html?_r=1&nl=technology&emc=techupdateema1  Made me think of the "Step it Up" project.  These still aren't geared towards kids like that one is.  I think the idea of getting points or helping set goals is a good one.  I've found that product design for adults tries to keep away from "childish" things like that, but I think adults respond to that type of thing almost as well as children do if it's positioned right.

Mayer, R.E. (Ed.) (2005). Cambridge Handbook of Multimedia Learning. New York: Cambridge. [Chapter 33]

Annotated Bibliography

In chapter 33 of Mayer's book there is a discussion of games, microworlds, and simulations. In a simulation, interaction is design or teacher directed.  The author discusses the challenge of designing simulations to best show what the underlying model is.  Simulations are built on a set of principles or rules and the learner interacts with the simulation within the confines of those rules.  To address this problem and to direct learners’ attention appropriately, sometimes a gaming aspect is introduced to a simulation where there is a goal that needs to be reached.  However, some studies have shown a disadvantage to games in that learners become so preoccupied with achieving a goal they do not focus on learning a task.  The author also discussed the impact of having students create games as a learning task for the creators as well as the game players.  In a microworld interaction can be directed by the learner.  The author suggests three goals are common to all microworlds, they offer a way to explore concepts and principles that underly complex system, they focus on qualitative understanding and they try to reduce the difference between learning and doing science.  Finally the author discusses the idea of design research as a method of study for these instructional formats.

My Thoughts

The difference between these types of interaction design seems to be a bit hazy.  It is clear that these are identifiable, however a simulation could have a gaming component and microworlds could have simulations etc.  The author actually discusses the benefits of each which would make it logical to assume that there would be advantages to further blurring the lines between these types of interaction and choosing to use each one when it is appropriate for the learning situation. 

In EEMIO we have made what seems to lean towards the label of a microworld with a lot of gaming components.  By adding the physical element there are aspects of a simulation involved or even a virtual world.  It seems best to use the appropriate elements for the learning situation instead of trying to classify or limit the design to one form or another.