Finding Visualizations Tools and Integrating them into your Classroom
Karin Kirk, Cathy Manduca, Carol OrmandScience Education Resource Center Carleton College
SERCthe Science Education Resource Center at Carleton College
OutlineWhere to find visualization toolsIntegrating them into your classroomPractice time: find a visualization, evaluate it and think about how youd apply it.
Part I: Finding Visualization ToolsBegin with learning goals what do you want students to learn?Degree of complexity tailored to students level of understandingContext for use how will you apply this tool in class?The clearer you are about what you are looking for, the easier it will be to recognize when youve found it.
Some favorite places to look
Part II: Integrating Visualization ToolsVisualization tools are just that. Just as a hoe doesnt do the weeding without a gardener attached to it, a new GIS platform requires careful integration and guidance from the instructor in order for it to be successful.
Cognitive impacts of using visualizations
StrengthsInformation in multiple modes improves comprehensionOrganization improves memoryComplex relationships or processes can be easier to understand WeaknessesSimple diagrams cannot accurately convey complexity of process or its time scaleComplex diagrams are too advanced for most learners From Michelle Hall-Wallace, On the Cutting Edge visualization workshop
The cognitive processes required to make sense of visualizations are not a natural consequence of exposure to visualizations (Libarkin and Brick, 2002)
Some things to scaffoldGeoscience contentVisual cues: perspective, 3-dimensions, scaleDegree of inquiry: directed vs. free explorationTechnical requirements and how to interact with the visualization
Description of the activity/assignmentTo prepare for this assignment students have already used Google Earth to examine beach erosion, but they have not yet created any new content with Google Earth. Students are already competent navigators and are accustomed to the perspective views used in Google Earth. In this assignment students first go through a prepared Google Earth tour on Juneau Icefield glaciers, and answer questions about glacier features. Then students create their own Google Earth tour, using placemarks to identify key features of their glacier.http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/21214.html
Evaluating Potential VisualizationsTopic:___________________Learning goal:____________Audience level:___________ 1. Does the visualization Match my classroom goals?Build on what students already know?Clearly illustrate the concepts at hand?Emphasize or isolate the key concept? Contain sufficient arrows, labels, scale and other information so that students can orient themselves?Match the mental model I want students to create?Helps students overcome common areas of difficulty?(Optional) Allows students to work with data and manipulate the imagery to create a deeper understanding?Allow opportunities for reflection, discussion, and synthesis?2. Is the tool flexible enough to customize for my specific use? (if applicable)3. In what type of context would you use this visualization? (illustrated lecture, interactive lecture, lab activity, independent exploration, reflection/synthesis, assessment)4. What kind of scaffolding, guidance, or instructions will you provide along with the visualization?5. How would you assess if the students are achieving the learning goals?
Part III: Practice (30 minutes)Find a partnerIdentify a geoscience topic that you might teach. Determine the goal for teaching with this visualization (Dont spend too much time on steps 1-3)Find a visualization that fits the goal, Use the checklist to evaluate it.Consider how you would scaffold this visualization.Discussion (last 10 minutes)
Where to start
http://serc.carleton.edu/introgeo/visualizations/how.htmlData Visualization LinksVisualization of Model OutputVisualization Software LinksPlus related links to other SERC sites
Make a handout of this*Participants can select any visual tool, such as one theyve learned about during the workshop.*