Chris Makler
econgraphs.org
Michigan Center for Academic Innovation
The total revenue is the price times quantity (area of the rectangle)
Classic Econ Example: Decomposing Marginal Revenue
If the firm wants to sell more units, it needs to drop its price
Revenue loss from lowering the price
Revenue gain from additional sales
Classic Econ Example: Decomposing Marginal Revenue
The total revenue is the price times quantity (area of the rectangle)
Comparative statics question:
how do the relative sizes of the red and green rectangles change as the firm increases its output?
Multiple graphs in a single interactive diagram can be useful for two reasons:
(1) show the relationship between two models
Multiple graphs in a single interactive diagram can be useful for two reasons:
(2) show multiple representations of the same phenomenon
Phase I: developed interactive diagrams for use in lecture
Phase II: incorporated diagrams into an online interactive textbook
Phase III: building exercises that use diagrams instead of math
(joint work with Doug McKee at Cornell and
Simon Halliday & Anastasia Papadolou at Bristol)
[ TEACHER-LED LEARNING ]
[ INDEPENDENT LEARNING ]
[ ASSESSMENT ]
Difficulty/ Complexity
(I doubt these are news to anyone in this room, but still...)
How might disciplinary knowledge and interactive media complement one another?
How might interactive media be used to their fullest potential within an online learning situation? (i.e., making the most of a potentially limited feature set)
What strategies do learning designers use when considering the placement of interactives in courses? When does it make sense? Where? Why?
How might we abstract and apply what we know about interactive media design to new contexts (e.g., XR stage)?